My Science Teaching Statement
What is Science?
At the beginning of this semester I could barely tell you what science was. Everything I could think of was pretty vague, “science is learning about the world and things in it.” “Science is a subject where we learn about energy, the human body, and states of matter.” Those were some of my previous thoughts.
I now know that science is a way that we explain the world around us. We try to make sense of the world by wondering, questioning, and observing. Science allows us to take those questions and research them, then test them to get findings which we can make claims about. Science is always answering questions and at the same time, creating many new ones.
I believe that in order for science to be taking place, we must be questioning, researching, and investigating what is going on in the world around us. This is a blend of logic and imagination. We can make connections to the world around us which makes science all that much more exciting and interesting.
At the beginning of this semester I could barely tell you what science was. Everything I could think of was pretty vague, “science is learning about the world and things in it.” “Science is a subject where we learn about energy, the human body, and states of matter.” Those were some of my previous thoughts.
I now know that science is a way that we explain the world around us. We try to make sense of the world by wondering, questioning, and observing. Science allows us to take those questions and research them, then test them to get findings which we can make claims about. Science is always answering questions and at the same time, creating many new ones.
I believe that in order for science to be taking place, we must be questioning, researching, and investigating what is going on in the world around us. This is a blend of logic and imagination. We can make connections to the world around us which makes science all that much more exciting and interesting.
Why is it important for elementary students to learn science?
It is important for students to learn science so that they can explore the world around them and make sense of it. They learn so many important skills in science that many do not realize. Sullenger says it best, “I maintain there is no such thing as ‘science skills’ observing, measuring, interpreting, analyzing, and communicating are all life skills” (Sullenger, 1999). The skills we teach our students go on to be life skills that they need in the work force and in college. These process skills, such as observing, interpreting, analyzing, and communicating, carry over into other subjects such as literacy, math, and social studies. If we have our students prepared for science, they will perform much better in the other subject areas because they can apply their knowledge of process skills.
"Thus, learning science provides and opportunity not only to build knowledge about the physical world but also to learn about the basic tools that are used to build knowledge and represent it for hours. Learning what others have discovered about the world and sharing one's own discoveries can be powerful motivators for learning to read, write, and speak in particular ways" (Palinesar, 2013). There is precise vocabulary in science that students need to use and they can apply this use of vocabulary in all other subject areas. If students are communicating about their findings they are more likely to take that communication with them to other subject areas. Reading and writing are positively impacted because students want to research others's findings and they want to write about their own findings. This is why it is important for students to learn science and to partake in inquiry.
It is important for students to learn science so that they can explore the world around them and make sense of it. They learn so many important skills in science that many do not realize. Sullenger says it best, “I maintain there is no such thing as ‘science skills’ observing, measuring, interpreting, analyzing, and communicating are all life skills” (Sullenger, 1999). The skills we teach our students go on to be life skills that they need in the work force and in college. These process skills, such as observing, interpreting, analyzing, and communicating, carry over into other subjects such as literacy, math, and social studies. If we have our students prepared for science, they will perform much better in the other subject areas because they can apply their knowledge of process skills.
"Thus, learning science provides and opportunity not only to build knowledge about the physical world but also to learn about the basic tools that are used to build knowledge and represent it for hours. Learning what others have discovered about the world and sharing one's own discoveries can be powerful motivators for learning to read, write, and speak in particular ways" (Palinesar, 2013). There is precise vocabulary in science that students need to use and they can apply this use of vocabulary in all other subject areas. If students are communicating about their findings they are more likely to take that communication with them to other subject areas. Reading and writing are positively impacted because students want to research others's findings and they want to write about their own findings. This is why it is important for students to learn science and to partake in inquiry.
How do elementary students learn science?
"Pointing out scientists on field trips and in media will generate discussion among even the youngest scientists. To reinforce teaching the nature of science, remind students they are all scientists" (Farland-Smith & McComas, 2009).
This may be the first time that students have come into contact with a scientist. These times when students are able to see scientists in their field can make it more concrete. Most students have only just read about or heard about scientsits on TV. When students are able to interact with people who study science, they feel connected to that science community. Bodzin and Gehringer also agree that students should learn science by meeting scientists,"the scientists' visits provided students the opportunity to see scientists as ordinary people. The visit showed how scientists are involved in the world around them" (Bodzin & Gehringer, 2001). Students are able to see that scientists are just everyday people like themselves, girls, boys, black, white, hispanic. Studnts learn that their stereotypes about scientists are not so true afterall. These experences with scientists help students to feel as if they are real scientists as well. That is why in my classsroom, I try to call my studnts scientists while we are doing science.
