"Space, the final frontier. These are the voyages of the starship, Enterprise. It's continuing mission: to explore strange new worlds, to seek out new life and new civilizations, to boldly go where no one has gone before."
A Budding Love
In retrospect, I think a lot of my early interest in science came from the media I consumed. Copies of National Geographic, Ranger Rick Magazine, Reader's Digest, and the newspaper were left out on the table where we read them while eating breakfast. My sister and I watched Bill Nye, ZOOM, and CyberChase on PBS, and we often tried our own experiments and crafts. I listened to NPR while I was in the car with my dad, and he explained information in the science stories I didn't understand.
In retrospect, I think a lot of my early interest in science came from the media I consumed. Copies of National Geographic, Ranger Rick Magazine, Reader's Digest, and the newspaper were left out on the table where we read them while eating breakfast. My sister and I watched Bill Nye, ZOOM, and CyberChase on PBS, and we often tried our own experiments and crafts. I listened to NPR while I was in the car with my dad, and he explained information in the science stories I didn't understand.
And my parents had a lot to do with my interest in science as well. Every year, my mom took us to the Natural Resource festival, where we learned about Sevier County's wildlife and forests. Mom and Dad took us kids to the annual Star Show, where Patrick Wiggins from the Clark Planetarium would show us the newest images from the Hubble telescope and the latest findings in space exploration. We frequently visited museums, planetariums, and libraries on family outings, and my parents talked to us about the science and humanities involved in each exhibit. Growing up, I was constantly told that being smart in math in science "ran in the family;" my maternal grandfather was a doctor, and to be honest, this comparison boosted my confidence that I could do well in science subjects.
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| If you don't think this is cool, I feel bad for you, son. |
My encounters with science throughout my life have been varied, interesting, and always fun. When I think of science, I think of challenging problems and exciting discoveries. I love learning about the process of science, and especially the story of the scientists. I always feel wonder considering the complications of science itself, and the human side of science.
A Brave New World
But I know that my experience is, in many ways, unique. Not all students have had the opportunity to connect to science as I did, and even when science is shown in a "fun" way, not all students appreciate it the same. In fact, one of the problems I run in to quite frequently while I teach is assuming that students are just as excited about what I'm talking about as I am. In a way, I think teacher enthusiasm is a boon for students, but I'm also aware that some students "check out" because they feel as thought they can't connect to me or to the material.
Knowing this, I know it will be important to find and connect to my students' funds of knowledge - What do they watch? What do they like? What do they know already? How can I get students to talk about what they know, what they've seen, and how they feel about it? What science are they seeing in the media they consume, and how can I tie it into my lessons? Is there a problem that they would particularly like to solve?
I also think it will be important to engage students in reflection and discussion of what they learn and its implications - discussions that involve the authentic questions and engage students in higher-level thinking. Using comprehension strategies and vocab strategies, I want my students to be able to understand what they see and read about science, so that they can use science texts to inform their world and see wonder in science.
Knowing this, I know it will be important to find and connect to my students' funds of knowledge - What do they watch? What do they like? What do they know already? How can I get students to talk about what they know, what they've seen, and how they feel about it? What science are they seeing in the media they consume, and how can I tie it into my lessons? Is there a problem that they would particularly like to solve?
I also think it will be important to engage students in reflection and discussion of what they learn and its implications - discussions that involve the authentic questions and engage students in higher-level thinking. Using comprehension strategies and vocab strategies, I want my students to be able to understand what they see and read about science, so that they can use science texts to inform their world and see wonder in science.
And I hope I can give my students the same opportunities I had - stimulating field trips and films, combined with conversations that will help them make sense of what they see. By integrating these experiences with performance assessments and the chance to work as scientists (in role), maybe, somehow, I can teach my students that science is more than facts and diagrams, but a way to approach the world - a way that can fill one with wonder and fascination.
Your postings always seem to remind me of research articles...perhaps a sign that you should be a researcher as well as teacher! Anyway, this week's posting reminds me of this article in the American Educational Research Journal:
ReplyDeletehttp://aer.sagepub.com/content/49/5/881
Basically, it's about "science capital" in families--and it says exactly the same thing that you said in your posting. Families who develop "science capital" do things like have scientific magazines in their homes, watch and discuss TV shows such as "How It's Made," and take their kids to museums. The article said that children whose families have a high degree of science capital are far far more likely to pursue STEM careers.
I totally agree with this article, but at the same time, it bothers me because it highlights that "science capital" is related to economic capital. That is--what about students whose families can't afford magazine subscriptions, or TV cable subscriptions, or trips to BodyWorld and the zoo? My question is: How can you increase science capital even among students who don't have money? And...it is a teacher's job, or is it society's job?
Anyway, thanks for another provocative posting. I could go on and on about it. I too loved Captain Picard (well--to be more precise, Wesley Crusher), Ranger Rick, and Body Worlds. Actually, Body Worlds more than anything sparked my interest in biology and I wish I had been exposed to it earlier. I may have paid more attention in my biology class!
I thought about the economics of my exposure to science as well while writing this. In a way, I think it is the job of teachers to give their students as many opportunities with science as they can - a lot of the teachers I've worked with host science fairs, for example. I'm encouraged by community members who see the great value of things like "Science Unwrapped" or the Society of Physics Students shows. I think society does have a responsibility to keep funding STEM-based TV shows and community events, because they may be the only exposure students get. And from there, maybe those students will be more inclined to give their children the same experiences, building science capital overall.
ReplyDeleteAgain Nicole, you're bringing it. This was a good reminder to me: my students will not feel as passionately as I do about making music. I have to acknowledge that my background as a child in a musical family and an adult musician has changed my perspective. This background is something many of my students will not have behind them. I hope to connect to my student's funds of knowledge regarding music, and also expand their vision. As teachers, that is our responsibility! Well written post.
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