"I have not failed. I've successfully discovered 10,000 things that won't work. "
-Thomas Edison
-Thomas Edison
Science Reflective Statement
The science frameworks are in collaboration with The Next Generation Science Standards that are specifically for the science subject. In order to teach science as an instructor, you have to be extremely motivated and willing to think out of the box. We live in a country that needs to prosper and science will get us future jobs that will innovate, and lead this country to success. Science is the key to comprehending current events such as pollution, global warming, and the use of technology in healthcare, schools, and businesses. Once students learn about the importance of science, and then they will also need to understand why. The use of these frameworks provides context for student diversity by addressing changing demographics, bringing in policies affecting non-dominant students, and closing in any achievement gaps there might be. The use of these practices will increase the expectations of students and also help students develop understanding of the nature of science and engineering by asking questions and defining the problem, developing and using models, planning and investigating, analyzing and interpreting data, making explanations and coming up with solutions, making an argument to support their evidence, and lastly is evaluating information and communicating the information to others.
The courses that have taught me how to utilize these skills have been Biology 3: Ecology and Field Biology and Biology 103: General Biology. The reason I believe these classes taught me these very skills is because we use them in class and on field trips. Biology 3 was one of the most hands-on classes I have ever taken, every week we were out hiking, going to the wetlands, botanical gardens, visiting the museum, or going to the beach. We will gather information, share our information, compare information, we learned the means to be outdoors by going camping, the way survival works, what to eat, what not to eat, tricks to obtain water, how to dress depending on the trip, how to pack, we acted like a real outdoor scientist. As for Biology 103, the labs were very fun. We used each other’s information to compare to ours, everything we did were hands-on labs from dissecting a frog, to learning genetics, learning about pollution, and microbial diversity. I learned to look for answers, and after I found the answers I wanted to understand why those were the answers, and these two courses served me as a guide in helping me to learn how to find the how, where, what, who, when, and why questions that we grow up having throughout school.
The artifact I chose for these courses are journals that were kept from both of these classes. The journals for Biology 103 were meant to be filled with data that we collected from the labs, instructions of how the lab was done, the method used to perform them, the results, and the discussion. The journals in Biology 3 it is a collection of journals entries that we did for every single lab and trip we did throughout the semester, a species account which included; mammalogy, ornithology, herpetology, and botany. In the species account we kept a record of the any of these species if we saw them in any of our trips. We will write a description of the species, where we saw it, when we saw, and the scientific name of it.
The reason I chose these artifacts is because I learn so much by keeping record and being able to look back to these journals. I truly enjoyed the time in spent in these two classes and I am able to use them as a guide for my future science teaching. I believe these courses showed me how to teach future students and the evidence is in the journals that show what I learn and understood the various topics covered in class.
The science frameworks are in collaboration with The Next Generation Science Standards that are specifically for the science subject. In order to teach science as an instructor, you have to be extremely motivated and willing to think out of the box. We live in a country that needs to prosper and science will get us future jobs that will innovate, and lead this country to success. Science is the key to comprehending current events such as pollution, global warming, and the use of technology in healthcare, schools, and businesses. Once students learn about the importance of science, and then they will also need to understand why. The use of these frameworks provides context for student diversity by addressing changing demographics, bringing in policies affecting non-dominant students, and closing in any achievement gaps there might be. The use of these practices will increase the expectations of students and also help students develop understanding of the nature of science and engineering by asking questions and defining the problem, developing and using models, planning and investigating, analyzing and interpreting data, making explanations and coming up with solutions, making an argument to support their evidence, and lastly is evaluating information and communicating the information to others.
The courses that have taught me how to utilize these skills have been Biology 3: Ecology and Field Biology and Biology 103: General Biology. The reason I believe these classes taught me these very skills is because we use them in class and on field trips. Biology 3 was one of the most hands-on classes I have ever taken, every week we were out hiking, going to the wetlands, botanical gardens, visiting the museum, or going to the beach. We will gather information, share our information, compare information, we learned the means to be outdoors by going camping, the way survival works, what to eat, what not to eat, tricks to obtain water, how to dress depending on the trip, how to pack, we acted like a real outdoor scientist. As for Biology 103, the labs were very fun. We used each other’s information to compare to ours, everything we did were hands-on labs from dissecting a frog, to learning genetics, learning about pollution, and microbial diversity. I learned to look for answers, and after I found the answers I wanted to understand why those were the answers, and these two courses served me as a guide in helping me to learn how to find the how, where, what, who, when, and why questions that we grow up having throughout school.
The artifact I chose for these courses are journals that were kept from both of these classes. The journals for Biology 103 were meant to be filled with data that we collected from the labs, instructions of how the lab was done, the method used to perform them, the results, and the discussion. The journals in Biology 3 it is a collection of journals entries that we did for every single lab and trip we did throughout the semester, a species account which included; mammalogy, ornithology, herpetology, and botany. In the species account we kept a record of the any of these species if we saw them in any of our trips. We will write a description of the species, where we saw it, when we saw, and the scientific name of it.
The reason I chose these artifacts is because I learn so much by keeping record and being able to look back to these journals. I truly enjoyed the time in spent in these two classes and I am able to use them as a guide for my future science teaching. I believe these courses showed me how to teach future students and the evidence is in the journals that show what I learn and understood the various topics covered in class.
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