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Personal Beliefs & Professional Opinions

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Personal Beliefs & Professional Opinions

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In teaching science to primary students within the Christian community, it is essential to foster an educational environment that harmonizes with Christian beliefs while promoting a curiosity-driven exploration of the natural world. Integrating science education with Christian principles allows teacher to instill a sense of wonder and appreciation for God's creation. Emphasizing values such as stewardship, responsibility, and ethical conduct in scientific inquiry aligns with Christian teachings.

In the classroom, we have already create a biblical perspective in general science class for the primary level. This biblical perspective includes clear elaboration of creation, fall, redemption, and renewal which will be implemented throughout the lesson.

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If I could describe myself as learning science, I would say that I am a scale. The more resources the teacher provides, the more weight is added. An increase means I gain more curiosity and willingness to learn. Somehow, I regret entering school because it does not really let the students explore a lot but only relies on the skill of memorization. I remember clearly how excited I was to discover new experiments in science, but it was hard to collaborate or share with friends what I was thinking because they did not care. The teacher was also not supportive since they did not have enough resources from the government. However, I am thankful to my parents, who are supportive of my education; they will provide the resources that I need to fulfill my final exam or any project. Actually, some tools that I bought are some requirements from the school, but others are my creativity and initiative because I have a huge curiosity.

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E-Portfolio

Hello! Welcome to my science e-portfolio. Below are the experiences that I had in this class and my reflections as well. I would like to share my honest plan for my future classroom, which hopefully will become true and inspire others too :)

Name: Kadek Karang Angeliqcha Xavierha Lavenatikatarna

Explanation: The blue is the main thing that I will elaborate and the black one is the elaboration :)

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Encouraging students to view science as a means of understanding and marveling at the intricacies of the world fashioned by a divine Creator. Balancing scientific concepts with biblical perspectives enables educators to cultivate a holistic approach to education, nurturing both intellectual curiosity and spiritual growth in young learners within the Christian context.

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II. Highlight of the content and method in the classroom

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II. Highlight of the content and method in the classroom

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In this section, I will give a link to some of the meetings that have portfolios and things that I think 'really' memorable and good plan for future teaching.

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As a future teacher, my goal is, of course, to change my experience into a fun, engaging exploration with my future students. I do not want my students to have limited knowledge and access to the world outside; instead, they will be more curious and have a strong willingness to learn more. My other goal is for my students to be able to elaborate on their findings and also create an invention that is useful for them and others. Primary students are the great generation that should be prepared and well-trained for the goodness of education development and also the quality of humans. Through science class, students gradually get inspired by true learning and exploration to connect with the wide world.

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This class has shaped me into a new way of seeing science for primary students. The resources and experiences give me hope to be able to teach science to my future students. My main struggle is I need to learn a lot because I have not experienced many things about science, and I am kind of do not understand with things that are written in the book. It makes me down sometimes, but my persistence of teaching science is more.

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Meeting 2 (Video 1.1 (For Class Discussion) and After Class Reflection)

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Meeting 2 (Video 1.1 (For Class Discussion) and After Class Reflection)

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https://padlet.com/keke_watulingas/science-meeting-2-after-class-reflection-3ip0ydm3j8ndv9nx/wish/2682351444 (after)

In this class, we focus on how the class, knowledge, and perspective about science are changed after we learn or read the textbook. We need to do before and after-class activities to track our understanding. Here, before the meeting, we need to respond to a video of Nancy Michael's video which talks about how "through science, students will gain the skill of solving problems, systematically asking questions, failure is fine, and able to learn from the mistakes they made." It makes me realize that science is unique and essential especially for young children to learn. After class reflection, I wrote about my experience in learning science during high school and as a future teacher, how will change that situation to be a better learning process. "I want my students to love the lesson as well as be able to implement it outside of the classroom." Students will also gain important skills (writing systematically, valid reasoning, and giving arguments with evidence).

At this point, I realize teaching science will be hard if my goal is complex. However, education should be meaningful for students. I will try to implement the knowledge and skills from this class.

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Meeting 4 (Understanding the Science Standard and Online Experiment)

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Meeting 4 (Understanding the Science Standard and Online Experiment)

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Meeting 4 Understanding the Standards.pptx

https://padlet.com/keke_watulingas/primary-sciences-course-resources-911psbaoaqo2fuxx/wish/2698427263

When I was doing the online experiment, I thought about how to do it in a real classroom with primary students. If I see it in my school context in my hometown, there are only a few schools that have good facilities, and the rest are mostly public schools that have limited access to technology. For public school, they need to go to the computer room to have any activities that require them to use computers. I think I might be able to do this with the agreement with the school. I think this is a good strategy for the application of inquiry-based learning; they will explore websites, do online experiments, or go on an online field trip. It is a good exploration time to learn about science and do trial and error by themselves.

