As a teacher, I plan on instilling a since of appreciation of nature and the environment into the children as much as possible. I understand that there are limitations onto which this can be done including student background, lack of resources, and limited time constraints but I would take it on myself to do what I can learning science as exciting as possible. My classroom would be run with the attitude of the students in mind. First of all, the main emphasis of class would be learning science, not good behavior. I guess I would take a non-authoritarian view of discipline.
Three crucial aspects of education is imperative today if we wish to solve the environmental problems of tomorrow: we must capture the child’s interest in nature, expose them to marvels and problems occurring in nature, and finally, provide youth with ways to actively solve many of the current and future environmental issues. Children are curious by nature. I see this fact of life every day in my preschool classroom. As we walk from the classroom to the playground, my students crouch down to observe an ant crawling by or gaze
It is of great importance to me to mindfulness strategies to help my students learn to overcome or control their impulses; whether they are physical or verbal. Next year our school is moving to the NGSS standards for science and most of the curriculum revolves around guided inquiry, productive struggle, problem solving, real world issues etc… I’m extremely concerned about my student’s capabilities with these types of activities. With the exception of a few students, sustaining any kind of attention or focus is practically nonexistent in some of my classes. So it’s become a high priority for me to learn strategies that I can use with implementation of NGSS. Intended learning outcomes for students will be improved focus, attention to tasks, improvement in grasping directions and instructions and improved overall behavior and effort.
For students to become ecologically literate, they must examine social issues on a local and global level in order to develop their own model of individual responsibility to preservation and respect of our world. As time passes and newer technology develops, students sometimes become more involved i... ... middle of paper ... ... Educators in all subjects, must begin to integrate environmental education, promoting ecological literacy for young adults to promote the sustainability of society and the beautiful world around us. Works Consulted Berry, Wendell. What are People For?
Teachers induce thinking and beliefs within their students, and elementary teachers within Ecotopia illustrate the importance of free agency in an ecological world. There are elementary teachers in Ecotopia who specialize in certain subjects in which they aspire their students to stimulate and indulge in their own goals and interests (Callenbach 128). Although Ecotopian teachers provide tutelage for instructing all subjects, they support the idea that their country has “crossed over into the age of biology” in which the majority of their focus is towards biology (Callenbach 126 - 129). Ec... ... middle of paper ... ...abling students to have core knowledge that is necessary to be a “greener” citizen in the future. An ideal green citizen lives a normal life while making sustainable choices.
However, I firmly believe in inquiry-based methods. “While some research in this area revealed success stories of students’ learning when they are engaged in student-directed, open-ended scientific inquiry activities, other are more skeptical about how these activities impact students’ learning in and of science” (Wong, 2012, pp. 197). Like mentioned early, there is always a skeptic in every situation; therefore, teachers cannot let skeptics keep them from following their philosophy for teaching in each and every subject. It is crucial for teacher to teach in the way that works for them and most importantly works for their students and their learning; no matter what other parties
Also children’s interactions with parents, teachers and peers will affect how they are treated in return (Bronfenbrenner, 1994). Clearly this is why ecologising education is important and by doing so education creates critical thinkers. The potential benefits for young people that are eco-literate are that they can begin to negotiate and act on their own purposes, values and feelings, rather than those that they have uncritically acquired from others (Mezirow, 2000). Through learner driven participation children show that they should be treated as solutionaries, and vital stakeholders in the fight for their sustainable futures. Secondly, there are the exosystem which includes schools and the community, and the macrosystem which includes broader society, such as national customs and political philosophy.
A Problem-Based Approach to Teaching about Pollution Science is a very important subject for students to study in middle school. It is “More than a body of knowledge or a set of answers, science is a way of thinking about the world” (Beamon 20). Science forces students to think critically about ethical issues, such as pollution. This is often difficult for students because they must make the jump from the narrow parameters of their own lives to the issues that affect many people living on this planet. In studying pollution, students must come to realize that even throwing garbage on the ground and not recycling will in some way affect many of the living things in the ecosystem.
Importance of Science Education Science education is relevant to all areas of life in our society, however many students seem to lose their interest for it in schools. Schreiner and Sjoberg (2004) have implied that students have developed ambivalent attitude toward science while Reiss (2000)( as cited in TLRP EPSE Research briefing 2006) is of the view that students need to believe that the science that is taught in schools is relevant to their personal lives. Science education is important or relevant to all of us in three main ways: our personal lives, our civic lives and our economic lives. In ... ... middle of paper ... ...esult of the teaching strategies used in the secondary school. Baird’s et al., (1990) interview revealed that students’ expected secondary school science to be active, interesting and fun and they look forward to doing experiments, dissection, investigations and projects however their expectations were short lived.
Exemplary Science teachers help science class to be not be just a class, like it is for many students, to be tolerated to graduate, with the information forgotten shortly after the tests full of strange works are endured. Exemplary Science teacher’s help students become critical thinkers, develop informed citizens who will develop science related public policy in the future, and help them function better in a science influenced society when they need to make informed decisions as consumers, for instance (Marincola). The best Biology teachers are enthusiastic, promote inquiry learning and critical thinking, use hands on learning and labs, and teach science in a way that makes it relevant and applicable for the students. The best teachers have the ability to motivate their students and help them be excited about science and the learning process. Exemplary science teachers are generally more enthusiastic (Marshal).