Jennifer Renee Brinkley

Culminating ExperienceE-Portfolio

This program has been like traveling around the

world. The travel plan has backpacked through

philosophy and the brain, caught a train through

conceptual change and inquiry, flew via diversity

and assessment, ultimately concluding in

personal reflection. Here is my travel path

through the UNLV/RPDP Middle School Science

Masters.

How People Learn

Nature of Science

Inquiry

Diversity

Conceptual Change

Curriculum

Science

Assessment

What are some of the current theoretical ideas that are driving

science education?

My Topic Paper investigated the impact of the Full Option Science System on elementary age students, integrating the complex theoretical ideas impacting science education. At the same time I reflected on my personal experiences in science in my autobiography realizing that these theories were not incorporated to my own education. How was I going to make sure that I applied my research into my teaching?

What a better way to apply research than through my first implementation project integrating current research theories along with technology!

Students would learn scientific knowledge through the process of inquiry investigation and reflecting on their work.

Two group demonstrated their knowledge with excellent clarity and flow:

The students involved in the African Grasslands effectively sequenced their habitat according to the flow of energy and developed a food chain evident in their presentation.

The Desert habitat group was also able to sequence their pictures in a more concise manner.

Two groups missed out on the connections between elements in their habitat:

The Oceans habitat group identified the critical elements of their habitat but when discussing their food chain did not make connections between them.

I think that the Rainforest group needed a little more direct involvement from me. They were disjointed during activities which is evident in their presentation, random.

If Einstein isn’t perfect then what is science?

Why didn’t anyone tell me about the changing nature of science and scientific knowledge? In my pre-VNOS survey I thought that I had all the answers. Then Kuhn and Chalmers through my thinking into upheaval. Integrating all these theories became a process I struggled through, coming out more confused in my post-VNOS survey. It wasn’t until I researched these theories in practice that I began to understand and integrate them into my philosophy paper.

Plato wrote that on the path to enlightenment one must return to the cave and enlighten others. In my second implementation project I decided to focus on the nature of science. I wanted these third, fourth, and fifth grade students to have experiences with change in science and reflect on their own changes.

In the beginning of the lesson one student created this pre-map about science knowledge, showing simplistic connections between different elements.

Then at the end of the student’s research they created this post-map. You can see the more descriptive terms used to link ideas and multiple connections stemming from terms. There are still some misconceptions related to the influence of societal norms on all the elements of scientific knowledge. Still, this student shows a deeper understanding of the nature of science.

Student M was my personal research spawned by my desire to reach every student and my inquisitive nature. He was not succeeding and I was determined to understand why!

Now it was time for the nitty-gritty. The dirty work of teaching Student M how to read. I worked with him twice a day for language development and literacy skills. My goal was to move him towards a more developed English vocabulary and reintroduce the skills he missed in Kindergarten. I wish I could say that one day he awoke, speaking better English and the ability to recognize letters and sounds. His data does show improvement over the time of the interventions, however…

…this was just the tip of the iceberg!

These two articles directly impacted my approach to teaching science in my classroom. Both articles highlighted issues I face in my classroom.

1 2

The first article deals with need to monitoring conceptual change in students and track deep learning.

The second article addressed the need to consider the student as a member of a culture, gender, and as a learner in order to facilitate success.

Using Microscopes in Life Science examine forensic evidence.

Investigating the Polar Vortices in Earth Science

Presenting conceptual change through atomic structure in Physical Science, from then to now.

J.J. Thompson

Professional Standards:

Standard A: professional development for teachers of science requires learning essential science content through the perspectives and methods of inquiry

We teach what we know. If a teacher experiences inquiry based science lessons then they are more apt to teach through inquiry based science. Teachers see its effects on their own thinking and translate that into their teaching practices. Illustrated through my science projects completed during my RPDP classes.

Standard B: professional development for teachers of science requires integrating knowledge of science, learning, pedagogy, and students; it also requires applying that knowledge to science teaching

My implementation project shows how I integrated what I was learning through my masters program into my teaching practices. Integrating what I learned in my classroom caught the attention of my administration. After attending an implementation training with FOSS was then asked to present at the next teacher in-service day. A few teachers and I created a presentation and breakout sessions for teachers to experience their grade level FOSS kits reinforcing Standard A.

Standard C: professional development for teachers of science requires building understanding and ability for lifelong learning

In order to be an educator you must continue your education. By reviewing current research articles I am introduced to theories and practices that impact my teaching philosophy.

National ScienceEducation Standards

andNevada State

Science Standards

Current theoriesin science education

Communicationand

support

Standard D: professional development programs for teachers of science must be coherent and integrated

UNLV

and

RPDP

This diagram shows how UNLV and RPDP integrated these components into their instruction, providing for a coherent transition from one class to another.

I traveled far and wide on my trip from teaching science to becoming a science educator!