TEACHING PHILOSOPHY

As a science educator, teacher educator and public servant, I believe that my role as a professor in science education is to ensure that my students grasp the big picture of science, teaching and learning; A picture that encompasses scientific connections to the natural world, and unifies other disciplines. To attain this goal, I personally strive to promote open student inquiry and student experimentation that is grounded in the scientific method so that my students may observe patterns in nature, and construct a better understanding of our natural world and universe for themselves. Likewise, I encourage open student articulation so that my students can compare their scientific ideas and conceptions to scientists' ideas and conceptions. Ultimately, by having my students openly discuss initial beliefs, abstractions, and formulations of scientific concepts allows me to more effectively gauge and address student misconceptions. Equally, I strive to foster scientific literacy so that my students can make more informed decisions regarding scientific policies and issues currently affecting our society. As well, I encourage my students to become reflective thinkers who engage in active self-evaluation as it relates to science educational issues, pedagogy, and classroom processes, and consistently facilitate the development of critical thinking skills, and acquisition of life-long learning skills. Further, I make every effort to help my students develop and demonstrate interpersonal qualities that can promote meaningful relationships that can positively contribute to the science education profession and society. 

In order to be an effective professor in science education, I believe that it is imperative that I demonstrate and possess a range of desirable characteristics that have been shown to improve student science outcomes and scientific literacy. These characteristics include (a) being knowledgeable about the subject matter, the diverse learning needs of students and multicultural populations, and the integration of technology within the classroom, (b) exhibiting professionalism, a passion for science and teaching, and a dedication to teaching and student learning, (c) being skillful in planning and preparing science lessons, in organizing the science classroom, in presenting the subject matter to students, in employing various instructional methods and techniques, in conducting scientific investigations, and in managing a classroom, (d) assessing whether students complete course objectives, and providing feedback about grades for students promptly, and (e) being a role model and leader in science education by participating in continuing education, professional development, and scholarly activity.