Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
Introduction of classroom management issues
Introduction of classroom management issues
Introduction of classroom management issues
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: Introduction of classroom management issues
Dr. Lowe and I made arrangements to observe MSED 251, Life Science for Educators Methods on Thursday, October 8th. This lesson focused on how students (1) explore the structure of the DNA molecule and (2) begin to understand how the elements of DNA molecule are related.. Specifically students explored the structure of the DNA molecule to begin to understand how chromosomes, genes, and the base pairs, sugars, and phosphates of the DNA molecule are related. Students viewed and discussed video segments that describe the role of various genetic units. They also built models of DNA molecules -- using gumdrops, licorice, and toothpicks. At the end of the lesson, they join their model molecules together to form one large strand of DNA.
During
…show more content…
My function as the observer is to collect observed data from the classroom as a way of providing the communication basis between Dr. Lowe and myself. My role in this process is to capture as many details of the event as possible, as objectively as possible. This means transcribing what happens during the class meeting. The resulting document is a good way of providing formative feedback to Dr. Lowe. For this reason, my observations are noted using an Ethnographic approach.
There are the risks involved using peer review. Peer review may be difficult for even a well-intentioned observer to filter out his/her own bias against a given teaching method or personality while conducting an observation. For example, someone who values strict classroom control and considers the instructor’s presentation to be the key learning object of the classroom may not keep an open mind when observing moments of seeming chaos in a collaborative learning classroom, and vice versa. For this reason, I have considered my assumptions about Dr. Lowe’s teaching and plan for several visits for
…show more content…
Lowe treated her students respectfully, appearing to know each student individually and referring to them by name. Frymier (2000) found referential skill, ego support, and immediacy to have a strong relationship with student learning and motivation. Dr. Lowe’s classroom dialogue with her students about DNA and replication was student-focused.
Dr. Lowe demonstrated Derivative #3, Subject Matter Content as Medium, by having her students connect lab experience with ongoing class experiences. It is, and should be important to note, MSED courses are not methods or education courses rather they are content-based courses for education majors which rely on laboratory skills and procedures. Although the NMU Science Faculty understands there are many ways to perform science, the hands-on engagement is at the center of learning science.
Near the end of the observation time, Dr. Lowe transitioned into application of strategies from the course objectives listed in the beginning, evidenced by the discussions lead by Dr. Lowe and directed towards students. Further demonstrated by the students excitement to show other science “discoveries. It is the task of the Science Content Professor to design laboratory experience that will enable students to develop their own capacity for understanding (i.e., form habits of judgment,
The molecule consisted of a double helix with phosphates, deoxyribose sugar molecules, and nitrogenous bases. If the spirals were split, the DNA could replicate, which explained why genes were transferred from parents to their children. Additionally, the order of compounds on the DNA indicated that there was a unique ‘code’ on each strand. Watson and Crick believed that this ‘code’ was translated into specific proteins. , ,
They’re idea was to show that DNA had to copy itself during the cell division process. The point of this idea was that the DNA molecule make exact replicas of itself in order to pass to its “daughter cells”. Though the two groups were working separately, Watson saw the work that Franklin was doing in her lab, from her images they deduced that DNA might consist of two strands of DNA that were connected and shaped much like a spiral staircase. From seeing the images they decided on a model approach to prove their theory. They designed many variations all to no avail until they stumbled upon the right connects. Discovering that DNA was less like a Spiral staircase and more like a twisted ladder, they finally had the right configuration, a double helix. At this point of their experiment they were only missing one final clue. They needed to know how the different components of DNA bonded together. They found this answer with the help of an American named Jerry Donohue, a chemist who found that hydrogen bonding was the key. The hydrogen allowed the different components to bond together from a position on the inside to the structure and phosphates worked from the outside of the structure. Once all the pieces were discovered, Watson and Crick could finally construct their final product and write their paper. They noted the way DNA was constructed that it spoke of
Deoxyribo Nucleic Acid (DNA) is a chromosome found in the nucleus of a cell, which is a double-stranded helix (similar to a twisted ladder). DNA is made up of four bases called adenine (A), thymine (T), guanine (G), and cytosine (C), that is always based in pairs of A with T and G with C. The four bases of A, C, G, and T were discovered by Phoebus Levene in 1929, which linked it to the string of nucleotide units through phosphate-sugar-base (groups). As mention in Ananya Mandal research paper, Levene thought the chain connection with the bases is repeated in a fix order that make up the DNA molecu...
Chemistry dictates the structure of DNA. DNA is a polymer of monomers called nucleic acids. These are made of a nitrogenous base, a phosphate group and a sugar. It is the negative charge on the phosphate group that makes DNA an acid. There are 4 different bases: adenine, thymine, guanine and cytosine. In groups of three, these four bases can code for any protein coded for in an organism’s genome. Two strands of nucleic acids stack on top of each other in a double helix. The backbone of the nucleic acids consists of the interaction between phosphate groups and the hydroxide groups of nucleic acids. These are held together by covalent bonds called phosphodiester bonds. The helix itself is held together by hydrogen bonds. Although h...