In exploring NGSS, I realized that it is a good plan for students based on their grade level and development. They encourage high expectations from the unit, which is a good preparation for entering higher grade level.

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Meeting 5 (Inquiry-Based Learning, and NGSS)

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Meeting 5 (Inquiry-Based Learning, and NGSS)

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https://padlet.com/keke_watulingas/primary-sciences-course-resources-911psbaoaqo2fuxx/wish/2689787533

After we learn how to read the organization of NGSS, as a group, we need to reflect on some questions. The question that makes me have a new perspective is: how familiar are we with the topic? And here is our elaboration:

"Daniel, Orlando, and Angel: This standard requires high critical thinking and high expectations for the students. The term that this standard uses encourages students to achieve high-quality outcomes. In the Indonesian context, we also learn about these lessons, but the process is different. We still used a traditional learning method, which the teacher explained, and then we needed to answer all the questions from the book that they provided (LKS or SBI). Students need to finish it within the time that they have already stated. Students are not improving their skills in learning; there is no meaningful experience that the students cannot apply in a real-life context."

Speaking about the Indonesian context, the education system is mostly not implementing inquiry-based learning. It is mostly a teacher center where the teacher is the source of information, and the students need to receive and memorize the information. Thus, we are not so familiar with this standard, which requires high-order thinking skills and inquiry-based learning. Personally, I thought letting the students explore the lesson by themselves would be difficult for them (especially primary students). However, through this method, students will experience meaningful learning process compare to the traditional way.

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Meeting 7 (Video Response - Role of Teacher)

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Meeting 7 (Video Response - Role of Teacher)

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If what I did earlier is not working, I will take several steps to help students:

2. Maria might feel shy and nervous to answer because she rarely raises her hand in the classroom to answer the question. It is unpredictable, and she does not expect the teacher to choose her. If I were the teacher, I would make eye contact with her so that she would notice; perhaps I would choose her. Give her time to think, and while she is thinking, I need to keep on giving guiding questions to encourage Maria to arrange her answers. Ask slowly, and give space as well. If the student is feeling down already, they will not be able to answer it correctly.

3. Since the question is about responding to the quotation from Aristotle, there is no absolute answer. I need to state this in the classroom so that the students are not scared to state their answers. Even the teacher will have a different perspective on seeing the statement from Aristotle, so the teacher needs to give her or his opinion first to set the standard for what the students need to say or think.

This is my answer regarding the problem of the students who rarely raise their hands in the classroom to respond to questions or anything. When I analyze the problem and give the solution or action that I will take, however, when I reflect on what happened during the teaching practicum, it was hard to engage students who feel shy and tend to just accept the answers from other friends. It requires a long process of individual encouragement for that student because that student needs it. As a teacher, I realize that encouragement is important and really effect students in the classroom.

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Meeting 8 (Portfolio and Unit Plan Reflection)

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Meeting 8 (Portfolio and Unit Plan Reflection)

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https://padlet.com/keke_watulingas/science-life-science-4witj5rw23qkdeof

EARTH AND SPACE (EARTH SYSTEM)

1. A thing that is easily measured is how they understand the four Earth Systems by tracking their questions and opinions from the guiding questions of the unit. Students will keep asking for clarification due to the misconceptions they have regarding this topic. Also, it can be measured by telling them to recall the teachers' explanations and see whether they still have misconceptions or not.

2. (Before) We think it is a well-structured lesson since students will learn the earth system gradually. Begin by imagining what the Earth looks like (are there any components that make up an Earth?) and then students will explore the components that live on each Earth System by classifying the non-living and living things.

(After) However, in the context of 5E, it is not well-structured because it only stops at the exploration part and does not cover elaboration and evaluation. This is the first time we have used the 5E method, which is why we kind of misunderstood the system.

3. The scientific understanding and reasoning are in the part where we examine what kinds of things live in the Earth System and how those things refer to that Earth System.

4. Students will be given new phenomena that put them in different situations that require them to apply the same knowledge that they gained from this unit. It is a good way to see their understanding, which should be applicable to their real-life conditions.

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Through this requirement, I realize that a field trip is not simply about having fun but also for educational purposes, which need to be well prepared by the teacher. The field trip should be designed in such a way that the students can learn new things and connect them to the lesson. Encourage them to reflect on what they see and what they have learned. In addition, a field trip should have safety procedures and a checklist for the teacher to use to track the activities that the students will do so they will accomplish the standard or the goal of this activity.

