Final Reflection Natural Science II

Fernanda Corral Bustos

The purpose of this reflection is to analyze the theoretical and practical concepts that were learned
during the course and establish connections with my experiences in the practice center. Through this
reflection, I aim to explore how these concepts can positively impact the teaching process of the subject
of natural sciences in my future classes.
By revising the content studied in the course, such as field trips and out-of-school learning,
experimentation practices for teaching science, and the history of science, I intend to identify specific
aspects that can be applied effectively within the classroom setting that I am placed today. The
strategies of each content have the potential to enhance student engagement, deepen conceptual
understanding, and promote critical thinking in the field of natural sciences.
Furthermore, this reflection will provide an opportunity for personal growth and self-assessment. By
recognizing my strengths and areas for improvement, I can work towards becoming a more effective
science educator and facilitator of meaningful learning experiences to successfully apply these
strategies.

Field trips and out-of-school learning

According to Rennie (2013), learning in out-of-school contexts is characterized by self-motivation and
engagement based on learners' needs and interests. It is an ongoing process throughout life. It is
important to establish the distinction between formal and informal. The formal learning occurs in
school and it is mandatory, unlike informal learning that takes place outside of school without being
planned in an educational manner and it is user centered. Also, there are many non-formal learning
that are characterized because students engage through extrinsic and intrinsic motivation. Some of
them are visit to aquariums, museums, among others.
Science museums and science centers can be used for informal and non-formal science education.
While science museums focus on conservation, collection, and research training, their primary goal
nowadays is public education as science centers that only focus on education.
Zoos, aquariums, botanic gardens, and planetariums play significant roles in out-of-school learning
experiences. They contribute to conservation efforts and environmental awareness. While some argue
that visiting these venues is more enjoyable than classroom learning, exhibits and live presentations
are effective in engaging visitors and promoting knowledge retention. Physical interaction with exhibits
in zoos, aquariums, and botanic gardens enhances higher-level thinking. Botanic gardens are often
overlooked, despite their potential as important informal science education environments.
Learning on trips outside the classroom depends on the teachers leading them. Pre, during and post
activities are essential for effective learning experiences, but barriers such as cost, scheduling and
transportation conflicts can generate some challenges. Teachers tend to observe and focus on affective
outcomes or students’ enjoyment more than cognitive and learning ones during field trips. “Affective
outcomes—such as increased motivation or interest, sparking curiosity, or improved attitudes towards
a topic—may be more reasonable for school trips than specific actual or concept learning outcomes,
since the short-term nature of most field trip experiences may not be best suited to create lasting
cognitive effect” (DeWitt & Storksdieck, 2008).

Experimentation practices for teaching science

When conducting experiments in the classroom, the primary intention is to foster the development of
various skills, particularly those of analysis, interpretation, and explanation. These skills are crucial for
students to get to a deeper understanding of scientific concepts and processes.
An experiment according to Stephens and Clement (2011) is defined as “a procedure for answering or
raising a question about the relationship between variables by varying one (or more) of them and
tracking any response by the other”.
During experiments, students are required to make predictions based on their prior knowledge and
hypotheses which is a main characteristic of an experiments and it differentiates from a practical
activity. Through careful observation of the experimental procedures and outcomes, they can identify
patterns within the data students collect. Students’ analysis allows them to recognize relationships and
connections between different variables or factors of the experiment and students engage in the
interpretation of the evidence they gather the scientific question placed in the beginning. Through this
process, they can draw valid conclusions based on the evidence they have obtained.
Furthermore, the skill of explanation is essential in scientific experimentation. Students need to
communicate their findings, by explanations that justify their observations of the phenomena and their
reasoning behind them. (Harlen, 2015)
History of Science
The use of the history of science in the classroom offers several benefits for students' learning and
development of scientific skills. The history of science humanizes the subject, sparking interest and
motivation in students. Through the history of science, students are empowered to formulate research-
oriented inquiries, observe and describe the experiment, generate hypotheses and predictions, collect
and interpret data, as well as communicate and debate their findings (Candido, 2023). The historical
context enables students to analyze and evaluate past scientific processes and methods. By utilizing
classic experiments and real-life science controversies, students are engaged in meaningful learning
experiences and develop a sense of curiosity about scientific knowledge construction. It is important to
address misconception of history of science because “inaccurate and inadequate knowledge might be
transferred to the students” (Käpylä et al., 2009).

