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Importance of science to student
Importance of education in Science
Importance of science to student
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Valery Nix
Science Experience I have taken several science courses throughout my educational career. My opinion toward all subjects began to form in grade school. I found my areas of strength and my areas of weakness. I am a realist, so I grasp onto quantitative data and what is actually there. Naturally, I drifted more toward math because all the information need was there. Throughout grade school, I always questioned how the information being taught would benefit me in life. I could make a case for math, reading, and language arts. However, I struggled to understand why I need to know some of the science concepts being taught. It was hard for me to grasp the abstract concepts that science is centered around. I learn the best when I have manipulatives that go along with a lesson. Science classes typically teach about what the naked eye could not see (i.e. air, molecules, cells, bacteria). Thus, I found it challenging to fully understand those concepts. Since I am a visual learning, this content area was not my first choice. I am competitive in nature, so I want to excel in every realm, including the classroom. Once
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I soon realized that math was heavily integrated into the physics curriculum. I had the same teacher for chemistry and physics: Troy Terrill. The encouragement and satisfaction I got in chemistry seemed to triple in physics. I am not sure if this is from the teacher, the content area, or both. Regardless, science with a math component keeps my interest. I can more easily understand the concept when I the abstract side reinforced through mathematics.
Overall, my science experience has been scattered. I have not had enough discouragement to completely turn me away from the field. On the other hand, I have not had enough encouragement to spark a real interest in the field. I am entering this physics course with an open mind. I am excited to see how this physics class will compare to the one I took in high
I was never one to be inclined towards math or science. I always felt that English and writing were more my speed, and in turn I enjoyed them more. From Susan Jacoby’s point of view as shown in her essay “When Bright Girls Decide That Math is a Waste of Time,” this would not have been a good enough reason for me to stop taking those subjects in my later years of high school. However, I disagree. I think learning, especially as you get older and closer to college-age, should be about the subjects that allow you to thrive and discover yourself, not about those that you struggle with and cause you stress.
Ms. Kinney showed me the physics in everything from toys to poetry. We discussed Walt Whitman's "When I heard the Learn'd Astronomer" and Robert Frost's "Birches" along with Newton's Laws and Einstein's Theory of Relativity. She had an amazing ability to teach the most complicated concepts in physics without letting us lose sight of the simple wonder of it all. She made physics come alive for me.Ms. Kinney's class was one of the most rigorous and demanding courses that I have faced, but she gave me so much more than she asked of me. She taught me to love learning and physics, and to appreciate the magic and excitement of discovering and mastering new knowledge. Many students got so caught in the difficulty and high expectations of her class that they did not realize the opportunity we were being given.With Ms.
I would continually ponder over questions on the mechanics of nature and human beings. Science has always been a main focus of mine. I distinctly remember when my parents bought our first computer when I was six years old. On the computer I would always be watching videos or reading on science topics. I would always be conducting my own science experiments. The reaction from mixing baking soda with vinegar to form a volcano would always amaze me as a child. Growing up I would continually and consistently add to my knowledge of science through the tough courses I would take in school. I am able to look back into the memories of my younger self and understand why baking soda and vinegar, when mixed, form an eruption. I show a heavy interest in science because of how it applies to the real world and how nearly every question about the universe we live in could be answered b science
I've always loved learning, especially math. Math has always come easy to me. Science also has never been challenging enough so I took Chemistry this year and I am planning to take physics next years. Chemistry is very challenging for me and I've had thoughts of dropping out of it, but I pushed myself and forced myself not to give
Ever since I was a little kid I loved the performing arts and I never thought that I would eventually fall in love with science . After an intense and challenging year of Chemistry my sophomore year, I was hesitant and nervous in signing up for my junior year science class. Toward the end of my sophomore year my chemistry teacher, Mr. Bowditch, told me he thought I would do well in Advanced Placement Environmental Science. I was in a state of disbelief because I was struggling trying to get a C in Chemistry and I was thinking how was I supposed to take AP Environmental Science class. After a conversation with my parents, they had persuaded me to sign up and we agreed if i didn't like it or it was too hard I would be able to drop the class.