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Meeting 14 (Integration to different Subjects)

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Meeting 14 (Integration to different Subjects)

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In this meeting, we need to integrate and connect the Earth and Space unit into 5 different subjects: Math, Physical Education, Language Art, Social Studies, and Art. This activity helps us understand how to integrate different subjects in the classroom. It might be tricky if we use the standard to connect the subject because it is particular and we need to meet the standards' requirement. However, this will be well implemented if we practice this integration into the classroom, micro-teaching, and unit plan.

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Reflecting on this analysis activity regarding technology, it is beneficial for teachers to integrate it into the classroom. Technology accelerates the pace of scientific discovery by automating repetitive tasks, enabling faster data collection, and streamlining analysis processes. Technology allows students to connect their learning to real-world applications. Virtual labs, simulations, and interactive models enable students to conduct experiments and explore scientific concepts in a virtual environment, making abstract concepts more tangible. Through this method of learning, it will be good to implement inquiry based learning. It can foster curiosity, critical-thinking, and passion for science inquiry.

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https://docs.google.com/document/d/1VoX1fKTkjtMCP4x6sWYysz5SBtTHUbcTtcXdIHxiaf4/edit?usp=sharing

This is the first case study for science class which was conducted in meeting 18 after creating a unit plan, and the first micro-teaching also several readings. We can answer the case study using our reasoning skills and knowledge from the book.

The strategy that we use in discussing this case study is we read the question first and read the case individually. During reading the case, we need to highlight important aspects that potentially answer the question. Then, we gather all the information together by typing it with google sharing document. This strategy is much faster and easier, we can understand the case and finding the solution together.

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Microsoft. (n.d.-a). Bing. https://www.bing.com/images/search?view=detailV2&ccid=OjuLT%2FMs&id=D9C6F8D87FE6EF53011660B308C208F6BDA27224&thid=OIP.OjuLT_Msdt02ZUbcqij0hQHaD4&mediaurl=https%3A%2F%2F3.bp.blogspot.com%2F-H1KyF9d_WN0%2FXCz55EaE7yI%2FAAAAAAAABKc%2FDub3MFSvrBMft3xxfN4L7rX5ERi6a37tQCLcBGAs%2Fw1200-h630-p-k-no-nu%2Fst%252Bto%252Bweakness1.jpg&exph=522&expw=995&q=strenght%2Band%2Bweakness&simid=608020224146351547&form=IRPRST&ck=CDF231894E66FA4BE995CEC4A025EB6B&selectedindex=1&itb=0&ajaxhist=0&ajaxserp=0&pivotparams=insightsToken%3Dccid_V296gRpu%2Acp_F87958587F268B28B4BFA2EDA67F44EE%2Amid_265C0DE182600894C0C91042BEFCF47FED20DDBA%2Asimid_607994329788204395%2Athid_OIP.V296gRpuzsiPNIFnr4aSKgHaD4&vt=0&sim=11&iss=VSI

Contant, T. L., Tweed, A. L., Bass, J. E., Carin, A. A. (2018). Teaching science through inquiry-based instruction (13th ed.). Pearson Education, Inc

Lally, M. & Valentine-French, S. (2019). Lifespan development: A psychological perspective (2nd ed.). Open Education Resourcelly

North Carolina Essential Standards Kindergarten Visual Arts Note on Numbering/Strands: V -Visual Literacy, CX -Contextual Relevancy, CR -Critical Response Visual Literacy Essential Standard Clarifying Objectives. (n.d.). https://www.dpi.nc.gov/documents/cte/curriculum/healthfulliving/new-standards/arts/visual/essential-standards-visual-0/open

North Carolina Standard Course of Study K-8 Mathematics for Implementation. (n.d.). https://files.nc.gov/dpi/documents/curriculum/mathematics/scos/0617-adopted-k-8-standards.pdf

PUBLIC SCHOOLS OF NORTH CAROLINA Understanding the NC English Language Arts Standard Course of Study ELA STANDARDS WITH CLARIFICATIONS AND GLOSSARY. (2017). https://www.dpi.nc.gov/documents/cfss/parents/understanding-ela-standard-course-study-grade-5/open

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This project is a long process that requires critical thinking, time, and energy. Starting from creating a unit plan with very complete aspects, which includes many new information such as CCC, DCI, ESP, 5E, and ELL. During the process of creating a unit plan, we had many arguments and meaningful sharing sessions with our group (Orlando and Daniel). We struggle a lot in creating units because we need to study and research more about the content of Solar Systems for Grade 5, which honestly we forgot already, so it takes so many hours of group work.

