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I have always thought science to be engaging and fun. This idea has not changed. What has changed is how I see science in the pre-K classroom. Now I see how adaptable science is. Observing the lesson helped me to see the experiment from the outside rather than assisting through it. This observation helped me to believe that science should have a constant space in the program rather than making an appearance.

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At the start of this class, the only thing I knew about microscopic and macroscopic was that microscopic meant something was too tiny to be seen with the naked eye, and macroscopic was a rhyming word for microscopic. The word was a foreign concept.  I am discovering the meaning of Macroscopic. In the video Life Begins, I learned that Macroscopic elements can be seen without a microscope.  I also learned that an early form of life is called a prokaryote, which is an example of a microscopic organism. Later eukaryotes were formed and are an example of macroscopic organisms. Reading more would grow my knowledge of the adaptations of organisms like these.

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Before this course, I thought science was about chemicals, equations, development, and space. I had no memories of the subject until about the third grade when the idea that Science included intricate experiments that involved many steps was formed. This class taught me that science is the process of achieving knowledge and understanding through the steps in the scientific method. In the video Science In America, I learned that no one can refute science because it is "an established scientific-emergent truth."

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In the future, I will take the time to recognize science in our lessons and life. I can do the same thing at home with my family by asking questions that lead to discovery.

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Before this class, I had no clue what scientific inquiry or the scientific method was. All I could remember from school was asking a question, forming a hypothesis, and testing it. This semester I learned that the steps to the scientific method (a systematic way to find answers to problems) are; to identify the problem, research, form a hypothesis, experiment ( test independent, dependent, and controlled variables), results (gather quantitative and qualitative data), and the conclusion. In Module one, we learned that both the scientific method and scientific inquiry ask a question, experiment, analyze and form conclusions. Inquiry-based learning fits best in the classroom, according to the article What Is Inquiry-Based Science? To grow my experience in inquiry-based science, I can use it in the classrooms I work in.

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I have always known that most living things need food, drink, and air. I had never considered that invisible things could be living things. NS100 has taught me that living things have three components, they adapt to their environment, have a metabolism that processes energy to keep themselves going (they eat), and reproduce.  In the Module two video, Life Begins, we also learn that living organisms seek out food to keep them alive so they can continue the life cycle through reproduction. Growing my knowledge in this area means I continue studying this subject. Age-appropriate experiments in class as a discovery are also a tool for this knowledge.

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Before NS100, I only saw science from the standpoint of an apprentice. I am always on the move with set up, pickup, and supporting students. Being constantly on the move skews my vision for the interpretation of things. As the observer, I got to see the process and the excitement. The activity made the students compare, question, and understand the information. I was able to see critical thinking in action in the classroom. I hope to be able to continue activities like this. My goal is to find a way to promote ready thinkers. A simple science center would help.