Cameron Mackowski

I am an Integrated Science major with a concentration in Chemistry set to graduate in May 2020 from Kent State University. I am beginning my student teaching process and am looking forward to finding new avenues to engage my students in scientific practices.

Location

OH

Affiliation

Kent State University



Recent Reviews by Cameron


Sun Oct 06, 2019 10:18 PM
5 Putting the pH in PhET
As an educator in the chemistry field, I feel like this article did a lot of things right. Using resources, especially free ones, in the classroom is really important. This one gives you a lot of opportunities as an educator because your students can learn the inner workings of pH, without the safety concerns of acids and bases. One aspect of this article that really made it different from some of the other articles I have read was the integration of the 5E learning cycle. This was really an a-ha moment for me, making me think that all articles should be wrote in this way so educators can relate the ideas back to their classroom. The article goes on to use the 5E learning cycle as a vehicle of inquiry-based practices, having the students use the simulation with no procedural directions to find trends and collect evidence. For the eventual experiment, the article even mentions safety procedures that should be followed in the classroom, which I thought was a nice touch. The only thing that I didn’t like about this article was how much it relied on the technology aspect of the lesson. A lot of schools do not have the technological advantages that others do and it would make this lesson nearly impossible to do, without doing the experiment practically and having all of the safety measures reintroduced. With that being said, the technology aspect of the lesson is very helpful and should be explored as much as it can, and a teacher centered experiment could be implemented if wide scale simulations aren’t available. This article checks every box for me, including but not limited to: technology, inquiry-based learning, and the 5E learning cycle. One take away for me would be to implement the learning cycle more clearly into future lessons like this one. Overall, this article was great, keep up the good work and thank you!! 5/5.


Sun Sep 08, 2019 9:38 PM
5 Super Powered Relevance
This article takes on a very important subject in science education and I believe that it is done in such a way to keep the reader interested and stay relevant with current trends. Just months after the blockbuster smash, Avengers: Endgame, this articles takes us into a world of our favorite super heroes to talk about a super subject, the nature of science! I'll admit that when I started this article, I was confused as to how they were going to connect the nature of science with the Marvel Universe. They did so flawlessly and picked up more interesting information along the way to keep the reader engaged and aware. One such piece of information was the mentioning of how students can relate to the younger characters in the comic movies, relating them to the STEM heavy teenagers featured in Iron Man 3 and Spiderman: Homecoming. I liked that the article went on to say that although "these examples are fictional, teachers could highlight noteworthy behaviors that align with NGSS practices such as questioning, investigating, and communicating information." (Nice plug to the NGSS). This information can get students engaged in science, just as their on-screen counterparts are. Another piece of information that I enjoyed in this article is featured in Figure 2, and discussed in the following paragraphs. In this figure, the article goes on to introduce a list of science-related characters in Marvel films. This is not why I enjoyed this figure though, I liked it because it takes on the idea of the nature of science and shows how diverse and widespread the science field in portrayed in the movies. This is done by listing the characters and their occupation as well as their ethnicity. I think this is important in understanding the nature of science because students must understand that science is a collaborative effort and scientists of any gender or nationality can contribute. This information was followed up by resources that teachers could present from real-world sources to ground their lessons back into reality. There was not much that I didn't like about the article. One thing that felt a little distant to me was the example of how to use the movies themselves as examples in the classroom. I didn't particularly like the example they used for this part of the article. Although, they did mention a full list of movie scenes and instructional prompts on their website, I felt that a better example could have been used or multiple examples to give teachers more of an idea of what to expect and use in the classroom. The ending felt stale in that respect, in a way that makes it hard to implement this technique after reading the article, the motivation fades off. With that being said, my other dislike would be the length. This article only had three full pages of text, I felt that there was more information to explore, and more qualities of the nature of science that are present in these movies that were not brought up. But overall, if all I can complain about is article length and a lack of examples on one topic, then I think this article did a very good job. This article was very relevant to today's media and how science can be taught, and because there are additional examples online I think this article deserves a 5/5. Thank you!!