For as long as I can remember math and science classes fascinated me to no end. Once I started wielding science as a tool to understand life, a whole new world opened up. There is nothing more satisfying
Surveys, according to Lovelace & Brickman (2013), are able to divulge information critical to the educator’s pedagogical practices, since practitioners can measure how students’ attitudes toward math and science influence their learning. Attitudes toward science are either positive or negative, and these innate feelings and predispositions affect students’ ability to learn science and math and acquire mastery of the subjects. Thus, educational practitioners use these psychometric measurements, in conjunction with learning outcomes to draw conclusions about levels of efficacy in their own instructional
During the course of the year, we learned about the Investigation-Colloquium Method (I-CM) of the teaching science which emphasizes that children learn more by interacting with their peers, sharing their thoughts and collaborate information among themselves. As the word colloquium suggests, it is an informal gathering of peers during a discussion, it is during this discussion children expand on their learning experiences. This method is similar to what Vygotsky would have considered as the “Zone of Proximal Development.” His theory suggested that during a colloquium children tend to sharpen their perception which will, in turn, promote mental growth. As a future teacher of science, my goal is to base my lesson plans on the I-CM method by using it as a benchmark for my instructional practices. Some of these approaches would include concepts, materials, investigations, use of data charts, creative dramatics, and closure to name a few. Each of these subcategories of I-CM further enhances the concept of this method which will be discussed later in further detail. However, in my opinion, the role of a teacher is the pinnacle entity for a successful colloquium among children and an even more successful pedagogy of science.
As Whitehead says, “If a science forgets its heroes, it is lost.” Learning about nature of science and its social and cultural aspects will enhance of our understanding that science is a human endeavor. Science is a way of explaining natural phenomena by using interpretations and interferences with experimental data and observations. However, including history of science in our teachings, as well as a laboratory part, is a great way to illuminate students about the evolution of science and how scientists can take risks and sometimes fail while seeking information. Whether they study science fields or not, this history will encourage students to make and learn from mistakes while engaged in scientific practices that will expand their
They fail and they try again but this time doing something different. ?To Really Learn, Fail--- Then Fail Again!? states, ?Kids in many classrooms across the United States are learning science in much the same way. Instead of explaining things to the kids from the front of the classroom, teachers are beginning to instead ?guide from the side.? They are nudging kids to become Edisons --- tinkerers who learn by doing.? This explains why children are learning more than they used to. Teachers are understanding that if the kids figure out most of the experiment by themselves, then they will understand
Christine Pelton, a biology instructor in Piper, Kansas, is not a hero in my opinion. As I understand the story, this teacher has a little more than one hundred and forty biology students. It was stated in the article that, “Nearly one fifth of her biology students had plagiarized...” Twenty
When I was taking physics, I always did excellent work and earned high grades. Many students struggled with the concepts covered in physics because they require the use of many mathematical calculations which can be extremely intimidating. I, on the other hand, enjoyed the challenge of solving each problem. I became an expert problem solver and even helped tutor my peers so they too could understand how to solve the problems. There are not many students that can be considered excellent in all their classes, but my
From the moment I joined the Science Olympiad team in 6th grade, I was hooked. It was incredible to compete with hundreds of like-minded peers around the state of Texas while learning about biology, environmental science, and even Rube Goldberg machines all in the same weekend. In high school, I continued with my passion for science by participating on the science bowl team. This new form of competition was quick-paced and exciting, forcing me to be quick-witted and bold with my answer choices. When I transferred to Saint Mary's Hall, I had the opportunity to take a wide variety of science courses that really pushed me to go beyond the text and really comprehend the material. Throughout the summer of my sophomore year I was able to take an
I remember predicting a lot through my science educational career. In middle school, it was like all we were learning about was the scientific method. We went through all the steps and when we got to predicting, it looked the same as the hypothesis. Teachers would always ask what do you think will happen? Predicting was easy, all you had to do was say what you thought would happen with some reasoning. I remember in fourth grade, we were discussing mixing different liquids and which would sink and which would float. I did not realize that different liquids have different masses and thought they would all mix together. I believe the whole class thought the same as I did. When we carried out the experiment, we were all surprised to see the different layers of liquids lay on top of each other.
Growing up I was always fascinated by the sciences,and I attribute that mostly to watching Bill Nye growing up, because he made a subject that ordinarily would have been daunting easy to approach. This is something that I believe was one of Bill Nye’s goals, and he achieved it marvelously. Which is why I have always taken the enriched science classes.
I started to wonder how I’d loved science in eighth grade. Mrs. Katz assigned so
The main reason is that I found the environment of this class very similar to my high school environment, which was a STEM high school. In other words, I have always been challenged in this class to think critically and solve problems ranging from very small problems to big controversial social issues. And this is a skill that I learned and have been practicing in high school, but in a science context. Nevertheless, I did not recognize the
Currently, it is my worst major class, grade wise. Even though it has been easy for me the past couple years, it became more difficult this year. On the bright side, it has stayed at a B, and has been consistent for the entire second marking period. In science, we are learning about speed, acceleration, and velocity, and it has been the easiest chapter in the book, in my opinion. Also, we are learning about how someone on a plane can not see motion in a person on the plane with them, but a person in the airport can. Mrs. Camilleri said that it is all about the angle that you are looking at the object from. I am not satisfied with my science grade this year, but I still have half of the school year to bring the grade
As you walk in you hear your teacher addressing the class, “This project will help prepare you for being a mother.” Your teacher passes out a sack of flour and a pair of button eyes to everyone; you are enthusiastic that you get to choose a name for your flour baby and dress it however you choose. you learn that you will become responsible for the baby for the next two weeks. you discover that you are going to be graded on how well the baby is taken care of and the condition of the paper sack after the two weeks has ended. Next you go to history, and learn about the Bill of Rights. You find yourself slowly zoning in and out, because after all, you have been learning about this stuff for years. you think back to a teacher you had when you were younger who got fired for teaching against the government’s strict educational guidelines. Afterward you have biology, where you cover the topic of evolution. Many of your classmates ask questions regarding a creator, considering the majority of them are religious. For this they are punished, and the other students laugh at them as they are asked to leave the classroom. “Typical high schoolers,” you mumble.
Introduction Within the teaching of the sciences to students in both KS3 and KS4 there are numerous common misconceptions that arise in a student’s understanding of chemical ideas. (Kind, 2004) Some of the common misconceptions that student hold in regards to the other sciences range in complexity from speed of objects in freefall relating to weight to the structure of atoms and electron shells(C3P, 2013) while in biology the misconceptions held can range from misunderstanding biological facts to common place misbeliefs, held by the public at large such as Vaccinating children makes them sick. (Bioliteracy, 2008)