Katlyn Alexander

I am currently a student at the University of Northern Iowa and am seeking a degree in Elementary Education with a minor in Special Education. I am fascinated with Science and am always looking for new resources.



Recent Posts by Katlyn

Tue Nov 27, 2018 11:48 AM in Short Attention Span
Lawrence I am a preservice teacher at the University of Northern Iowa and one thing that we learned is that everything with students needs to be hands on. So I would definitely suggest that there be some hands-on activities even in the explain phase of the lesson. It might be a little difficult but I think the major way to keep the students engaged is to include these activities. Even if you g...

Tue Nov 27, 2018 11:41 AM in Probing Questions
Hi Jordin! I am a student at the University of Northern Iowa and currently in a Science Methods course. We talked about probing questions in class and what they might include in order to be quality questions. The most thought provoking questions are those that are open ended and students can think critically about it. So, questions like where do germs come from, or how do they spread ccan leav...

Sun Nov 04, 2018 8:21 PM in Introducing Science to Pre-k
I also agree that having a center for science is very effective. I am a student at the University of Northern Iowa and we have a room called the Regents Center. This room is set up as and ECE classroom that enhances the students inquiry and exploration of the content in schools. In this room there were many activities such as a center with PVC pipes, a vaccuum/air blower and different sizes and w...

Recent Reviews by Katlyn

Fri Dec 07, 2018 7:03 PM
5 What Does This Article Address?
I am currently a student at the University of Northern Iowa and have been learning a lot about components that are extremely important when teaching science. One of these is looking at the misconceptions of your students. This article identifies several misconceptions that students have when it comes to clouds. It goes in depth on what they are and how teachers can address these misconceptions in a way that will transform them. This also explains how certain actions that teachers might take while teaching the water cycle can enforce these misconceptions. They end up advising teachers to look more into how clouds and rain form, so the teacher can properly address misconceptions. This article then goes through the water cycle and goes in depth on how the water transforms. This helps educate teachers even further in the different forms of water (solid, liquid, gas). I would definitely recommend teachers to read this article before teaching about solid, liquid and gas in regards to water because it can be confusing to teach for everyone.