Ever since elementary school, I have excelled in both my science and math classes. I never really had any trouble understanding mathematics; I just imagined the problems in my head and solved them. In fact, I was so good at it, I was hired as a tutor for students who did not perform well in their mathematics courses. My school saw my talent and passion for mathematics and I was given the honor of representing my school for the district math competition every year. Math came naturally for me, so I did not feel the need to study for the subject at all. But that kind of mind set changed forever when I became a sixth grader. It all happened a week before final exams; as always my math teacher was handing out worksheets for us to practice …show more content…
It is the only subject that promises both excitement and disappointment. Science shows us the wonders of the universe, but at the same time it shows there is much that we still do not know. It asks the biggest questions we cannot answer, like “Are humans the only intelligent life forms in the universe?” “Why do we dream?” “Where does consciousness come from?” “Can cancer be cured?” These are questions that are still not answered and this makes me eager for more knowledge. My science classes have played a huge role in my life, whether it is by making me know more about my environment or by answering questions that I had growing up. I gained an appreciation for my science class in seventh grade; it was the first day of school, and as I entered the classroom, our science teacher introduced himself to us and said, “My name is Mr. Ashenifi. Let’s go outside.” He poured water into a jar and placed a card over the opening. He flipped the jar over and let go of the card and the water didn’t come out. He said, “To day we going to learn about surface tension and air pressure.” After Mr. Ashenafi started teaching me, I saw an entirely different side of science. Every day there was a practical new thing to learn, not just one from the textbook. Mr. Ashenafi believed that taking knowledge from only one source would make us dull and destroy our potential for authentic creativity. And thanks to him, I experienced science outside of class. This included going on scientific field trips, doing research, and entering scientific competitions. And even though the school did not support him financially, he still sacrificed from his paycheck to let us experience the wonders of science. All my life I learned about science behind a small cramped desk; but during that year, I understood why we were learning it, what its application was in real life. It made me start to think about pursuing the medical field in the future. That year I was motivated
As a middle school student I was always horrible in math. It truly was my worst subject. Lucky enough for me I was able to pass with the lowest scores possible. As I graduated and entered high school, I realized that it was no longer that easy to pass without knowing the material. So because of this I knew I had to study and take time out to really grasp the methods and learn how to use them.
-Students’ motivation and meaningful learning in primary science and technology According to Brady (2008), young children usually show an innate attraction towards science and technology. As teachers, we should take advantage of that innate attitude and develop age-appropriate experiences in order to make science come alive in unique and meaningful ways for children. However, the latest science literary NAP report conducted by the NSW Education Standards Authority (2015) reflects that even though most students show interest in learning new aspects of science, many of them do not relate science to their daily lives. In other words, they are not able to assess information accurately when making decisions in the real word.
As I was sitting in a microbiology lecture one day, the topic of central dogma and genetic sequencing came up, and I felt excited that I not only had some previous knowledge, but had firsthand seen how those topics can be used in research. I feel that my experience in the lab is preparing me for the science heavy semesters that lay ahead, as well as showing me what science looks like outside of the
However, it doesn't have to be this way. I have loved math since first grade. However, through elementary school, I hated my math class at school. It repeated the same topics every year, it moved way too slow, and it felt too easy. I would have complained, but I thought that was the only way to teach math.
In practice, science is conducted in interdisciplinary teams, and I will offer students experiences in collaborative problem solving to bolster confidence in their knowledge and will allow them to absorb significantly more information. Students that take learning into their own hands not only retain knowledge but actually understand concepts and research more than with traditional, instructor-centered teaching. Therefore, I envision my courses being a mix of teaching approaches, with some formal lecture, scientific writing, scientific analysis, discussion groups, presentations, and hands-on activities. I firmly believe in incorporating current research topics into lectures and discussions to show real world applications and how research evolves over time. It also will allow students to be involved in the scientific process of critically examining others’ work and developing their own research questions and hypotheses.
