Anderson 1

Where I began in the science process

In my experience with science classes I have always enjoyed the hands on learning
environments that allow direct instruction and group discussion. Following graphs, making
hypothesis, and concluding results were sometimes very difficult for me. I found that researching
materials and conversing in groups really aided my understanding of the concepts. I have several
animal related memories from Kindergarten. It was a very hands on and interesting science unit
on growth and development of chicks. As a class we got to watch the eggs hatch and the chicks
become mobile.
Another memorable science experiment in elementary school was my dissection of a
cows eye. Although this was a disturbing experiment, I loved being able to connect the in class
vocabulary to actual parts of the eye. My dad volunteered that day as well. He had experienced a
cornea transplant several years prior, which made the day much more informational and
personal.
The experiments that I enjoyed in science were relatable, interactive, interesting,
ongoing, and hands on. I found it difficult to read and grasp information from books or verbal
material. I loved being part of the project and seeing progression each day. Because most science
classes after elementary school (middle school) are less involved, I felt my positive outlook and
school scientist perspective start to fade. I was less successful in these classes and felt my
anxiety and frustration level rise with each science class to follow.
With the focus on biology and chemistry in middle and high school, I have seen my
biased view towards science follow. In both schools I was not able to see or experience the
connection I had when I was younger. The material moved much more quickly, it was less
relatable, and I found myself saying that science was hard or not for me. As I have grown

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and progressed through my college experience, I have seen my biased view alter. Since my
Astronomy class and Entomology courses, I now see the importance of science and its impact on
me as an individual. Because of my Elementary Education major, I have also grown to see the
importance of science in the classroom, and the joy it can bring to a classroom of young
individuals.
My science courses here at UNL have led me to believe and acknowledge my importance
in the world. In Astronomy 103 I learned about the history of the Earth and each of the planets.
We discussed the influence of the Earth, the stars, the moon, and the sun. We watched several
videos and worked with many different small and large scale examples. In relation to my class,
my 4th grade practicum experience directly correlated. My students were learning about the
Earth, the moon, the sun, and stars. I related my information, sights through the telescope, moon
phases journal, and large scale examples to make the lesson less book and more experienced
based. The class was much more involved and attentive to the information, and I grasped my true
understanding of the concepts as well.
The same type of experience took place with my Entomology course I completed last
semester. I was able to house a hissing cockroach, watch a monarch caterpillar develop, and
catch some of my own unique insects and identify them. The class was experimental and
interesting. I was able to work through the quizzes, tests, and projects through my interactive
experiments and hands on learning of the specimens.
There are many personal events that have had major impacts on my school life and
science learning. In elementary school, experimenting with animals, bugs, and parts made the
information real and exciting. Taking chemistry and biology courses in middle and high school
has shown me what type of science classroom I do not want to have. I want the information to be

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relevant, included, and directly correlated to curriculum lessons. I will take my college level
courses and large scale examples and home experiments as a source of in class activities and
experiments to try.
A good day in a science class would include class discussions, group work, some sort of
experiment, book related activities and examples, questions and comments, and ending with
discussion and large concepts. This type of day let me know exactly what was supposed to be
learned or grasped. It gave me time to consult questions, discussions, and comments. I had time
to work individually and in groups, and the end of class was devoted to tying all the information
and discussions together. A bad day in science class would be reading from the text for half the
class, and filling in a work sheet with missing vocabulary.
The science teachers that I thought were good showed great excitement in the field of
science. The day was full of more than just text reading and work sheets, but meaningful
discussions and experiments. A good teacher took us beyond the walls of school and out into the
nature and perimeters surrounding us. A bad science teacher took the curriculum and lessons
as planned and allowed for limited or no abstract thinking. The perimeter of the room or desk
was as far as the classroom went. The experiments were dull, lifeless, and unorganized.
My definition of science is learning about the world in all aspects. Science is the study of
natural physical and behavioral experiences through relatable, memorable, and realistic concepts
and experiments. It tests your ability to think realistically and factually. My past experiences
have shaped this definition by including all aspects, and not just one form of science but all. I
have also included thinking realistically and factually. I think this is an important component to
include because science is run off of hypothesis, questions, theories, and experiences.