Science Teaching Statement:
What is science?Why is it important for elementary students to learn science?What defines a science classroom?How do elementary students learn science?How should science be taught? |
My science teaching statement is composed of what I have learned from my residency internship in the 2nd and 5th grade classrooms and my knowledge from taking Teaching Elementary Science. Over the past two years, I have learned what science is, the importance for elementary students to learn science, how elementary students learn science, and how science should be taught. I believe science is observing, inferring, and investigating to explore and discover new endeavors. Science involves teaching history, math, technology, and literacy education. As Smith and McComas states, "Incorporate questions that require students to think about science as a human endeavor." (2009, p. 50). This golden quote is important because it shows that children must be questioned to really think and understand the meaning of science. This belief is evidence in my portfolio by teaching the five E's (engage, explore, explain, extend, and evaluate). The five E's encourage the nature of science (discover new endeavors), the science process (observing, inferring, investigating), and science content (cross-curricular). A personal science teacher takeaways which influenced my beliefs on my definition of science is from Palincsar, "Learning what others have discussed about the world and sharing ones own discoveries can be powerful motivators for learning to read, write, and speak in particular ways" (2013).
I believe it is important for students to learn science because science teaches children the skills and attitude always be questioning the world they live in. As Banchi and Bell states, "Students need to experience science through direct experience, consistently practicing the inquiry skills and seeking deeper understandings of science content through experiences" (2008). This quote is important because it teaches teachers that when children practice inquiry skills they learn science content by having deeper understandings. This belief is evidenced in my portfolio by modeling hands-on, minds-on activities of scientific inquiry through assessing the water cycle. This evidence is important because it shows I plan on being a science teacher who gives her students hands-on, minds-on experiences to become data collecting , scientific thinkers of their world based on their personal experiences. A science classroom should be a place in which students have choice, make experience, and collaborate with classmates to become scientific explorers. As Melber states, " NSTA’s Position Statement on Informal Science Education declares that informal science education complements, supplements, deepens, and enhances classroom science studies. The National Science Education Standards stresses the importance of incorporating informal learning opportunities such as field trips and special programs into the curriculum, because they provide access to the world beyond the classroom" (2000, p. 28). This quote is important because I believe informal learning teaches children that the science processes and science content by informally teaching through the nature of science. This belief is evidenced in my portfolio by notes from my field study to Nature's Classroom. During my experience at Nature's Classroom I became a student learning what to do on a field study with my students. I learned to plan before a field study, give the students a purpose, and question students about their findings. I believe elementary students learn science best when they create personal connections and have choice when it comes to science. As Shiland states, "With groups of students answering their own operational questions, the teacher role becomes more a facilitator of scientific research" (1997). This is important because science is social. Students should be given activities to collaborate, make choices, and connect with their learning. I believe peers teach each other, especially at the elementary age. This belief is evidence in my portfolio by my modified first grade lesson plan where I plan on students collaborating, questioning, and discussing personal science connections. I believe the role of the teacher is to build a science community where there is accountable talk, informal learning opportunities, student choice, and explorations of science with no misconceptions. As McComas states, "...School science must gives students an opportunity to experience science authentically, free of the legends, misconceptions, idealizations inherent in the myths about the nature of the scientific enterprise" (1996). This quote means to me to teach science to children by resolving their misconceptions and give them the opportunity as a class to learn science by having experiences in the classroom. This belief is evidence in my portfolio when I discuss addressing student misconceptions. It is very important to be that teacher who fosters scientific inquiry in a safe classroom environment where students have the skills and attitudes of a scientist. I got to "ohh" and "ahh" all day long! |
Course Goals:
Students will plan and participate in science lessons/activities appropriate for the developmental talents of children.
(FEAP 1, 2, 3, 4: FC 1, 2, 3, 4, 5).
To me this course goals means to show differentiation while appropriately teaching science to an elementary grade level and collecting data. My evidence I have collected is my modified lesson plan. For class we read the article, Decookbook It! by Thomas Shiland, and it inspired my lesson plan to be more than what is typically just handed to teachers. I used the article, A Leg (or Three) to Stand On by Molly Weinburg, to make sure the three legs of science are included in my lesson plan. The three legs of science include the nature of science, science content, and science processes. Attached is my modified lesson plan. In January I am planning on teaching this to first grade at the elementary school I am interning at. Make sure to check out my blog in January to see how it goes! :) Also, for ESOL III, me college Miss Petrillo and I created a 5th grade modified science lesson plan. We used our knowledge of ESOL and combined what we learned to modify a "cookbook" lesson plan about space. I believe that this is evidence of me planning and participating in science lessons because I planned it and will be teaching it in the spring! I am looking forward to seeing how these modified science lessons turn out. Be sure to follow my blog to find out! Last but not least, I display planning and participating in science lessons/activities appropriate for the developmental talents of children by understanding the five E's of science teaching. My professor has demonstrated each of the five E's several times in class and has us reflect on what we truly believe what E to be and why. Here is my evidence of mastery of the five E's. I believe they are crucial to teaching science because they incorporate the nature of science, science content, and science process.