Science caught William’s eye when he read a book at his local library titled Malawi Junior Integrated Science. After seeing the book he spends hours in the library reading the book and finding certain words in the dictionary. When William started building his windmill he was aided by his friends Geoffrey and Gilbert. William had three main habits that helped him reach his goals these habits were: keeping a resourceful mindset, always staying ambitious, and staying enthusiastic. One of Williams habits was keeping a resourceful mindset and using what he has at hand.
Case study The case study entitled, “The Classroom”, is about a teacher, Frank Oakley, and his struggle to find the proper way to teach his physical science class. Since teaching requires preparation, we look at several different topics. It is important to note what lesson Frank wants the students to learn, however, it is also important to know the time allotted, materials at hand, previous experiences, and an objective. While the lesson is all taught at once, the teacher will focus on these main parts.
“Teaching science is effective when students existing ideas, values and beliefs, which they bring to a lesson, are elicited, addressed and linked to their classroom experiences at the beginning of a teaching programme” (Hipkins et al 2002). It is clear that students do not arrive in class as ‘empty vessels’, and Hipkins et al argue that meaningful learning and understanding occur as a conscious process whereby new knowledge is linked to an existing foundation. If the foundation is incorrect or confused, then true understanding cannot occur; at best facts or figures are memorised in order to pass tests without any assimilation of these facts into the learners existing understanding of the subject matter. Furthermore, children with misconceptions can convince others in a group to take their perspective (Snyder and Sullivan, 1995), rendering co-operative learning a destructive rather than constructive method of teaching.
Anchor, 2004. Accessed 9 Feb 2018. Guney, Burcu G. and Hayati, Seker. "The Use of History of Science as a Cultural Tool to Promote Students' Empathy with the Culture of Science. " Educational Sciences: Theory and Practice, vol. 12, no. 1, 01 Dec. 2012, pp.
Bill Nye was at his crazy antics again, this time clinging to a beam in a wind tunnel with his limbs flailing around as he explained the concept of air friction. As an elementary schooler, I didn’t always understand the scientific terms Bill was raving about, but I giggled at his bizarre behavior anyway. I often tried replicating his experiments, such as comparing the density of household liquids and growing rock candy, but I wanted to use the instruments and chemicals the professionals used. I wanted to be a real scientist. Never in my primitive years would I have imagined that I would be synthesizing aspirin and oxidizing benzaldehyde in high school.
This idea is derived from Lev Vygotsky’s constructive approach to learning and discovery in which it is believed that a student’s potential to learn about, build on, and ultimately contribute to the world’s knowledge happens through constructive learning and using peer collaboration as a resource (Vygotsky, 1978). Likewise, CUREs focus on collaboration and building on prior knowledge to help students learn scientific processes and establish a researcher identity to conclusively facilitate the growth of science, technology, and
I did not hate math; in fact, I enjoyed math. I simply did not like that I was not doing well in it. I often had trouble using the information I learned in class to solve equations on the homework. I was also the kind of person to rush through many of the problems that I thought I knew how to do, resulting in silly mistakes. I was getting stressed out about my grades and lost hope in being the all A’s student my parents were encouraging me to be.
As a baseline for student growth, we conducted an early data point at the beginning of the unit and looked at student scores in the gradebook (ARTIFACT GRADEBOOK). Students’ are scored using standard based grading on a scale from 1 to 4. This scoring ranges form still working to understand the material, to being able to teach the material to others. Looking at the baseline, the average score was 1.23. This means students are coming into this unit, with little prior knowledge, and looking at individual student assessments, it is clear that they are still struggling with the basics of scientific
I began to hate studying and stopped enjoying learning. School was just a motion I had to go through every day. It wasn’t until sixth grade when I walked into a new teacher’s classroom filled with colorful posters about atoms, the phases of the moon, anything and everything science related. Mrs. Hamer was a teacher that opened my eyes about the world of science. In her class, the forces of nature and the life processes of animals seemed so unbelievable it sounded like they came out of a fantasy book.