Amy Stewart
Science Vision Statement
May 5, 2002
“A good elementary school science program teaches science ideas, processes, and attitudes that prepare students for middle school and high school.” (Koch, 2000, p. 7) This idea supports my philosophy that science is such an important part of elementary education. Many different subject areas are inherent in science learning, such as reading and language arts, math, and social studies. While science learning gives teachers the opportunity for thoughtful and reality based teaching, it is also exciting, fun, and interesting for students. It develops positive attitudes toward learning and this type of learning is beneficial for children across many disciplines and in real life. It is the one subject where, through exploration and observation, students can see what they are learning. That is how children learn best and it is a very thoughtful type of learning. This breeds future successes and that is why science is great.
A good science curriculum should be created to fit all students, regardless of age, academic and physical ability as well as social or ethnic background. A teacher must consider who his/her students are, where they live, and what their abilities are. Therefore, lessons must be flexible. It may be true that lessons require further experimentation to gain understanding of concepts. Or, the class may show a true interest in a related idea and take you where you hadn’t planned. Science is special in this way. An experiment may go a different way each time it is taught, yet it is important to connect with all students each time, while learning and growing as a teacher too.
Next, a science learning community should feel comfortable and safe, and this type of environment must be created. Everyone is included in the learning community and learns on some level. A good science teacher shows students respect and that their ideas are valued. Having an open mind and working to see other’s points of view is important, not only in science. The small learning groups in the classroom convey the same atmosphere. That is, they are diverse individuals who are part of a group and who collaborate with one another to learn. The groups change to encourage diverse relationships and learning experiences. I expect respect for each other at all times. Children make choices and have prior knowledge, and they learn and grow from this and build upon it. That is how true learning takes place, spiraling from level to level to reach greater and greater levels of understanding. Learning is a process of gaining knowledge or changing one’s views over time. Many times misconceptions discovered are misconceptions had by many, and through inquiry, those misconceptions are diminished. Being given an answer is not the same as predicting what will happen, and then trying it out for themselves or working collaboratively on a particular task. Memorizing facts does little for a child’s true understanding of science, and children do not retain the information or enjoy the learning.
Science learning should be hands-on as much as possible. As before mentioned, children learn best when they are able to manipulate materials and see it in front of them. The process skills used in these science lessons create a more meaningful experience for learners. This includes collaboration with others. It means discussing prior knowledge, observing and classifying materials and processes, making predictions, measuring and recording data, comparing and contrasting, and discussing further planning. However, when the actual science phenomena is too complex or large, model making can be another affective teaching method that allows children to physically see and touch concepts, instead of memorizing facts or terms or looking at diagram in textbooks. This learning will be not only more meaningful at the time but the students will retain the information longer and be able to apply the knowledge to future explorations.
In planning science instruction, it is very important to consider all of the resources available. It may be as simple as dandelions growing through a crack in the sidewalk, or as complex as a class field trip to a nature center. Nature is all around us. Taking students into nature to see for themselves the wonder is much easier and more effective than trying to bring nature into the classroom, however this is a possibility too. At the same time, community resources when incorporated into the curriculum are also wonderful. Having the trip fit with concepts currently being studied is very important, along with preparing them about the trip itself. Once there, “You can accomplish many learning objectives with an organized, well-planned field trip. Students can use a variety of learning styles, which improves their own scientific ability, as well as their attitude toward science.” (Leary, Rosemary, 1996 p. 29).
If you were to step into my science classroom you would be able to see a vibrant learning environment. You would actually see the learning. Students would be actively involved in each lesson. You will hear discussion. You will hear questions asked by all. Questions are an integral part of science. “A good question is a stimulating question which is an invitation to a closer look, a new experiment or a fresh exercise. The right question leads to where the answer can be found: to the real objects or events under study, there where the solution lies hidden. The right question asks children to show rather than to say the answer: they can go and make sure for themselves. I would like to call such questions ‘productive questions,’ because they stimulate productive activity.” (Elstgeest, Jos, 1985. p. 37) At the same time, another integral part of our lesson you would see would be the activity. Students would all would be manipulating the materials. The materials would be reality-based materials that children are allowed to explore and observe on a deeper level than usual. In this way, science is expected to be messy. You would also see the learning displayed in recorded findings displayed along with experiments in progress. You would see learning centers set up where kids can go when they have extra time to work with materials in their own way. While the activity would be guided by the way I have it set up, it is open ended, taking the child where he/she chooses to go. These centers and bookshelves would have resources available too. This includes technological equipment that enhances the learning. And, because of this healthy, fun, uninhibited learning environment, my classroom will thrive with ideas and knowledge. This is what it would look like if you walked into my classroom; it would look like fun.
Next, I feel that science, as well as all subjects, should have variety. Whether it is a variety of resources, areas of study, or ways of exploring the world, students learn best when learning is exciting and ever changing. This also helps include diverse learners. Today, creating variety in our classrooms is made easier with technology. Children have access to a wealth of information at their fingertips and comparing lessons is possible in minutes with other classes half way around the world.
I feel it will be easy to know that my students are succeeding in their science curriculum. Class discussions are a great way to question students, and to allow them to question areas that are not clear. And, probably my primary method of science assessment would be the science journal. “These journals provide an opportunity to access and assess changes in children’s understandings and thinking, identify misconceptions, and provide a more complete picture of children’s understandings of science phenomena” (Shepardson & Britsch, 1997. p13-47.) Here students would document their process skills used. Therefore when confusion is noted, we will know where to begin. While working collaboratively is so important in science learning, the science journal is a way to document individual understanding. I have not only been taught to teach this way, but I have kept a science journal myself. I am able to look back and see the progress I have made and the processes I went through to get to what I know. It also gave me a way to be creative and personalize my learning apart from what my group did. I made my own choices when designing my journal and find it to be a reference for the future. I could also converse with my instructor through this journal to get further feedback. The science portfolio created by a student will also serve to demonstrate the variety in science learning, I think better than any test score could. Here instead of gauging what a child did not know, the portfolio is open to creativity and open-ended enough that everyone can excel in his/her own way. I know that parents would light up to see their child’s creativity and progress, and of course the child would value it as well and feel very proud.
As a science teacher, I take it upon myself to be a positive role model for my students. This means always being open minded and involved. Really knowing each student is my job. This will help to create a safe and comfortable learning environment for my students. Just as important, I must show my love for learning. This means that not only do I expect them to write in their journals, I will also model this behavior. I will ask questions that I have. We are all learners. Each time we do a lesson, we may learn something new, how exciting. We as teachers need to show our excitement. Showing children how to use process skills by using them myself is of primary importance in my classroom. I am in the classroom because I love children. I love to teach. I love to learn. It is my job to show this love and excitement. Science is a great subject to do just that.