It’s not always about what you learn in school, but how you feel when you leave. I want to help mold my students into model citizens, but I also want them to be lifelong learners. I understand that most students don’t care to learn my subjects. They ask the same question “when will I ever use this in life?” I completely understand where the students are coming from. I didn’t like all of the subjects I had to take in high school, but without those subjects I wouldn’t have been curious. I currently teach biology and there has been one subject that all of my students have been completely interested in. During our genetics lesson we watched a “Ted Talk” about genetically modifying babies. My students were so interested in this because it designing the child you want will be a thing of the future. I rearranged my lesson plans and we devoted more time to talking about making designer babies. We talked about how it worked and what things could/couldn’t be possible to do. We then had a small class debate where the students were able to present their arguments and defend it. Through this impromptu lesson, I was able to spark an interest in my kids. I felt like this was a crucial lesson for my students because I allowed them to delve deeper into something they were interested in. This is what creates lifelong learners. By showing the kids that this more out there than the mitochondria, they are more likely to explore other areas of biology both in school and when they are out of
After his visit to a Shell Research Laboratory, my high school teacher in math told us in class that he was so happy with his education, because mathematics had helped him to understand the explanations and demonstrations that had been given by the Shell researchers. He said, "If you master mathematics then you can understand everything." That was certainly an exaggeration, but it nevertheless sounded like a golden message. Since I definitely wanted to have a better understanding of what was going on around me, mathematics seemed the obvious way to go. Also, if it was not much beyond high school math, then it was pretty easy in addition. What could one wish more? So I enrolled in every advanced math class offered in our high school. Pretty soon I discovered that mathematics was much more than a set of principles that helped one to solve intellectual riddles. It was not a finished system that one could aim to master after some limited time, but it was really a way of thinking, a means of expressing creativity: endless, an old established science, but still fresh and with undiscovered green meadows, nearby and far away.
The reason I chose upper level Biology and Natural Science as a concentration is I have a passion for nature and science. I think that many times, children are not exposed to these things when they grow up for one reason or another. As a teacher, I plan on instilling a since of appreciation of nature and the environment into the children as much as possible. I understand that there are limitations onto which this can be done including student background, lack of resources, and limited time constraints but I would take it on myself to do what I can learning science as exciting as possible.
...nd physics, as well as improving my analytical and programming skills before engaging in research will make this a more worthwhile experience.
...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.
This class has opened my mind to the incredible impact that STEM Education can have on our society. I do not work in an institution that has a STEM program. I work at a preschool; this makes my practice of any type of STEM program extremely limited. However, it is a private school. All my students come from households where one or both of their parents are professionals. These professionals want their children to be academically prepared for school. This means we must academically, mentally, and emotionally prepare them for their future schooling. I teach my students how to be a functioning participant in a classroom while exploring mathematics, science, art, history, literature and pre-writing. Puzzles, counting, shapes, measuring, etc. are on the daily agenda. Science is a huge part of our curriculum. Science in the
My enthusiasm and the strongly committed teachers I have encountered in my life have attributed to my success in math and science. Prior to going onto ninth grade, my Math classes dating back from middle school were never mentally straining. Math appealed to me because in eighth grade, my math teacher, Dr. Christopher, would encourage her class by recognizing our achievements with small rewards such as candies and ice cream passes during lunch. Her actions sparked my interest in math. I have a natural regard for math and science. By breaking down math problems step by step, I can better understand them. ...
In closing, science education is like an invisible force that pushes everything forward. It is not always noticed, but the results of teaching science in schools could be world-changing. Science has helped in so many different industries such as the medicine field where it has been helping throughout the ages to save lives. In addition, if earth science is taught, everyone will live in a world with cleaner air, because more people will be educated to make the right decisions and help this planet. With that it is clear that teaching science education in classes is extremely important for everyone’s future.
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
Getting a science education in the 21st century can be very beneficial to children of all ages. Science is what makes up the world and the only way you would be able to know that would be by getting a real education in the studies of science. There are many reasons in why getting an education in science can be important and three of them are that it makes you smarter, it increases your awareness of diseases going around in the world, and getting a proper education in science can inspire kids to be scientists themselves. Receiving an education in science is good for children of all ages.