Gena Wynn
Science Educator
Philosophy of Education
As a science educator, I hope to develop those same skills in my students. Using project-based learning with standards-based grading will promote student ownership and inquiry, enhance student’s higher-order reasoning and develop students who are skilled in research, communication and technology skills. While using service-learning with my curriculum, students are able to see their knowledge come to fruition by becoming an effecter for change. Through this process, students are able to reflect upon student learning and self-efficacy. Students will experience increased academic achievement through PBL and develop intrinsic motivation through PBL and SL curriculum. Finally, students are subjected to a teacher who has developed a growth mindset (Dweck, 2006) that is eager to collaborate with the future of society.
My teaching philosophy has evolved significantly from just three years ago. At that time, I was a student teacher who believed collaborative groups and class discussion were going to reach my students proficiently enough to meet the needs of the twenty-first century. According to Dweck (2006), as a teacher I had what is called a fixed mindset. My goal was to increase student learning by having them achieve all A’s and improve their testing scores. I thought if I could do this, I would be successful at my profession.
Presently, my teaching craft revolves around immersing students in nature and their community. I feel these types of opportunities are needed for students to develop desired social, behavioral and academic skills. Science and inquiry are terms that can be used interchangeably in the science classroom. Scientists use problem-solving skills and higher-order reasoning to determine hypotheses and theories pertaining to the natural world every day.