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What science learning would help us better teachers of science? Is there something you might learn that will help you in an upcoming science unit you are soon to teach?


I think that learning more about motion will help me in some of my upcoming work. I am going to start with a resource right here at the Learning Center:
Position and Motion

I also think I will check out a collection about motion and also review some of the articles.

Your post made me think of meteorology. It was a small blurb in my state standards for years and I was so excited when new state standards moved it to another grade level. Then I changed schools and guess what I had to teach again? Meteorology. I decided if I was going to have to continue to teach it, I might as well know as much about it as possible. I enrolled in the online Geoscience classes through Mississippi State. I dreaded the meteorology classes - but they turned out to be my favorites. They were, without a doubt, the most difficult classes I've ever taken in my life but I've never taught meteorology the same way since. Can't wait to read more responses! Kendra

Kathy, thank you so much for starting this discussion! In my opinion, this discussion highlights one of the most important parts of being a teacher, and that is that we are continuously learning. Professional development is such an important part teaching not only because science is so dynamic and scientists are continuously making new discoveries, but also because the methods, techniques, and best practices to reach our students are always evolving. Teachers who are life long learners also pass their love of learning onto their students. This year, one of my educational goals is to learn more about electrical engineering. This is one area that I have always struggled with in science (I still have nightmares of drawing circuits in EE!). I want to learn more about this area because electricity is such an important part of our modern day life, but I'd also learn more about alternative methods of providing electricity to home consumers. I look forward to seeing what other educators are planning to explore in the new year. Maureen

I am weakest in the physical sciences - probably due to being a math-o-phobic... :-) My goal is to overcome my resistance to the mathematical sciences, to gain a greater understanding on force and motion, and to look for more engaging ways to teach force and motion. I will start by reviewing the key concepts through sci-objects (free) and then look for lesson plan ideas under the lesson plan link by state standard on the learning center home page: http://learningcenter.nsta.org/default.aspx

I m also starting right here with the training on electricity and magnetism. I believe that the physical sciences are truly overlooked and rarely taught at the elementary and middle school level. Then students are left to struggle in high school and college due to teacher phobias and disregard for professional development. Notice 32 people viewed this post but only a few have posted a response.

I agree with Maureen. Teachers are constantly learning new things all the time. They need to learn to keep up with the new discoveries in science and technology which are constantly changing. I guess we are like doctors....we need to keep up with the latest discoveries in order to give our patients (students) the best education we can.

Betty said, 'I guess we are like doctors....we need to keep up with the latest discoveries in order to give our patients (students) the best education we can.'
I used to stress about that, too, Betty. It places a lot of pressure on us to think that way, though. I am a bit more relaxed than I used to be - I think it is because I have been placing more emphasis on teaching my students HOW to do science. Yes, it's important to teach the most up-to-date information about a concept - I rely on a lot of different resources to help keep me current(the NSTA Learning Center and NASA help, too). But, it is impossible 'keep up' with everything. I am wondering what organizations, journals, or other resources others rely on to provide them with the newest scientific information about science concepts and are quick to present the newest scientific or technological breakthroughs.
Discussion forums like the ones here at NSTA often provide clues to what new things are on the horizon for science teaching and education in general. For example, I heard about 'flipping classrooms' only a week before a couple of discussion threads were introduced about them on this site.
To answer your original question, Kathy,
I just completed an online course through the Georgia Tech Global Learning Center on how to turn my classroom digital (NASA ePDN course). It was an eye opener to see all of the internet-related online learning tools now available to instructors. I think it will make me a better teacher, because I will be more tech savvy, so that I can provide an online component to my courses that will energize, organize, and engage my students in more meaningful learning experiences.

My goal this year is to read and read more science. i like this link to top womens' science blogs--I know it can be opinion, but it is approachable for me. http://www.underthemicroscope.com/blog/top-blogs-you-should-be-reading-2011

Thank you for the information about the free online Scientific American website, Arlene. I still have all of my very old issues of that magazine - before my school's library started subscribing to it. It is such a great resource. I did not know there was a free component. Laura, I will check out your resource, too. Keep those resources coming. Reading a reputable journal article or participating a professional blog are definitely ways to make time for new science learning!

[color=red][b]Arlene, Excellent Resource. Thanks for sharing![/b][/color]

I have once again been thinking about my own learning. I have spent and continue to spend an inordinate amount of time studying the k-12 conceptual framework. I have been thinking about my desire to learn more about the content for force & motion and although I have not met my goal that I set at the beginning of this thread, I have been making progress but doing it using a different resource. I highly recommend you become very familiar with the conceptual framework. I can honestly say that a deep understanding of the framework will make your transition to the NGSS much easier. Kathy PS I am going to reread my first post and see if I can get started there too.

I think understanding experimental design is important.

For me energy and sound can be a tough one. I find it the hardest for the students get into as well. Lot of the concepts like the wave and vibrations are hard to explain other than what is in the textbook and some simple experiments. All Science is important and I believe the more fun something is the more I want to do it, hands on is always great too.

Life Long Learnering That is what comes to mind especially now as I am embarking on the adventure of science and technology. There will always be new ways that will come along and debunk what was already learned way before we even get use to the idea. I love that. Change is inevitable and science is the epitome of evolution (change). Take electricity for example. Scientists have formulated and created ways to track down storms and measure the voltage in which a single strike of lightning gives off, and yet who can foretell what will happen once it strikes. Who can say what it will hit and where will it go. Lightning is simply unpredictable, until we harness it and turn it into something more manageable. I believe it is embedded in our genetic makeup to improve and create. We just need the motivation. With that being said, I have set forth on this journey to improve my science teaching skills and I am determined to instill the same type of encouragement in my students’ learning. I have learned a whole lot more by using these SciPacks, and feel that it has helped me feel a bit more comfortable teaching science in the upper grades.