KLEIN's
GUIDE TO
SCIENCE EDUCATION
PHOTO CREDIT: Nadene Klein at Tuolumne Meadows Yosemite National Park
Math doesn't change. However, science continues to evolved as there are new discoveries, new advancements in technology, and new inventions. A science teacher needs to continue to be educated in the field they teach. That continuing education can take many forms...
That could be in the form of college class, but it may be more practical to be informal. Read professional journals. Stay connected to factual news sources. Participate in blogs and online discussions. Attend seminars, conferences, and other events to join fellow professionals. Go to the museum to see updated or traveling exhibits. Perhaps the most exciting thing that teachers can do to continue to learn is to listen to their students. On a weekly basis, I learn so much from my students. They discover things in their research that they share with me that I have yet to come across. Sometimes, they recite facts and details that I haven't thought about in years. This in turn results in me making connections and growing my understanding of science. I hope that I am a model to my students to never stop learning. That they too should be life long learners. The day I think I know it all...the day I think that I cannot improve anymore, is the day I need to retire and get out of the way. Scientifically yours, Nadene
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My Zoology class was working on a project as the culmination of our genetics, heredity, and evolution unit. As a bonus, I arranged to have access to a 3D printer for students to make models of their fictitious animals. We discussed the importance of scientific modeling. Prior to beginning to work with this technology which was new to us all, I lead a discussion on how to overcome frustrations and how to strategize solutions. This science and technology lesson became a larger lesson in perseverance and resiliency. Here's a video showing what happened: VIDEO 1 This professional quality video was made by my school district. I followed it up with my own video so you could see the finished projects: VIDEO 2 I'm so proud of my students! Scientifically yours, Nadene We educators hear constantly how important it is to differentiate lessons to meet the needs of individual and small groups of students. There are a multitude of strategies to differentiate.
Let us consider differentiating between classes. Huh? Here's my recent example. I currently teach two Earth and Environmental high school science classes. Normally, any teacher would plan the same lesson to deliver to both classes. It seems prudent to keep both classes on pace with each other. But is that always what's best? Sometimes classes have their own personalities and needs as much as individual students do. My period 2 and period 4 classes began the same in their study of volcanoes via a webquest. Half way through that three day task, period 2 asked if we would be doing any hands on labs for volcanoes. I explained to them, and later in the day to period 4, that the only lab I knew of was making a model volcano from clay and making it "erupt" using baking soda and vinegar. I explained that I had not planned on doing that with them because it was an activity typically done in 6th grade and I didn't want to insult them with it. Here's were the needs of my classes bubbled to the surface... PERIOD 2: Most of the students had not done that activity when in 6th grade and really wanted to do it. They thought it would be fun to compare each groups' designs. PERIOD 4: Most of the students agreed with me that the model volcanoes were beneath their grade level and would be a waste of their time. However, they still wanted to do something hands-on, of course. THE RESULT: Period 2 is making model volcanoes and will compare and contrast the different designs. For period 4, I did some research and found a different modeling activity that with a student planning committee expanded into a whole class experiment. Using different materials (flour, soil, pebbles) to represent different surfaces on earth, the created a "magma chamber" that expands and contracts to create a caldera on the surface. They are comparing and contrasting the dimensions of the resulting calderas. The students are getting what they need--filling gaps in their education or expanding their knowledge with higher level science. I learned that it's o.k. that my classes aren't doing the same thing. Nothing erupted that wasn't supposed to and all students are enjoying THEIR science class. Scientifically yours, Nadene |
AuthorNadene Klein, M.Ed. has been an educator for over 25 years. She brings a passion and love for science to the classroom and through this blog to you. Archives
March 2024
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