Reflection On Science Model Reflection

When I completed this lesson I actually felt I should re-think my decision to become an educator. Mrs. Anderson makes this job look easy. I had prepared my science lesson plan Monday and scheduled to start a 3-day lesson on Wednesday. I tried to keep my lesson close to the basal/textbook. I feel as though the students responded positively. They were responsible in raising their hands to answer questions. I had a note to “slow down” in my notes. This helped me pace my lesson appropriately. I felt confident….and then I did not! HOWEVER, this time I did not speed up my speaking and rush through the lesson as quickly as possible. I added a few examples that were not on my plan with the hopes to explain matter to the students and I believe that helped one or two students. I felt, as a class, we stayed on topic the entire class. There were a

Warm up /Bell work: When student arrive, there will be instructions on the board to fill ‘in the KWL Chart which is located on each student’s desk. The instructions on the board will read: Please fill out the KWL chart about the topic the Great Depression in North Carolina. The KWL charts will act as an introductory tool for my students to gain an interest and curiosity of this topic. It is also a great to help student’s begin an approach to learning the key topic at hand. In the KWL

While implementing Primary Health Care models, identical to those in metropolitan areas, in a rural setting is not practical, I feel there is an obvious need to improve primary health care in remote areas. This is due to the significant health gap between Indigenous and non-Indigenous Australians, in rural and remote areas

I have always been interested in science, but the hands on experiments have helped me understand and grasp concepts much easier. I recall my first experiment in first grade when the class was given the lima bean sprout experiment, which required students to plant a bean in a paper cup. The purpose of this experiment was to teach us about photosynthesis and practice our observation skills. I recall how others were fascinated about why their sprout grew. I, on the other hand, was more captivated by why the other sprouts did not grow and the factors, which contributed to that outcome. This basic experiment taught me to look at things through different lenses and not always to the most obvious path.

I elicited and built upon student’s response to promote thinking and develop understanding of science concepts through questioning to get student think critically about what they did at each station and how it fit together what we see happen outside the classroom. it can be seen in the video clip 2 lesson 4 minute , it can been seen in the video that students are actively engaged in answering questions and are willing to give their insight into situation. In video clip 1 The students watch a video about the chemistry of carbon. and while the students watched the video there were a list of the question that each students need to answer it, and one of these questions was asking about “what the protein are made off “This provided students

science -inquiry concepts. In the video clip from lesson 4,minute Students will work together to form hypothesis, observe ,follow procedure ,collect and analyze data, write a conclusion. This lab has four stations, with each stations student were dealing with situation involving phenomenon that they see outside of the classroom, likely on daily basis. so, with each station the Students can be seen using data and their observations as evidence to explain why they were seeing this real-world phenomenon. then students need to answer the lab analysis questions that also connect them with real world. video 2. Furthermore, to help students construct their explanations, I asked questions that push students to make connections to the real world. For example, in video 2, minute , I ask students why organic compounds dose not conduct electricity ? and how about if we try using water and salt ?

One of my activities in the introduction part of my lesson involved a class brainstorm of observable properties plus characteristic features of the three states of matter. This activity is student-centred as it requires the students to lead the discussion in order to brainstorm a scientific conversation to establish prior learning and knowledge. Thus, echoes the general capability of personal and social capability of the students being self-aware and recognising themselves as active learners and developing their reflective

A KWL chart will be used to focus on the topic, and to build on background knowledge. Information will be added by the student throughout the lesson.

As this is happening the teacher will write on the board what the students discovered. The students will also fill out this information on their thinking log on the first page.

The experiments would serve to prove that science is observable, understandable, and thrilling. After each exercise would be an explanation of the experiments' concept(s). Once I finished presenting my proposal, Mr. Davis folded his hands and peered at me from across the table. I held my breath. He unfolded his hands and turned the palms up. He grinned. He thought it was a great idea as it fit into the national Boys and Girls Club aim to implement a STEM program into local clubs. I was

Therefore, it can be expected that most students will not mix the correct quantities or continue adding small amounts until they get it right. What students learn is the correct amounts of items to mix to make the desired result and not the scientific principles behind it. This conclusion does not align with any standard or reasonable scientific objective.

The first thing the teacher does for each lesson is breaks the students into groups so they can collaborate with their peers (Miller, 2015). Then the students observe with their groups and develop models based on the evidence they collected from their observations (Miller, 2015). When students create their models, they get to observe patterns in their everyday life. This helps the students develop real world connections to what they are learning in science (Miller, 2015). Also, the models help for the ELL students to have visuals of what they are learning and visuals have been proven to be used as an aid for these specific types of students. After the students make their observations and models, then they work together to discover the problem and the solution (Miller, 2015). Overall, the teacher’s goal is to facilitate discussion. The students are all learning on their

Models are utilized by teachers to communicate important content to students, and to help students better understand the nature of science (Duit & Treagust, 2003). Any representation used as a teaching tool “should build on students’ prior knowledge of a phenomenon and ways of thinking about it, for example by taking into account the skills they possess for dealing with the concrete and abstract entities involved in analogical relationships” (Justi & Gilbert, 2002b, p.1274). Too often, this is a missing criterion for the representations used in a lesson. Visual representations can be chosen for a variety of reasons including availability or copyright, use of color or lack thereof, aesthetics, transferability to printed materials, etc. without ever considering whether the model used is tied to students’ previous knowledge. Models used without thoughtful consideration of the intended audience are weak teaching tools, and can lead to a variety of problems in the classroom (Justi & Gilbert, 1999a, 199b, 2002b; Johnstone, 1991, Talanquer, 2011, Taber, 2013). These problems occur because students who are learning aspects of a concept for the first time lack the ability to recognize or value the limited scope of use that is inherent with a teaching model (Taber, 2014). If the teacher, the expert in the room,

Conversely, it was not going well at the start of the activity because Jenny tried to create mixture colours then the mixture colours became dark coulours which could not see whether the second layer was sits on the bottom layer. This mistake would not happen in the future as I will show the children the way to do this activity and they can practice by themselves. At last, it is important to find an experiment that children feel interesting so they would engage within the experiment. In contrast, students will fail to learn if they feel disinterested, tired and scared in a science inquiry

Reflection is considered as a vital element of professional practice as it precedes to insight and then subsequent change in practice. The hypothesis of reflection is not new as it can be tracked as far back in the 5th century by the influential Greek philosopher, Socrates and to the 1930s primarily focusing on John Dewey’s work. Dewey is one of the founders of learning from experience. He theorised reflection as ‘active, persistent and careful consideration’ (Dewey, 1933) initiated by a specific situation which was opposing, perplexing or uncertain. One of its most common use today is coming up with a thought, an idea, or opinion made or an observation made as a result of concentration, suggesting in essence a way of thinking in which one looks back and meditate upon (Agnes, 2004).