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AC1 – Maienschein, J. et al. (1998) states that there are two main definitions for science literacy. The first emphasizes a huge focus on gaining units of scientific or technical knowledge. Second emphasizes scientific ways of knowing and the process of thinking critically and creatively about the natural world. Knowing about science means that you can make informed decisions about the world around us from an economic, social and personal point of view. Science literacy links in with some of the principles with the Curriculum for Excellence which are depth, coherence and relevance (Education Scotland, 2016). It is important for children to look at science in depth because if you don’t the children may not have the chance to understand at any other point. Coherence comes in because if the children link up their previous knowledge to their current learning then they may have a better overall understanding. Lastly, relevance is important because if you cannot justify why the children are learning what they are, then why are they learning it? If their work isn’t relevant to the Curriculum and the children’s interests then they won’t be interested in science.
AC2 – A shortage of scientific literacy could result in the development of false scientific conclusions. In 1998 one false accusation reported by the media was the investigation into the MMR vaccine. Andrew Wakefield, who no longer practices medicine, came to the conclusion that a child who is given this three in one vaccine for measles had an increase chance of developing autism. Of course, when these findings were released by the media many parents were hesitant and refused to get this vaccine for their children meaning the chances of the child catching measles increased. In 2004 it was finally realised that these findings were false. Wakefield only research on twelve children and these twelve medical reports did not match what Wakefield claimed in this findings. His findings were therefore false making the paper he published inaccurate and this paper was taken down. This illustrates how important science literacy is, the outcome of this false information resulted in children suffering for unnecessary reason. In new, recent research it has been found that there is no link between the MMR vaccine and autism. However, there are some parents who may still be hesitant or refuse this vaccine for their child as they still believe Wakefield’s findings.
AC3 – Fair testing is one of many ways of learning through science enquiry. Testing is kept fair by experimenting in a controlled environment and changing one variable at a time. Teaching children how to test one variable at a time along with a control group shows them that by only one variable can affecting the outcome with a comparison (the control) reliably. An example of a fair test in a school to improve scientific literacy could be to dissolve sugar in water. In each cup the same volume of water and sugar would be placed, one cup would have warm water and the other cold. The cold water (the control) gives them the comparison and proof that it is in fact the temperature that speeds up the sugar dissolving and not any of variables such as time left in water. Being scientifically literate is the ability to think critically about the world knowing that what they have in front of them may not always be reliable. So science literacy, the example of how false scientific conclusions and teaching fair testing iterates to children that not everything they say or hear is on based on evidence and they should challenge it if necessary.
As a teacher there are many skills and values you need to consider when presenting yourself in a professional manner. Five of which you may consider would be honesty, patience, fairness, respect and integrity in order to become the best possible teacher.
Honesty: The true meaning of honest is free of deceit; truthful and sincere. All of these contribute to becoming an honest teacher; children each day will look up to you as a role model and highly view your opinion. Therefore, giving an honest opinion or answer is always best. As children view the world around them each day a new subject may arise where certain situations may need to be discussed within the classroom, and as they say “honesty is the best policy”.
Working with children of all ages can be very stressful and tiring on occasions, especially when working in the early stages of education. Each day brings a new experience and new challenges so patience is a key skill to have. You must understand and take into account that children are still developing and still need time to learn and understand. Supporting children throughout their learning will build a relationship between the teacher and the child to help them to develop to the best of their ability.
Today the consensus seems to be that fairness and equality are two of the most important factors in a classroom. As a role model treating everyone equally and not judging demonstrates a high quality of professionalism within your class. In today’s society it is very easy to judge those around us but as a teacher it is vital that you treat everyone around you fairly, no matter their background, gender or religion.
Certainly there is no shortage of disagreement that respect is a positive feeling of admiration and this can be strongly linked to the teaching environment. Nowadays, respect is necessary for building rapports with pupils, fellow colleagues and parents, all skills that are essential in the classroom. In order to gain respect you must give the respect you wish to be given. As a professional, having an open mind is key to building a respectable, trusting relationship.
It can be argued that having strong moral principles and integrity is one of the most important factors of being a teacher today. By setting aims and targets for yourself, you are able to follow a pathway that demonstrates care and compassion, all assets that are necessary qualities for a teacher to have. Someone with strong morals represents a good role model to the children for them to look up to.
Throughout school I would say I was classed as a “typical little girl” who played with her dolls, and played games like mums and dads so I often did not see boys and girls being treated differently in school. However, this did not mean unequal opportunities did not occurred, in my class there were more girls than boys meaning when it came to events such as assembly’s many girls were often left out of the main parts for being either too misbehaved or girls like me being too shy. I would not say I was shy girl in the playground or around my friends but when it came to educational events I would hide away and often not be noticed.
Since there seemed to be more girls than boys, you would l think that this would have an influence on the extra-curricular sports and PE lessons planned. I often remember that girls would be annoyed when football was the chosen sport and boys would happily take part whereas when it was a sport such as gymnastics the girls would be excited and often the boys would refuse. Unless you enjoyed sport which was not myself then you would often be landed with sports that involved being talented and not given the option on which sport you preferred. This happened throughout the majority of my school life until I was in my last years of high school where we were able to decide on a sporting route in PE.
In the years since leaving primary school and doing placements in schools I have noticed a huge difference where the Curriculum For Excellence has had on planned lessons by involving both genders and all children equally.
Ever since I was a young girl, I know it may be hard to believe as I was only about five years old but I knew it was my passion to become a Primary Teacher. Many things have influenced me throughout the years to pursue this as my career such as many new additions to my family, my nieces and nephews, where this has made me realise how much I value the achievement in being able to teach children new skills.
They say being at school is the best days of your life, and for me yes this statement was true throughout primary school – High school was a different matter. I remember being in first year and the teacher asked us what we wanted to do when we left school, when I replied saying a primary teacher the response that was given was “oh you need to do well in school, so study hard” this statement stuck in my mind throughout my years in high school. It wasn’t long until I realised that I was not the smartest in my year and never done well in exams so I thought my dream as a teacher was an unrealistic goal.
This all changed when I done my first work experience in a school and I “LOVED IT” I could not believe I was going change what I had always inspired to be just because of one sentence. I wanted to prove this teacher wrong so I became more focused and enthusiastic and ensured I would do my best and gain as much experience as I could. Even though I did not get into university straight after school I seen this as an opportunity rather than a downfall by going to college for two years to study childcare and having a gap year in Spain as an au pair which was an experience I will never forget.
So looking back many things have influenced me to become the person I am today, I want to take this forward to the next generation where I hope i can become a role model to those who I will have the pleasure to watch grow and develop into the best possible person.
Welcome to your eportfolio. This is where you will document and share your professional thoughts and experiences over the course of your study at the University of Dundee and beyond that when you begin teaching. You have the control over what you want to make public and what you would rather keep on a password protected page.
The eportfolio in the form of this WordPress blog allows you to pull in material from other digital sources:
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You can just about pull in anything that you think will add substance and depth to your writing.