*This course did not change my way of thinking, but supported it. Neil DeGrasse Tyson's video “Science in America” was supportive, because I have also noticed a trend in the US to substitute beliefs for scientific fact. The “Why Science” article talked about teaching students to look at science through an ethical lens and to be a trustworthy scientist. There are a lot of people who cannot open their mind and believe that scientist can be trustworthy and not trying to be right or wrong, but are only curious and trying to find answers. 

*Going forward, I will continue to look for ethical scientists. In the classroom, I will teach that science is about using methods to learn about the world around them and encourage curiosity and explore ethics in science.

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*Learning about ways to challenge students by giving them the opportunity to explore, investigate, and evaluate their understanding of a problem using observation and evidence was new information. I was able to see the value of challenging students and building their confidence in their own observations and then creating experiments using the steps in the scientific method (Steps of the Scientific Method Video explained this clearly.). I think the more students observe the easier forming an hypothesis will be. Building and designing experiments and forming conclusions will help students gain an understanding about how scientists are solving problems on a global scale. Inquiry-based learning creates higher lever thinking in students. The Mythbuster's video on independent and dependent variables not only explained variables, but showed how asking questions can lead to designing experiments. 

*In the future, I plan on researching designs for classroom and curriculum that supports students' curiosity for the world around them. I want to create organic learning opportunities for students to ask questions about what they are seeing and then run those ideas through the scientific method.

Image: https://content.thriveglobal.com/wp-content/uploads/2018/11/

*Learning about Prokaryotes and Eukaryotes in the “Origin of Life Video” perfectly aligned with our middle school science class, so that was fun. I learned through this course that Prokaryotes are a part of all life and connect all organisms. I learned more about DNA and that it is the instructions for a cell. The “Threshold 5: Life on Earth” video refreshed my memory that for life to begin, energy and liquid water were needed in just the right environment to create chemical reactions and those conditions existed on earth millions of years ago.

*I'm not sure I will seek out more information on this topic. However if I need to teach it in a class, I will do more research on-line, refer back to the resources in this course, and have conversations with our school's science teachers.

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* Learning about Sickle cell disease (“Learn about Sickle Cell Anemia” slide deck and “Living with Sickle Cell Disease” video) gave me new information. Learning that the shape of the cell prevents it from absorbing oxygen well and also blocks small arteries was interesting. I also found it fascinating that it can protect from malaria. The “What is Epigenetics” article talks about gene expression. I was most interested in the BRCA1 gene information, since I was tested for that mutation after my breast cancer diagnosis. I now wonder if there is a familial expression of the gene, because my mother had almost the identical kind of breast cancer and neither of us tested positive for the gene. This microscopic expression had a huge impact on my body. 

* Going forward, I will probably casually research gene expression and explore mutations in cells that cause diseases. I would probably not dive deep unless myself or family member is affected by cancer or a disease, or I observe a mutation that I wonder about. 

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*My perspective on teaching through inquiry-based science methods strengthened from reading “What is Inquiry-Based Science?” and “Why Science?” Providing engaging activities for students to investigate is how I homeschooled my children, so it's helpful to have a name and framework for this type of learning. Ethics in science has been something I thought was the right thing, but reading, “Why Science?” really drove this home on how important it was. 

*I will continue to grow in my perspectives by keeping an open mind to new ideas and applying new information to my experiences and previous ideas. 

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(photo by Liz Pyles)

*Observing the science classes for Craft Tracker Scientific Inquiry Observation and Science Assignment Analysis helped me look closer at the challenges of teaching through a scientific inquiry framework. After observing more of our science classes, I see that it can be difficult to deliver all information in a way that engages all students and peaks their curiosity. For our seasoned science teacher, over the years she has been able to create labs and lessons that engage many different learning styles, but for our new science teacher, they are struggling to present information in engaging ways. I really liked the Mythbusters video on variables and would really love to give our students exciting hands-on experiments like that. 

*I will continue to observe and learn from our teachers about ways they teach scientific method and science concepts in engaging ways. 

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