Elementary students learn science through collaboration, exploration, and engagement in inquiries.
You know science is going on when learners can tell you why they trust and question the work of scientists" (Sullenger, 2009).
"Pointing out scientists on field trips and in media will generate discussion among even the youngest scientists. To reinforce teaching the nature of science, remind students they are all scientists" (Farland-Smith & McComas, 2009).
This may be the first time that students have come into contact with a scientist. These times when students are able to see scientists in their field can make it more concrete. Most students have only just read about or heard about scientsits on TV. When students are able to interact with people who study science, they feel connected to that science community. Bodzin and Gehringer also agree that students should learn science by meeting scientists,"the scientists' visits provided students the opportunity to see scientists as ordinary people. The visit showed how scientists are involved in the world around them" (Bodzin & Gehringer, 2001). Students are able to see that scientists are just everyday people like themselves, girls, boys, black, white, hispanic. Studnts learn that their stereotypes about scientists are not so true afterall. These experences with scientists help students to feel as if they are real scientists as well. That is why in my classsroom, I try to call my studnts scientists while we are doing science.
Elementary students learn science through collaboration, exploration, and engagement in inquiries.
You know science is going on when learners can tell you why they trust and question the work of scientists" (Sullenger, 2009).
How Should Science Be Taught?
Well that's simple! Science should be taught using the 5 E's. The 5 E's cover ways that students learn best. First, students need to be engaged in a real-world situation involving science. This will excite them, especially when the teacher is enthusiastic. Next, students explore and are able to investigate and test their prior knowledge. They also have the opportunity to share their findings with others."During the explore stage, students should be given opportunities to work together without direct instruction from the teacher" (Lorsbach, n.d.). When students explain, they must reflect upon their findings and think about how it affected their previous knowledge. Students usually learn new vocabulary to help label some of what hey are starting to see in the explore and explain stages. When the lesson is extended, it is taking what students already know and putting it into a different real-world context.
Evaluation is another key in teaching science. We need to assess that our students are understanding and getting the correct information. This assessment should be happening throughout a 5 E's lesson cycle. Formative assessments tell the teacher whether the students are able to move onto something new or should explore the concept a little longer. "Effective instruction integrates formative assessment when the teachers require students to write, draw, and/or speak in response to questions and problem situations. Predicting activities, end-of-class reflective writing, concept maps, scientists meetings, and science notebook tasks provide contexts for students to try out their developing understanding and receive feedback from the teacher" (Lee & Abell, 2007). I think that Lee and Abell knock it out of the ballpark! There are so many different ways to integrate a formative assessment into teaching. Many of these ways of assessing just flow right into a science lesson. Since science is a blend of logic and imagination, why not allow your students to become creative when it comes to how they display their understandings.
Well that's simple! Science should be taught using the 5 E's. The 5 E's cover ways that students learn best. First, students need to be engaged in a real-world situation involving science. This will excite them, especially when the teacher is enthusiastic. Next, students explore and are able to investigate and test their prior knowledge. They also have the opportunity to share their findings with others."During the explore stage, students should be given opportunities to work together without direct instruction from the teacher" (Lorsbach, n.d.). When students explain, they must reflect upon their findings and think about how it affected their previous knowledge. Students usually learn new vocabulary to help label some of what hey are starting to see in the explore and explain stages. When the lesson is extended, it is taking what students already know and putting it into a different real-world context.
Evaluation is another key in teaching science. We need to assess that our students are understanding and getting the correct information. This assessment should be happening throughout a 5 E's lesson cycle. Formative assessments tell the teacher whether the students are able to move onto something new or should explore the concept a little longer. "Effective instruction integrates formative assessment when the teachers require students to write, draw, and/or speak in response to questions and problem situations. Predicting activities, end-of-class reflective writing, concept maps, scientists meetings, and science notebook tasks provide contexts for students to try out their developing understanding and receive feedback from the teacher" (Lee & Abell, 2007). I think that Lee and Abell knock it out of the ballpark! There are so many different ways to integrate a formative assessment into teaching. Many of these ways of assessing just flow right into a science lesson. Since science is a blend of logic and imagination, why not allow your students to become creative when it comes to how they display their understandings.