Role As A Part Time Science Skill Tutor

As a STEM student in the Biomedical pathway I am constantly introduced to new forms of science every single day, which is certainly a privilege because as a STEM student I am exposed to new ways of learning which aren’t covered in a typical classroom setting. In fact, Science is my favorite subject because it’s a constantly evolving subject that is responsible for the fluidity of earths processes. Moreover, my interest to increase my knowledge base leads to my interest in the Science aspect of the Governor’s Honor Program.

There is an inborn interest in science throughout the first couple years of early childhood when exploration is at it's highest peak. During this stage children are eager to learn and figure things out as they constantly question "why?" to almost just about everything. As they grow older, that interest slowly decreases if not motivated. With the world we live in today it is so important for children to be educated in most subject areas in order to operate as productive members of society. In this study it is pointed out that most children consider science to be irrelevant to their future, and have a hard time understanding how to apply science to real life situations and their daily lifestyle. They do not easily identify how science is involved in non-science careers like being a chef, theatre technician or fitness trainer.

As a child, science had always been a significant interest for me. Growing up, I watched the show Bill Nye the Science Guy with passion and curiosity. I wanted to know more about the topics he spoke about and the background behind these ideas. It was not until high school that my inquisitiveness for science was fully answered. It was 9th grade honors Biology and I had never experienced a science course as in depth and thorough.

I'm from a science family, my dad is a dentist and my mom is a pharmacist back home so loving silence in my blood before i even was born. They taught me a lot about science, they taught me the basic ideas about science like every person has a different DNA that’s why is not difficult if a crime happened the police can easily know who was guilty and who was not. I love science it is so interesting for me and because of that I decided to follow up my parents way.

2. My mission as a high school science teacher is to inspire a passion for learning by making education relevant and fun. In order to accomplish this, I want to motivate and encourage students to discover and explore scientific concepts that shape and define the world around them. My goal is to create a safe, positive, and open environment that promotes life-long learning by providing students with the resources and knowledge neccessary to help them question the world around them through scientific inquiry. In addition to creating a fun and engaging environment that encourages students to explore the the

In this assignment, I will be discussing the emergence of the National Curriculum for England, and how reforms have led to its evolution into the present framework. I will also be looking at current theories of teaching and learning, and how the National Curriculum 2014 for science reflects these. I will consider how the curriculum document structures how teachers should teach, and also what types of learning theories and teaching approaches might support the teacher in delivering the curriculum.

My goal is for Donovan to experience a range of scientific exposure in his areas of interest, to develop a positive interest in science, to learn to think scientifically, to develop a respect for the work scientists do and to understand the importance science has in his daily life.

I believe science is one of the most important subjects taught in our schools as it has a vast influence within the classroom and the real world. To be an informed citizen students “should be involved in hands-on activities and be able to analyze, interoperate and plan open-ended investigations” (Turner, as cited in Hassard, 2010). This develops a range of transferable skills across the curriculum and within the real world. Through the hands on activities within this unit students learn skills such as predicting, problem solving, teamwork, perseverance, patience and researching. Science also provides knowledge about the way things work and consequences of certain actions and through my lessons I have encouraged the development of

I am the president of UW’s “Adult Role Models in Science” club, whose goal is to encourage Wisconsin’s youth to explore topics in the STEM field. From my participation in youth outreach, I realized that the curiosity and excitement that the elementary and middle school students have when learning about these STEM topics also makes me more passionate about scientific research.

Science in many ways has a vast impact on our lives. Without the tools to understand key issues that science tackles we give up our ability to form our own views and contribute to the discussion on things that affect us every day.

Students develop the skills of IL, through a guided approach and by combining their own experiences and motivations, with self-generated research questions, conversation and co-construction of information with peers and expert others. The end product is shared with others, giving students a sense of belonging and achievement, leading to improved confidence, competence and expertise, in addition to ameliorated self-regulation and direction (Kuhlthau, Maniotes, & Caspari, 2015). Models of enquiry, such as the 5E Instructional model: engage, explore, elaborate, explain and evaluate; assists students to tackle scientific concepts, within a guided framework and symbiosis with PBL (Poon, Lee, & Tan, 2012). The 5E Model, as employed within this unit of work, engages natural curiosity through development of questioning and thinking skills, while advocating group work and communication, for increased mastery of subject matter (Murdoch, 2006). Working scientifically as per the Science K-10 Syllabus (2013) is seamlessly interwoven throughout activities, engaging students in meaningful experiences which promote critical thinking and will transfer learning into the everyday (Cutter-Mackenzie,

My SE1 targets include: To develop assessment techniques, to develop curriculum knowledge and to develop the ability to meet the needs of all pupils through differentiation (appendix 1). The two lessons which are going to be evaluated within this discussion includes a science appraised

Science is a powerful way for us to explain how things around us work. But why is it so important for students to study science? Science is everywhere and understanding how it is part of our lives and how it plays a significant role in our lives can assist students in having a solid foundation for success in the future.

A teacher training technique which is known as micro teaching is practiced all over the world. This technique helps the teachers to improve their teaching skills. The history of microteaching goes back to the early and mid-1960's, when Dwight Allen and his colleagues (Bush, McDonald, Acheson and many more) from the Stanford University developed a training program aimed to improve verbal and nonverbal aspects of teacher's speech and general performance. According to D.W.Allan (1966), “Micro teaching is a scaled down teaching encounter in class size and class time”. Micro teaching enhances the presentation and reinforcement skills which further aid in real time teaching experience. During teaching in real classroom, it is not only a simple matter of transferring the knowledge from one to another. Actually it is a complex process that directly influences the process of learning. Quality of a teacher is estimated on how much the students understand from his/her teaching. Before entering in class, a teacher should know about teaching skills. Actual classroom cannot be used to acquire primary teaching skills. Students learning process will be affected if new teachers make the classroom an experimental place. The main objectives of micro teaching as stated by Otsupius (2014) are that it helps teacher trainees to learn and practice new teaching

Teachers have been proven to be more motivated in teaching a subject they feel comfortable teaching rather than teaching and creating lessons on a subject they personally dislike or don’t find interesting/ important. The subject of science is not a subject many teachers feel efficacious when teaching (Howitt, 2007). Despite two decades of research in the area Palmer (2011) pronounces that lack of efficacy for teaching science is “still very much alive” (p. 2). Therefore, teachers lack in their classrooms efficient amounts of science lessons and ideals that