When we started creating the project, we were so excited about the upcoming exhibition day. We spent two days finishing everything, starting from buying the components, and designing the project. I enjoy this part because I like to coloring, put my creativity, and arrange all the components together. This activity is a good escape for me because I feel happy. My group also cooperate really well, we divide equal job, and willing to sacrifice our time for individual assignment to really doing this project.

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I. What does the unit plan that you selected for submission illustrate about your strengths and challenges in planning a science unit plan?  

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I. What does the unit plan that you selected for submission illustrate about your strengths and challenges in planning a science unit plan?  

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Strengths: Actually, the strength is more in how I prepare a question that might be asked by the students on the day that I will teach it in the classroom. When we arranged the lesson, we did a lot of research to have a concise lesson, but the more we researched, the more we found questions. That is why we take notes and do more research on how to answer and explain it. We also designed the unit plan as a way for students to comprehend and imagine the real situation around them. For example, the process of volcano eruption, is it belong to the geosphere or not?

Challenges: This is the first time we have designed a unit plan with the 5E model, so that is why we have difficulty deciding how to classify the lesson and whether it is already a good lesson plan to be included in the unit. Another challenge is that we did not give them the right exploration. The exploration is limited, we cannot think about a good exploration which is it makes us (teachers) as a main sources. When we design the unit, we thought that it is fine but then when we implement it, it is a very limited exploration for grade 5 students.

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II. In what ways did you modify or alter the original unit plan throughout the revision process? What evidence led you to make these changes? References needed 

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II. In what ways did you modify or alter the original unit plan throughout the revision process? What evidence led you to make these changes? References needed 

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The first plan was to cover 5E on the first day and another 5E on the next day, which means we misunderstood the instructions (proved by the audience's feedback). That is why we need to rethink and re-design the unit for the next day. According to the unit that we follow, we are supposed to cover farms after learning about the Earth System; however, we cannot cover it so we just stop until the explanation of the Earth System (My Sci, n. d.) At the final revision, we arranged one set of 5E and revised the elaboration. The elaboration should be an application to a different world problem, so we add a problem to their model. They need to figure out what the issue is related to each Earth system and what the solution is (proved by the student's work). In the evaluation part, at first, we only designed a question that assessed students' understanding, but we changed it into a checklist for them to track their understanding throughout the lesson.

*Changing the unit plan reflection is included in the micro-teaching reflection.

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III. What changes or alterations would you make to the unit if you were to use it in your home country context? Why would you make these changes?  

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III. What changes or alterations would you make to the unit if you were to use it in your home country context? Why would you make these changes?  

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In the context of my hometown primary school (a public school), the schools are usually using a traditional method of teaching, which is the teacher center. I want to apply inquiry-based learning to the school in my hometown so that gradually the students will get used to the student-centered method. Inquiry-based learning will help to promote critical thinking skills as students are encouraged to question, analyze information, and draw conclusions based on evidence. This helps them develop a deeper understanding of concepts rather than memorizing information. I want to teach this unit by giving them phenomena first. The purpose is to give them a hook and also give them an idea of what they will explore throughout the lesson. The phenomenon will be solved by the students through exploration of technology and discussion with friends. In my unit, I did not put in any technology integration because I thought it would be hard. However, nowadays, students can use technology in every learning session. Technology makes learning more interactive and engaging for students. Educational apps, multimedia presentations, and interactive simulations capture students' interest and make the learning experience more dynamic. For example, they will use the online experiment of how does the Earth System looks like in the real space. Also, in the next lesson is the simulation of different kind of farm. This will be helpful to enhance students' skills and knowledge about science.

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Units of Measurement Word Problems in Pink White Green Playful Style

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IV. What does this unit say about you as a professional educator?  

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IV. What does this unit say about you as a professional educator?  

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Professional educators typically have a strong understanding of pedagogy, subject matter expertise, and a commitment to fostering the intellectual, social, and emotional development of their students. Professional educators adhere to ethical standards, engage in ongoing professional development, and contribute to the improvement of education as a field.

When referring to a science teacher specifically, a professional science educator is someone who specializes in teaching science subjects, which may include disciplines such as biology, chemistry, physics, or Earth and space science.

This unit taught me that a professional educator should be ready to answer unexpected questions from the students. If we provide interesting learning that makes students enhance their curiosity, that means there will be various questions appearing. A professional educator must research the topic that will be taught and also make connections to other subjects or applications. It will encourage students to understand the lesson well.

A professional educator also needs to be prepared for varied assessments to assess students' understanding throughout the unit. My unit does not have varied assessment which is not good to test students' comprehension. The assessment should be varied so that they can apply their understanding to new concepts of the problem.