KLEIN's
GUIDE TO
SCIENCE EDUCATION
PHOTO CREDIT: Nadene Klein at Tuolumne Meadows Yosemite National Park
What do teachers, a yoga guru, a corrective exercise specialist, a cannabis coach, and a marine biologist have in common? In this case they have a few things in common. Whether planned or not, they all use science in their chosen career. We have heard over and over that women are marginalized and/or under represented in science. The ladies I'm about to showcase will be the focus of this unconventional blog post of mine. They are all powerful women who have started their own companies (several are non-profit). They all focus their work on making the world a better place and helping people. "When am I ever going to use this?" "I don't need science for my future." Students routinely spew these words. Science teachers correctly respond about how science explains everything in the world around all of us. Some students are not convinced unless it directly relates to them and how they view their future. The truth of the matter is that the vast majority of us can't even fathom what the long term future will hold for us. The average adult goes through 5-7 career changes during their adult working lifetime. What a student pays attention to in school today may not be what you need 10, 15, 20 or more years down the road. When they were in high school, I am certain that these ladies couldn't have predicted the place where their career path took them and where they've landed today. They might not have fully understood how science emerged as a focal point in their work. They couldn't have imagined that they would be role models for girls. I am inspired and proud of these ladies. Their message of women being successful with science and that we all need to learn science should be part of every science classroom!!! Below is a slide show that tells you about each woman and her work. I am honored to introduce you to my friends... NOTE: Beneath the slide show is a link to each company's website. I hope you take the time to explore and perhaps even support these amazing organizations.
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I'm a huge proponent of Project and Problem Based Learning (PBL). I use it frequently in each of my classes. The powerful connection PBL makes from the classroom to the real world brings a higher level of purpose to learning that greatly impacts students. Often times, finding an authentic audience can be a teacher's biggest hurdle when implementing PBL. I want to share a recent success that I had. Truth be told, I didn't have an authentic audience lined up when I began this project, Sometimes it's more meaningful to let things unfold in real time, or even have students find their own audience. My students began the Co-Existing With Wolves online web quest published/produced by Project Hero: https://herofortheplanet.org/wolf-coexistence/ As students moved through building their background knowledge, they knew their final project would be to create something that could educate citizens of Colorado about how to co-exist with wolves as they will soon be reintroduced to our state. They would then have to figure out how to distribute/display/share their creation. Simultaneously, but separately, I was working on the logistics for an Outdoor Education trip for my school. Our annual Wolf Trip has students doing volunteer work and learning about wolves at the Colorado Wolf and Wildlife Center (CWWC) during a weekend in the spring. Three of my students made informative posters that they displayed in our school for the staff and students to learn from. One of my students incorporated citizens in a public park within his project. He interviewed 30 people walking around a local park and just began having conversations with them about the wolves. This gregarious student was able to document how he changed the minds of at least 1/3 of the people with whom he interacted about the nature of wolves and how they will be good for Colorado ecosystems. By engaging his own authentic audience, he was empowered to make a difference in his community. The last two students impressed me with their creations. However, they did not know what to do with them. The first student had written and illustrated a fine poem. The second student developed an informative 3 panel brochure. It was serendipitous that I was in touch with CWWC. Just as a teacher glowing with pride, I shared screen shots of my students' work with my connection at CWWC. She too was impressed with the work of these high school students enough that she put their work in the November issue of their newsletter which is circulated to thousands of people. (See page 6 of the newsletter linked here: CWWC Nov Newsletter) Don't let finding an authentic audience for your students stop you from moving forward with your PBL. Something or someone will come along through you or your students to fulfill this crucial component of PBL. There are plenty of professionals, organizations, and college/graduate students who are more than willing to help. |
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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