Science Reflection #2

Honesty!

Our teaching of chemistry is currently dropping into a more complicated form- temperature, mathematics, and even particle physics are being integrated. Notably, we happened to be studying equation solving at around the same time we were first introduced into heat, temperature, and calorie calculations. A good amount of time is spent on common misconceptions, f.x. temperature vs. heat, dissolving vs. melting. However, more time is spent on proving concepts physically than introducing new information, which slowed progress slightly. States of matter was not exactly a total cranial detonation moment. Many of its concepts had already been introduced in previous grades.

Science goes forward as usual, however changes do occur. The problem is, the majority of these improvements are not held for long enough to be of any effect and only serve to disrupt activities. The substitute teacher was clearly necessary, and she was a competent teacher and generally knowledgeable in the subject of Chemistry, however her presence caused a change in the normal science schedule: we complete an entry task, the teacher grants a short lecture, we perform an experiment, and then fill out some worksheets. The simplicity of this plan makes learning easier, but also forces us to adapt to this particular schedule. When a substitute, who is not thoroughly fluent in this planning, takes control of our class, the schedule is broken. And then, when the schedule is reverted, things fall apart again. The repercussions were not far too large as the majority of our work with the substitute was pre-planned and low on instruction, making the substitute more of a resource than a teacher. Our current schedule could be improved, but is currently working. Perhaps a running resource point could be provided, or some kind of more tangible note-taking method could be provided, as at current many students must remember formulas or numbers from the start-of-class lecture that are often only repeated once.