Students will choose appropriate strategies, grouping arrangements, resource materials and visual displays for learning science (FEAP 1, 3; FC 1, 2).
In my own words this course goals means giving students choice for learning science, differentiated groups, and using science resources from the district/visual sources, for example, BrainPOP and Science Jams. In my class, my students were given choice for their long term science investigation. They chose to investigate a chalk race! This chalk race consists of collecting data, graphing, hypothesis, and a conclusion. Every Monday students drop 20 droplets of Sprite onto one chalk and 20 droplets of vinegar onto a carved piece of chalk. Then they measure the chalk. Posted below is my evidence pf using resources from the district to help students learn science. Another piece of evidence that proves I will choose appropriate strategies, grouping arrangements, resources materials. and visual displays for learning science comes from one of my reading response cards. On this card I learned about the 5 C's, challenge, choice, constructive feedback, cooperative learning, and confidence building. The 5 C's embrace student grouping arrangements and appropriate strategies by making science social.
Examine the nature of scientific inquiry through modeling hands-on, minds-on activities that foster scientific "habits of mind" and promote scientific literacy (FEAP 1, 2, 3, 4; FC 1, 2, 3, 4, 5).
The course goal of examining the nature of science through modeling hands-on, minds-on activities, with trade books means to me to teach science to students with hands-on activities, trade books, writing incorporation, and visual representations. In class we read an article called, Tap Into informal Science Learning by Melber. This article was very eye opening to my learning of science teaching. The article is about engaging students in scientific learning by taking them on "field studies"- not field trips. I believe this is very important because students get to experience science in a real-world type of learning. Another article I read at USF was called, Literacy in the Learning Cycle by Everett and Moyer, which discussed the importance of teaching with trade books cross content areas. In class my professor read a trade book of the water cycle to us. This modeled lesson taught me how to use trade books to engage my students in science learning. After learning about the water cycle we used the nature of scientific inquiry to determine the strengths and limitations of a typical water cycle model. Posted below is my evidence of accomplishing this goal because I used scientific inquiry to promote scientific inquiry within my water cycle model. Another piece of evidence is my USF Science professor's lesson plan of on teaching sorting. I will always remember this day in class. She modeled how to teach a science lesson by following non modified, textbook lesson plans, word by word and then she modeled teaching science by having hands-on, minds-on activities that foster scientific "habits of mind." Posted below is her modified lesson plan. I remember being involved with my table team and working together to share ideas of how the "seidnac" could be classified and sorted.
Students will develop assessment strategies related to student outcomes in science (FEAP 4; FC 1).
To me this course goal means to me collecting student data in science. I believe there are many ways to assess students formatively and summatively in science. For example, I love to use exit tickets cross curriculum. I think it is a very quick way to assess your students learning and it wraps up the lesson. In fifth grade this year I am accomplishing this goal by assisting my collaborating teacher with assessing our students STEM Fair projects. We gave them a checklist so they know what exactly is due and when it is due. This a formative assessment of making sure they have completed specific parts of their project by a specific time. Posted below is my evidence. Also, this is a resource from the district. Another piece of evidence that shows I have developed assessment strategies related to student outcomes in science includes addressing students misconceptions. I have learned from Teaching Elementary Science that children have lots of misconceptions. Reassessments can be given to see what misconceptions your class has. Next as a teacher I would research those misconceptions and alter my lesson plans to make sure my students master the content knowledge and leave the classroom with no misconceptions. A very useful website to see what misconceptions students may have is http://www.amasci.com/miscon/opphys.html.
Students will demonstrate the capacity for collegiality, reflective practice and professional growth in regard to science teaching (FEAP 5, 6; FC 1).
This course goals means to me that as science teachers we need to know our beliefs, we need to always be reflecting, and continue to grow professionally. My evidence includes a paper we had to write in the beginning of our teaching science course. This assignment made us reflect on how we feel about science from our previous experiences and how we feel science should be. Another way I demonstrate the capacity for collegiality, reflective practice and professions growth in regard to science teaching was by attending a field study. This field study was presented by Nature's Classroom in Tampa, Florida. This field study taught me how to plan for field trips as a teacher and how to guide my students with the inquiry and purpose of learning on a field trip. It was also very eye opening to me as a student learning science content. Check out a picture down below from my field study! Also, I learned to grow professional as a science teacher you need to be constantly reflecting and learning. I can learn by attending science trainings offered by my future school district. From being in a fifth grade classroom I have learned a lot of science content but I know there is always more to learn to be an exemplary teacher!