We noticed you haven't updated your profile picture recently. We've upgraded your profile to allow for richer hi-resolution images. We invite you to take a moment to upload a new image that represents you in the community!
Introduction: I have read 2 articles every week and I have read them for 4 weeks. I have already known a little about what is the science, some interesting events, and some useful strategies which I can use in reading science articles. I will propose what is my point of view of science, how I view students in science class, how do I think knowledge is constructed in a science classroom, what do I consider good teaching, what are my views about assessment especially as they relate to science education, and how can I be the best teacher I can be?
“Science is not distant and everyone could do science in their life”(Wilson, 2012). I thought science is a subject that involving the scientist only before I read these articles that I read in these 4 weeks. I just thought I cannot do science because I am not major in science and I got a bad grade in science classroom, based on this point, I always did badly in science and distaste science in my life. However, I change my point of view now since I learned a theory that everyone could do science and I find science is interesting and I could do well in science, which I have not image I could do before I read these articles. There should exist the other factors that influence my view are the 5E learning model, inquiry, and 3D printer. All these factors change my view of science from difficult, mysterious, and unaccessible to interesting, creative, and accessible.
Students in a science classroom are diverse. They come from the different culture, different language, different class, however, they are all children and they have the nature of children that they like to play with teacher other, they like to observe magic experiments, they like to do science, and they are self-centered. All the nature should be considered as a science teacher to teach them science because only the teacher helps students learn science by the ways which are interesting, understndable, and operational to students, students would personally in favor of science. “Children need to be told exactly what the adult expects of them, as well as what will happen if they don't do what they're told” (Alfie,2017). Based on these points, on the one hand, I will teach my children in a more interesting way, for example, play videos, sing songs, design posters, do a science experiment, communicate with each other what they learned and inspire new ideas. On the other hand, I will encourage them to do science in their own life, outside the classroom because the nature of the science we want to explore is untamed, are true, and accurate.
Knowledge should be constructed in a science classroom. The constructed knowledge classroom should exist that “all the students are encouraged to engage in the teacher and students communication, all the students all encouraged to higher level thinking, all the students are expected to involve in science experiment, and all the questions that the teacher asked in the classroom are open-ended questions” (Jacqueline & Martin, 1993). If I take teaching my kindergarten students “Obtain, evaluate, and communicate information to describe objects in terms of the materials they are made of and their physical attributes” (GSE, 2016) as an example, I would like to prepare some common things which are familiar to us with different materials, for example, book, pencil, doll, and ruler. I will let students use prior knowledge to tell me what the material of these objects, all the students has time to think about it and communicate with other students who have a seat next to them. I also ask some open-ended questions, something like what do you know some other objects made by iron, paper, or plastic?
What makes up the good teaching? I search the answer on the Internet, and I find there is a research made by three Havard Graduate school students. They state some important elements in making up the good teaching. I read the article and watch the video, and I find there are some elements are really suitable to our science teaching, especially answered what is the good teaching, how do I know it is good teaching, and what are the results of good teaching? The first element of good teaching is “establishing a personal relationship with students to better engage them” (Ray et al. 2014). Improving students' relationships with teachers has important, positive and long-lasting implications for both students' academic and social development. “Take your students seriously. Treat them as people capable of sophisticated thought” (Ray et al. 2014). I have an empathy in this element of good teaching because I have a very similar experience and it leads to thinking that teacher should take students seriously but not just see them as children. If you maintain high expectation to your students, actually they could achieve the high expectation.
There are quite a few assessment, however, I think “cooperate with formative and summative assessment togeth
6458 Activity Points
I enjoyed reading this Becky! Thanks for sharing!
1320 Activity Points
Forum content is subject to the same rules as NSTA List Serves. Rules and disclaimers