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Scientist in the Science Classroom

This article explores the goals and strategies for engaging students in science education, with a focus on chemistry. It covers topics such as journaling, scientific knowledge, real-world applications, and career choices. The importance of effective writing and immediate feedback is also discussed.

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Scientist in the Science Classroom

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  1. Scientist in the Science Classroom Marguerite McDonald B.S. Chemistry University of the Ozarks, AR PhD candidate Department of Chemistry and Biochemistry, U.D. GK12 Fellow 2007 in Dr. May’s classroom Integrated Science Chemistry Funded by National Science Foundation Graduate Teaching Fellows Program in K-12 Education (GK-12) DGE 0538555

  2. Classroom Goals • Engage and challenge all students Mole of MOLES PBL • Develop scientifically literate students • Scientific knowledge • Reading/writing/critical thinking skills journaling • Relate chemistry the real world • career choices • life PowerPoint presentations

  3. The Essentials of Journaling • Make your own journal • report covers, paper, cover sheet • Dr. Theilacker - “RARE response” • Rubric on Effective Writing • Spelling/grammar • Answering the question fully • Thoughtfulness • Immediate Feedback • Evaluation of Transfer

  4. “My definition of a good paragraph is answering the question and using examples with detail.” Journal Entries What is your definition of a good paragraph? “ a good paragraph is a paragraph that includes information, statistics, facts, opinions, or statements pieced together in sentences formatted in an elaborate but understanding level.” Compare what you know about chemistry today to what you knew six weeks ago. “ I learned to write chemical reactions, oxidation #’s and valence electrons. Forming compounds with elements and ions are also topics we discussed in chemistry class. We learned electron distribution and how to form them. Towards the end of the six weeks and now, we are currently learning about the 5 reaction types single & double displacement, decomposition, sythesis and combustion.”

  5. As you now know, the period table contains many patterns. In this journal entry, describe three of the patterns that you have learned. Feel free to use diagrams to explain the patterns. You may also use the chemistry textbook as a reference. How can we tell the difference between planets? Use vocabulary and explain how to distinguish one planet from another. Think about which qualities of a planet a spacecraft would want to record to help us identify it. What would you tell someone who thought chemistry has nothing to do with life or their surroundings? “If someone told me that chemistry had nothing to do with life I’d say YOURE CRAZY. The air we breathe has oxygen in it and oxygens on the periodic table of elements, that’s chemistry right there.”

  6. Research Presentations • Chemistry in your Careers • Perms catalyze rearrangements of disulfide bonding of protein in hair • Organic Chemistry of Olive Oil • Medically relevant Elements • titanium hips • anemia

  7. Personal Reflections • Deep appreciation for the challenge of teaching • Time-management skills • A need for a connection between professional scientists and teachers Thank You NSF, NCCVT, UD, & Dr. May

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