My Vision of the Science Teacher I want to be
A true science teacher commits to life-long learning and actively listens to their students to learn from them. As a future science teacher, I hope to co-construct knowledge alongside my students, which reflects their curiosities. I am to scaffold opportunities for students to inquire on big ideas, rather than mere fact memorization/superficial recall, a view inspired by Krajcik and Merritt’s (2012) article. Through exploring big ideas, I will provide experimental opportunities to promote students’ creativity, connections, and critical thinking skills.
Goals for Student Science Learning:
I want my students learn how to
draw connections between scientific concepts
and real world phenomena, making learning meaningful and relevant.
This goal aligns with my aim to foster students conceptual understanding of scientific phenomenon, rather than ability to memorize terms and/or concepts. For instance, if students are studying magnetism, rather than simply memorizing facts/terms, the students should draw connections to the role Earth’s magnetic field plays when using a compass. The focus on student-led sense-making, rather than terminology allows students to grow and develop meaning in their learning process. This claim is supported by Reigh et al. (2023) passively teaching scientific definitions and vocabulary limits students’ experience and potential growth. I will scaffold activities for students to learn concepts and terminology by doing activities rather than engaging in activities to confirm pre-discussed definitions and theories
Making connections to every day life toys, compasses, refrigerator art
I want my students learn how to
use their innate curiosities to create hypothesis and lead experiments
I believe innate curiosities should be used to inquire on scientific phenomenon and push pedagogy forward. For instance, students’ interests in art can be used to explore the role of electrical circuits in making markers move. These interests and curiosities can be used to create hypothesis and lead experimentation, rather than repressed to avoid misconceptions. Rather, the students’ misconceptions should be used to deepen the exploration of big ideas and propose scientific explanations. Thus, claim is supported by Krajcik and Merritt’s (2012) article which emphasizes student of understanding of broad scientific ideas, rather than cramming pedagogy with factual, step-by-step instruction.
Can robots make art? Watch the scribble bots roll - what's your hypothesis, how will it move?
Supporting Student Learning
I will use formative assessments to acquire insight into students’ readiness levels and interests to push science pedagogy forward.
Formative assessments allow students to reflect on their learning and propose explanations for scientific concepts without the pressure of grades. They are also tools for the teacher to acquire insight into students’ interests, needs and questions. Student questions, interests, and curiosities are essential to promoting student engagement and participation in the classroom, they should not be viewed as secondary class segment or to fill up the end of class time. For instance, when studying light's pathway, students’ can make models for how light travels prior to experimentation and then revise them to propose an explanation for their experiment (“Revealing Learning Through Assessments”, 2023). I aim to use students’ models as a formative assessment to gain insight to common misconceptions, and cognitive process and use them to drive pedagogy and grouping.
I will tier instruction to students’ readiness levels and adapt instruction/materials to support their needs.
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Through formative assessments, conferencing and group discussions I will gain. insight into my students readiness levels. I will then modify instruction to provide my students with the support they need to excel and grow. I believe it's important to adapt instruction and the physical environment to support students needs, rather than content. All students have unique strengths, and the ability to achieve their potential, however a teachers attitude and view of their students influences their ability to achieve it. As Harshbarger’s (2019) article emphasizes that how teachers build content, instruction, environment, and activities directly impacts a student’s motivation to participate in the classroom.
Bee Bots work to introduce early robotics, have students create their own paths or give them directions- adapt instruction to students' readiness levels
I will use literature to build students understanding and connection to scientific concepts.
I will integrate illustrated picture books and literature in science for help students’ connections and conceptual understanding of scientific concepts. Science education is not only about collecting data and coming up with the correct answers; rather, it's about building inquiry skills, growth, and studying multiple perspectives. Scientific literature, and books that explore science concepts promote sense making, and provoke students curiosity. In turn, literature increases participation, and connection to course concepts, while fostering a sense of community in the classroom.
I will provide opportunities for students to bring in their unique backgrounds and promote diverse cultural representation in the classroom, enhancing connection to scientific concepts.
I aim to promote student representation in the classroom, as the image of a scientist extends beyond the Western depiction. This claim is supported by Brunner and McGrail’s (2022) article, which emphasizes the vitality of equitable representation of all communities in education. When students see themselves represented in curriculum, they are more motivated to learn, and develop a sense of belonging in the classroom, thereby supporting their love of learning. For instance, embarking on a STEAM lesson based on the book When the String Spinner Whirls by Hiro Miyagawa leads to culturally responsive, toy-based projects.
References
Brunner, J. L., & McGrail, C. (2022). Creating Opportunities: Strategies for introducing Nature of Science during read-alouds. Science & Children, 59(6).
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Harshbarger, D. (2019). “Lightbulb” Moments for All Learners. Science & Children, (Sept), 49–55.
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Krajcik, J. Merritt, J. (2012). Engaging Students in Scientific Practices: What does constructing and revising models look like in the science classroom?. Science Scope. 6-10.
Revealing learning through assessments Ch. 6 (2023). In: Kober, N., Carlone, H., Davis, E.A., Dominguez, X., Manz, E., & Zembal-Saul, C. Rise and Thrive with Science: Teaching PK-5 Science and Engineering. Washington, DC: The National Academies Press. https://doi.org/10.17226/26853
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Reigh, E., Miller, E. A., Simani, C., & Severson, A. (2023). Toward Equity for Multilingual Learners. Science & Children, 60(4), 26–29.