Embarking on the journey of the first day of high school can be nerve-wracking, filled with icebreakers and introductions. One classic game I often play with my class is two truths and a lie. Allow me to share two truths and a lie of my own:
- I am a physics teacher
- I hate science
- I love dogs
Surprisingly, the lie is that I love dogs — they’re okay, but I’m not a huge fan of pets. However, the truth is that I am a physics teacher who used to despise science; I spent years trying to distance myself from it. But my disdain for science has evolved over time, and I now view it in a different light.
In the past, science never resonated with me. I didn’t find it engaging or applicable to my life, and I struggled to connect with it. I subconsciously absorbed the notion that science was a domain dominated by old, white men who didn’t resemble or think like me. This perception hindered my interest in the subject.
Despite my lack of enthusiasm for science, I pursued engineering in college at the behest of my parents, who believed it would lead to a stable career and financial security. However, I found myself battling with the demanding coursework and eventually grew to resent it. I was unprepared for the intense math requirements and study skills needed, and my desire to make a difference in my community clashed with the rigidity of the engineering field.
My passion for education was ignited when I volunteered to teach English as a Second Language outside of my college classes. Following graduation, I explored various career paths, including consulting, before ultimately deciding to pursue teaching full-time. Despite my initial intentions to teach English, my background in engineering led me to a physics teaching credential program.
Teaching has been a transformative experience for me, allowing me to appreciate the role of science in our lives. If only I had understood concepts such as motors and generators during high school, I may have pursued engineering with a newfound passion for science. My struggles with science have granted me a unique perspective that I now share with my students.
Many of my students possess a natural curiosity and creativity that I lacked in my own academic journey. They show potential to excel in science, but the existing curriculum often presents barriers in the form of complex math and reading requirements. This realization prompted me to ponder the significance of science, how to cultivate interest in my students, and inspire them to envision a future in science.
The Enchantment of Science
I am not alone in contemplating these questions. Educators like Stanford University’s Professor Bryan Brown advocate for a reimagined approach to teaching science. However, as teachers like myself navigate the education landscape, we often find ourselves adapting and presenting curriculum independently.
One performance expectation in our district’s Next Generation Science Standards-aligned curriculum posed a significant challenge. It required students to evaluate the validity of claims regarding electromagnetic radiation — a task that demanded advanced algebraic skills and reading comprehension beyond the reach of many students.
During my initial year of teaching, I encountered students struggling to comprehend complex scientific concepts due to insufficient math proficiency and vocabulary. Reflecting on my own academic hurdles, I adjusted my teaching methods to accommodate their needs.
One day, I initiated a discussion with my students on a familiar topic: cell phones and their potential link to cancer. This sparked a investigative unit where we explored how cell phones use microwave and radio frequencies for communication and distinguished between ionizing and non-ionizing radiation.
Despite my apprehension, the students embraced the topic with enthusiasm, engaging in critical thinking and research to demystify scientific claims. This hands-on approach culminated in a written claim, evidence, and reasoning exercise that showcased their newfound knowledge.
As we transitioned to the electricity and magnetism unit, I grappled with my own uncertainties about the subject. With the help of a mini Van-de-Graff generator, I transformed abstract concepts into tangible experiments, igniting the students’ curiosity and understanding of these principles.
By focusing on hands-on activities and real-world applications, I aimed to illustrate the relevance of science in our daily lives. From building speakers to exploring the local electric grid, each lesson served to demystify science and empower students to see themselves as future scientists.
Through my teaching journey, I discovered the magic of science and the transformative power of education. I strive to instill in my students a love for scientific inquiry and an appreciation for the impact of science on our world.
Closing Thoughts
After overcoming my own reservations towards science and embracing its significance, I am committed to nurturing a generation of inquisitive and confident scientists. I hope to inspire my students to explore the complexities of the natural world and envision themselves as agents of change.
High school science, for me, goes beyond memorizing formulas; it’s about fostering a spirit of curiosity, resilience, and critical thinking. By emphasizing the relevance of science in our society, I aspire to cultivate a diverse cohort of future decision-makers and innovators.
