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Proposal
I am interested in the philosophy of science
and its application to science education. The writings
of various philosophers have considerably influenced
science classrooms. Karl Popperís theory of falsification
is embedded in the scientific method taught to elementary
school students. The issue of demarcation, what distinguishes
science from metaphysics and other human intellectual
pursuits. This issue is relevant to the debate over
the appropriateness of addressing Intelligent Design
and the Theory of Evolution in a biology classroom.
There are many more examples of the interface between
philosophy and education that I would like to explore.
Throughout my career as a science student, I have observed
the influence of various philosophies of science in
curriculum, pedagogy, and perspective. My high school
science courses were very similar to my lower level
chemistry courses in college. They presented the history
of science as coherent effort that incrementally broadened
or increased previously obtained knowledge. The important
concepts and theories were introduced and our understanding
was broadened by problem solving exercises. My upper
level chemistry courses differed significantly in pedagogy.
The revolutionary nature of science, as characterized
by Thomas Kuhn, was emphasized. Discussions of the merits
of past and present paradigms were incorporated into
the course lectures. In one course, I was asked to compare
and contrast competing paradigms related to the nature
of chemical bonding. The abrupt alteration in pedagogy
was somewhat disconcerting to me as a student. I am
interested in attempting to integrate these two distinct
approaches to science education to provide a more coherent
idea of science to students at an earlier point in their
career. It is extremely unfortunate that students who
do not become science majors are not exposed to a more
complete picture of the discipline.
I would like to be involved with the
K-12 Summer Science Institute because it is an opportunity
for me to discuss and debate the implications of philosophy
of science for a science classroom. Kuhnís writings
can be perceived to provide two distinct models for
science education. It is possible to develop pedagogies
that address either the normal activities of science
or the revolutionary elements of science. I would be
curious to see if the teachers participating in the
Summer Science Institute favor the teaching of normal
science or the interpretation of paradigms. It will
be very interesting to learn about how science teachers
perceive the influence of philosophy in their specific
courses. Each field of science presents its own pedagogical
challenges. I am interested in learning about how teachers
in fields other than chemistry address these issues.
After the conclusion of the program, I would reflect
on my experiences in various forms. It might be interesting
to consider how philosophy of science interacts with
other influences on science pedagogies. Hopefully, I
will be able to challenge and explore my own ideas about
science education, by aiding and participating in the
Summer Science Institute. I will produce supporting
web materials for the Summer Science Institute. These
materials will contain my synthesis of the effect of
the philosophy of science on science education. It will
allow the concepts and ideas generated at the Summer
Science Institute to reach a broader audience.
Summary
Reflections on the Pre-College Science
Education Internship: K-12 Summer Institutes
Julia Lewis
Mentor: Dr. Paul Grobstein
This summer was a wonderful complement to my past scientific
experience. I came to Bryn Mawr College with the goal
of obtaining an education that would enable me to be
a successful high school chemistry teacher. In my first
three years, I completed a chemistry major. So fascinated
by the science I failed to take more than two education
courses.
In the beginning of the internship, I spent my time
contemplating philosophies of education, what issues
they could successfully address and where they were
weaker. Reviewing relevant articles on Serendip and
the web to inform my reflections. Weekly discussions
with a fellow intern and Bryn Mawr professor helped
propel my thoughts forward.
I reconsidered my previous course work in terms of the
teacher’s goals and pedagogical approaches. During
this time, I thought about what elements of courses
I wanted to emulate or modify. After considering my
more meaningful classes, I began to consider my own
educational philosophy. What I would later want to share
and compare with the teachers participating in the Summer
Institutes.
One of the most significant thoughts I had was that
a teacher should have both a breadth and depth of knowledge
about their subject. I found that myself lacking in
the area of applications, metaphors, and scientific
stories about chemistry. Therefore, I decided to declare
a biology major to broaden my knowledge of chemistry.
I hope that my second major will help me place my chemical
knowledge in a more general and meaningful context.
During the second half of the internship, I attended,
facilitated, participated, and critiqued the summer institutes.
My critiques are posted on my blog on Serendip. (www.serendip.brynmawr.edu)
These programs provided me with an opportunity to interact
with a diverse group of teachers.
Especially significant is the fact that a majority of
the teachers were from public schools. Most of my prior
experience was with the teachers from my own private
school education. I began to realize how different the
two types of education are. What became apparent to
me this summer is that there are limitations to both
approaches. As a result of my involvement with the institute,
I now have a better-balanced understanding of teachers
and teaching science in this part of Pennsylvania.
Poster
(saved as a pdf)
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