Science and Engineering Educator (Elementary)
Contact info: (401)419-0185
susanpunger@gmail.com
How my teaching philosophy has changed through the decades.
Science teaching on the "front lines." (K-8!)
In a nutshell, authenticity and clarity!
Questions….
Open:
How can I relay my thoughts and feelings about elementary science teaching in the 21st century to other professionals?
What should I share that would be the most meaningful?
Closed:
Should I organize chapters chronologically? By issue? Changes over the years?
Should I include other teachers’ views? Interview others?
Should I include examples of issues from my student population? Will this be relevant to most?
Action step 1 Determine the main purpose of the book
Action step 2 Decide on format: Chronological? Topic-related? Reflecting changes in philosophy?
Action step 3 Name topics for chapters
Reflections of a Veteran Science Teacher in the 21st Century: Read the Room!
Goal: To inspire, inform, reflect, question the past two decades of teaching science in elementary and middle school. How did my journey begin? What were my early assumptions? How did I interact with students in the first few years of teaching? How has my philosophy of teaching changed? How can I communicate these thoughts in a non-judgmental, compassionate, and useful way?
Brain dump of possible book topics in no particular order:
reason for writing this book: My wish is that I help other science teachers reflect on their own practices. When I share feelings and how my philosophy has changed, they may feel more free to do the same. My emphasis is on the perception of relevance by the student. This in turn leads to engagement. Engagement makes it possible to learn. Compliance is a different construct altogether and in my opinion does not encourage learning
challenges/frustrations of teaching science: One of the main challenges of teaching science is the attitude of the parent or grownup. I have had many conversations about "My child loves your science class! This is amazing to me because I always hated science. I was never any good at it." I have discontinued the practice of assigning homework in science because I do not want parents voicing negative opinions about the subject.
changes in teaching philosophy over time: At first, I concluded that my students were "starved" for science information and I became focused on loading them with basic science content, for example, how living things are organized into classification systems such as kingdoms, Phyla, etc. After NGSS were published, I contemplated how students can gain understanding of science ideas through authentic practices that scientists use. Having worked as a research assistant in five different lab settings, I could see the value of engaging students in authentic science practices.
first attempts at teaching and roadblocks to success: TO BE CONTINUED!!
background of experiences that related to science teaching
effect of publication of NGSS
engaging students in science
fostering an active role of students in the science classroom
Picasso quote (all of us are artists, to paraphrase) and how this relates to all students
create to learn approach and how this relates to the practice of science
how science thinking is valuable for all
how to preserve confidence in science thinking as we grow chronologically
accessibility of science understanding for all, not those who intend to have a career in science
foster capable science thinking through the elementary and middle school years
examples of student engagement
best practices
role of relevance in science ed
impact of information overload on education in general and science ed in particular
value of science ed from teacher perspective and its importance to belief of students that science is relevant
fostering connection of science class to daily life
impact of political climate on science and science teaching
Special thanks to Patty for being my faithful companion, and of course Julie and Kara! Thanks also to Jen for endless patience and valuable tips!