Unit 1: Habitats and ecosystem

On one hand, an ecosystem is a complex and interconnected system of living organisms and their
physical environment. It is a community where organisms interact and depend on each other,
contributing to energy flow, nutrient cycling, and ecological processes. They can vary in size, species
and types of interactions. On the other hand, a habitat refers to the specific environment or place that
is suited to a particular species or population of organisms. (Biomes, Ecosystems, and Habitats, n.d.)
Some misconceptions that can occur in students during teaching natural sciences are that animal
features are not related to the habitat in which they live. Teachers need to address this misconception
by clarifying that animals’ features are adaptations that help them to survive in a specific habitat.
Another main misconception that students have related to habitats and ecosystem is that the only
habitats that exist are the ones near where the students live. The reason of why this misconception
may occur is because students may not be familiar with habitats outside of their communities.
(Generation Genius, 2019)

Unit 2: Heat and temperature

The main misconception regarding these two concepts lies in students considering heat and
temperature as interchangeable concepts (Sözbilir, 2003). However, it is important to differentiate
between the two of them. Firstly, heat specifically refers to the total energy associated with the
molecular motion occurring within an object. Secondly, temperature is the measure the energy or
average heat of the molecules in a substance (Admin, 2023). The confusion surrounding heat and
temperature arises from various factors. Firstly, the casual usage of language contributes to this
confusion. It becomes apparent that differentiating between heat and temperature is necessary when
considering everyday language. Another source of misunderstanding is the variation in definitions
found in textbooks, which further adds to the confusion. Finally, students are exposed to these concepts
in their daily life environment and through the observations and incorrect usage of those around them.
This exposure, coupled with misconceptions, can limit their ability to develop a comprehensive
understanding of these concepts.

Unit 3: Plants and photosynthesis

According to Allen (2010), the photosynthesis is the process where the plant converts carbon dioxide
and water into glucose (food) and oxygen, in the presence of sunlight. One of the main misconceptions
that students may have related to plants and photosynthesis is that oxygen is not released during
photosynthesis (Käpylä, M., et al., 2009). However, in the photosynthesis process, sunlight energy is
converted into chemical energy, resulting in the production of oxygen as a byproduct. This oxygen is
then released into the atmosphere (Audesirk, T. et al., 2016). Another common misconception is that
plants get food from soil. Teachers need to clarify that some important substances like water and
nutrients are absorbed by plants through their roots. Nevertheless, these substances are not
considered food for plants and it is wrong to compare it to the way humans and animals eat. Plants
make their own food through the process mentioned before (photosynthesis). So, instead of directly
taking in food from the environment like animals, plants act as food factories, producing glucose from
raw materials and storing it as starch. The confusion can be taken from the simple fact that in garden
fertilizers some bags are labeled as "plant food" reinforcing this misconception (Allen, 2010).

Reflections and conclusions

Some strengths that I have identified in myself are the implementation of strategies before, during, and
after a unit. Now, before starting a unit, I proactively search for potential out-of-school learning
opportunities to plan the inquiry-based units around visits. This helps maximize the value of the visit
and ensures that teachers and their classes make the most of their time there. It is also important to
establish what students should learn after the visit, whether it's related to concepts, skills, or attitudes
(Rennie, 2013).
However, there are areas for improvement and challenges to address. One challenge is the desire to
cover everything in one visit. To overcome this, teachers need to consider the mismatch between
content and available time during visits. Personally, I need to work on making connections before,
during, and after the visit. While I currently do this, I recognize the need to continue improving. Another
aspect that I observe in my class is the importance of setting goals in every area of scientific inquiry.
The teacher defines and shares these goals with the students, helping them understand the purpose of
the visit. Defining goals together with the students, such as what they can learn and what they want to
do during the visit, is crucial (DeWitt & Storksdieck, 2008).
Effective mediation is another area for improvement. I believe this requires dedicated planning time,
which can sometimes be challenging to find. As teachers, we need to facilitate connections between
exhibits and students through questions, explanations, and making connections. Additionally, it is
difficult for me to decide what is most important for students to know and do before their visit.
Positive impacts that can be applied in my practice center include implementing activities before,
during, and after the visit. Prior to the visit, it is important to understand students' prior experiences
and prepare them for what they will encounter. During the visit, it is crucial not to overload students
with tasks or distractions and to pay attention to the environment. After the visit, activities involving
writing can be incorporated (Candido, 2023).
Another challenge, not limited to science but applicable to all subjects, is questioning. This weakness
needs improvement, specifically in creating meaningful questions that foster critical thinking and help
students clarify and organize their ideas (Allen, 2010). Addressing misconceptions or errors in planning
ahead can be an effective approach. Additionally, teaching science through experiments rather than
relying only on lectures is another challenge. This can be addressed by planning step-by-step
experiments, allowing students to develop their thinking through practical activities, and providing
clear and concise instructions.
While there are areas in my teaching that need improvement, this course has clarified and expanded
my understanding of new strategies that can be utilized in teaching sciences both inside and outside
the classroom.
References
- Admin. (2023). Difference Between Heat and Temperature. BYJUS.
https://byjus.com/physics/difference-between-heat-and-
temperature/#:~:text=Definition,the%20molecules%20in%20a%20substance.
- Allen, M. F. (2010). Misconceptions in Primary Science. http://ci.nii.ac.jp/ncid/BB17540852
- Cândido Vendrasco, N., Marzabal, A., & Pugliese, A. (2022). Towards responsive mediations in
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- Biomes, Ecosystems, and Habitats. (n.d.).
https://education.nationalgeographic.org/resource/biomes-ecosystems-and-habitats/
- DeWitt, J., & Storksdieck, M. (2008). A Short Review of School Field Trips: Key Findings from the
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