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I have always thought of science as an amazing human encounter that has shaped our understanding of the world and helped us progress in a variety of ways. From the discovery of electricity to the development of life-saving medicines, science has shaped our lives in remarkable ways.
So far, this course hasn't changed my thinking but has made me think about how science works. At its core, science is a systematic and evidence-based approach to understanding the natural world. "Inquiry science requires teachers to be able to excite the student's interest in a topic and then provide them with opportunities to undertake the investigation either by themselves or preferably in collaboration with others." (Bulba,2019)
Science is a collaborative effort. Scientists from different disciplines work together, sharing ideas and findings to advance collective knowledge. Collaboration enables broader perspectives, fosters creativity, and encourages interdisciplinary approaches to complex problems.
Going forward, I will use the systematic and evidence-based approach that science uses to understand the natural world. Not only in my personal life but also in the classroom when teaching my students. Teaching them how science drives progress and innovation.

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How does the scientific method relate to scientific inquiry and how inquiry-based learning impacts student learning. 

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How does the scientific method relate to scientific inquiry and how inquiry-based learning impacts student learning. 

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Prior to this class, I did not give much thought to how the scientific method related to scientific inquiry. I did see the impact they have on student learning. Both methods encourage active student engagement through questions, exploration, and solving real-world problems.
While in this class I have learned from the articles that inquiry-based learning is an educational approach that promotes active student engagement through the process of inquiry. One article says, "Inquiry-based science adopts an investigative approach to teaching and learning where students are provided with opportunities to investigate a problem, search for possible solutions, make observations, ask questions, test out ideas, and think creatively and use their intuition." (Bulba, 2019) Students learn problem-solving skills that can be used in many aspects of their lives, not just science.
As I continue my journey to become a teacher I will use knowledge in these areas to create hands-on experiments for my students, stay up to date on current science trends, ask questions and find answers, and participate in professional development geared towards scientific methods.

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 The characteristics of life and what it means to be alive.

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 The characteristics of life and what it means to be alive.

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Before this class when I thought about the characteristics of life and what it means to be alive I would automatically think about DNA. I did not think about the distinguishing features that are observed in living organisms.
After watching the course videos on living organisms and biology I learned that there is some variation across different organisms but they mostly all have these characteristics: organization, metabolism, homeostasis, growth, reproduction, response to stimuli, and adaptation. Also, the concept of what it means to be "alive" is a complex philosophical question that has been debated for centuries. While the characteristics of life provide a framework for defining living organisms, the essence of life and its deeper meaning are still subjects of ongoing scientific research.
This topic is interesting to me personally and as I further my education as a teacher I will continue to stay updated on the latest research in biology and the study of life. As a teacher today we have technology readily available to research, create, and organize lessons based on the subject we choose.

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 How microscopic changes have macroscopic effects.

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 How microscopic changes have macroscopic effects.

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Prior to this class, I did not have an understanding of the microscopic changes have macroscopic effects. I may have experienced these changes in the world around me but this class introduced me to the scientific knowledge of what was really happening.
The Bunny Blitz simulation taught me a lot about how these seemingly minor changes can have significant macroscopic effects, meaning their influence extends to larger-scale observable phenomena. Gene mutations that change the fur, teeth, and ears of bunnies in the simulation would ultimately determine their survival rate. Ultimately, microscopic changes can have macroscopic effects because they involve alterations at the fundamental level of atoms, molecules, cells, or systems.
Going forward I will continue to learn about life by engaging in research-based simulations with my students like the Bunny Blitz. Also, studying new developments and discoveries about gene mutations is another area that I find interesting and will continue to follow after this class.

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How your experiences with NS 100 relate to your apprenticeship in the classroom.

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How your experiences with NS 100 relate to your apprenticeship in the classroom.

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Before this class, I never thought about the scientific method or scientific inquiry as a means to explore the world outside of a science classroom. Understanding these processes has brought awareness to how useful these processes can be in other subject areas besides science. Students can use problem-solving skills in all areas of academia and need to understand how to ask questions, explore solutions, and find answers.
This class introduced me to science in an elementary classroom where I was disappointed in the content and time spent on science. I learned that science isn't a priority in elementary school and this only leads to students struggling in science when they reach upper-level classes as science builds on its content. It was discouraging to learn how little time was spent on this subject knowing the value students could obtain from learning the scientific process however I am hopeful there is change on the horizon.
As a future teacher, it is my responsibility to champion change in our classrooms. I have spoken to our building-level principal regarding our lack of science time in our classrooms. Going forward I will continue to have these conversations about how science can be built into other academic subjects and how science helps students build problem-solving skills for the real world.

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 How your scientific perspective has changed since the beginning of the semester.

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 How your scientific perspective has changed since the beginning of the semester.

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Prior to this course, my perspective on science was that it was a complex topic that required an understanding of formulas, symbols, and equations that are closely related to math. Science was a topic I enjoyed but also one that I feared because my ability to process calculations and memorize formulas was lacking.
As this class has progressed I have learned through articles, simulations, and videos that science is a lot more than just formulas. One article we read discusses the challenges teachers face in teaching science. It states that "By the time they reach high school, many students are wary of science, thinking the material is boring and useless, or that they themselves are incapable of learning it." (Shafer, 2015) I have learned science is about exploring and understanding the world around you, learning to ask questions, and problem-solving which is what teachers have to teach their students as well.
After this class my scientific perspective will continue to change as new evidence, data and theories emerge. As a teacher in training it is my duty to continue to learn about these new ideas and teach the future generations ways they can learn about science. It might change their perspective on science one day too.