Over the years, I have developed an innovative approach to teaching and conducting research with undergraduates through creating and presenting course materials in both laboratory and classroom settings. In my experience, the best teaching involves concrete, hands-on examples, so I engage students in my courses by encouraging the maximum laboratory participation possible.
During my observations in a science classroom, I learned that science can be taught in different ways. The first science class I observed was an eighth grade STEM science class. During this class period students are given group projects where they are given time to come up with ideas, create, and test their projects. The day I observed this class they were working on the egg drop contest. Students needed to make their egg survive a drop of ten feet.
Likewise, the use of this peer observation will allow students to have an insight the techniques they are displaying that are improper and offer advice on how to correct these errors. The use of these learning theories and research based instructional strategies increases the probability of successful student learning within this instructional unit.
I have ensured that I meet my students’ science needs by assuring that the material needed to be cover in the class was covered. Furthermost, the students are able to learn from exploring, which is different from teaching the students how to and giving them the information needed. The students were still able to learn the material needed to be covered by discovering the content.
...o listen carefully to ensure that kids are discussing scientific ideas, not socializing. The teacher's role is to ensure that students achieve their primary goal: meaningful understanding of scientific concepts. The practices described in this article help bring this about in several ways. When instruction centers on students and focuses on hands-on experience with scientific phenomena, science class becomes an exciting place. When instruction concentrates on the investigation of current problems and issues through scientific inquiry, science class becomes a relevant and meaningful place. When instruction emphasizes the development of communication skills, science class becomes an invaluable place for preparing children to tackle the challenges of adulthood. And the education community owes it to its students to assess their academic progress fairly and accurately.
UniServe Science. (2004). Alternative strategies for science teaching and assessment. Retrieved March 7, 2004 from http://science.uniserve.edu.au/school/support/strategy.html
In Science, teachers serve as the facilitator of learning, guiding them through the inquiry process. Teachers must ask open-ended questions, allow time for the students to answer, avoid telling students what to do, avoid discouraging students’ ideas or behaviors, encourage to find solutions on their own, encourage collaboration, maintain high standards and order, develop inquiry-based assessments to monitor students’ progress, and know that inquiry may be challenging for some students so be prepared to provide more guidance. There are three types of Science inquiry: structured, guided, and open. Structured is the most teacher-centered form of inquiry. This type of inquiry is mainly seen in laboratory exercises where the teacher needs to provide structure, however the students are the ones who conduct the experiment and find conclusions. Guided inquiry is where the students are given tools to develop a process and find the results. As an example, the teacher would instruct the students to build a rocket, but not tell them how to design it. This leaves creativity and uniqueness for the students to be able to apply their knowledge and skills. Open inquiry is when students determine the problem, i...
They also need this relationship to be able to plan their lesson effectively. For children, understanding the nature and process of science is dependent upon their developmental level and the experiences teachers provide for them. Children can begin to understand what science is, who does science, and how scientists work through classroom activities, stories about scientists, and class discussions. Teachers should provide children with many opportunities to make observations with all their senses, to look for patterns in what they observe, and to share with others what they did and what they learnt from their
One of the widest used methods is learning through discovery. Discovery is finding out information using hands on experiments. The children can discover what happens in science and why. They answer the problems for themselves. They use their schema, prior knowledge of science, to search for information. The cycle of scientific discovery is first a question or series of questions are raised. Second, through a discussion a problem is identified and narrowed so that the kids can solve the problem. Third, with the assistance of the teacher, the children propose a way of looking at the problem and then collect the...
When integrating Nature of Science into curriculum, assumptions are made about students and instructors. These assumptions include that students are all at the same level in terms of science understanding and concepts as the rest of their classmates, and also assumes that the students learn at the same rates (NGSS: Appendix A). These assumptions are detrimental to science education when focus needs to be on the content being taught rather than teaching background of science as a standalone. Teaching NOS explicitly becomes increasingly difficult when students aren’t given access to proper science learning environments. As mentioned in the High Hopes – Few Opportunities reading, it is stated that, “California students do no typically experience high-quality science learning opportunities[.]” (Dorph et al., 2011). When students don’t have a basis for scientific concepts, it becomes increasingly difficult to teach NOS. America’s Lab Report further expands on the idea that this style of learning is not likely achievable, as “[N]o single […] experience is likely to achieve all of these learning goals.” (Schweingruber et al., 2005) where learning goals is referencing the goals of laboratory experiences that include understanding Nature of Science. Again, when a lack of understanding for general science exists, its arguably much more difficult to teach
By incorporating NOS in science textbooks, not only we will be addressing the problem suggested by Sutton (1998), but, also, as teachers, we will be reinforcing scientific expertise needed in to develop active citizens while attaining two roles in scientific understandings that are “knowing how” science was established and “knowing that” which is constituted of facts and scientific knowledge (Bellous &Siegel, 1991). Finally, Sutton’s chapter provides a concise framework for teachers and research scholars to view science teaching and scientific knowledge from a different perspective. Such that the science content and teaching should be viewed from the scientists’ perspective to the extent that collaboration between scientific community is needed to reach such