Science was a large part of my elementary, middle, and high school career.

I enjoyed
learning science because I can recall a lot of my teachers being extremely excited to teach the
topic. Especially in middle school and high school, my teachers used the constructivist method
when teaching science. Students would generate our knowledge of science topics through our
own experiences and ideas. First off, in high school, I took a Biochemistry class that I thoroughly
appreciated because I enjoyed the content and the teacher. The class was an hour and a half long
and we conducted experiments almost every class period. I looked forward to going to this class
and experiencing the benefits of the experiments. The one thing that stuck out to me in this
course is that we were learning so deeply but almost did not notice because we were so engaged
in the fun that the experiment incorporated. The experiment that I will always remember is
learning about DNA through gel electrophoresis. Secondly, I took a Forensic Science class in
high school that was my favorite class of all my time in school. The teacher was incredibly
enthusiastic about the topic, which made me in return love the material that we learned. The
importance of this class was to dive deeply into the world of forensic science and understand
what these career men and women do in the field every day. The way I learned this was
undertaking the real-life experiments forensic scientists do daily. There were many projects that
I loved in this course. I was able to solve a complete crime scene all semester long; this is how I
learned throughout the course. I tested blood splatter patterns, watched real pigs decay in the
backyard of my school, created shoe print analysis, etc. The other assignment that stands out to
me is I researched the innocent project. I was completely intrigued by this because before
researching I was unaware of the number of people that are possibly innocent behind bars. She
tied this in with science because we attempted to figure out what part of information or evidence
did the forensic scientist miss or mess up when solving this crime. At the end of the semester, my

teacher invited a detective to speak to our class. I believe this particular person stands out to me
because he was a real scientist working in the field of forensic science. This class also opened
my eyes about different types of science that I do not think about every day. Thirdly, in middle
school I was able to dissect a frog, which I believe most schools include in their construction of
material. I enjoyed this experience because I was able to see the heart, lungs, and other body
parts that are essential to life. This experience definitely made learning about the systems of the
body more interesting and engaging. Fourth, I remember simple science experiments in
elementary school. One that stands out is when my teacher put Mentos candy into a coke bottle
and students watch as it exploded. My class was learning about gases and how they react. Lastly,
out of school experiences with science that I enjoyed was my back yard mostly. I had a
pond/lake in my back yard and my brother and I would fish and catch crawdads. We became
interested in these subjects and my mom bought us books that we were able to read to gain more
information about animals in the pond. All of these experiences stand out to me for various
reasons. Most of the experiments are extremely hands-on which is the way I have enjoyed
learning since I was very young. Another reason is because my teachers enjoyed their job
teaching science, this made a major difference in how well I absorbed the information and how
much I appreciated the learning content. Furthermore, I believe being able to select my science
classes in high school benefited me as a learner. I was able to choose subjects that sparked my
interest.
Reflecting on my science classes made me realize that there are some general
characteristics of the science experiences that have been meaningful to me. First, my science
classes were incredibly hands-on. I conducted multiple experiments in each class and learned
through constructivism. Teachers allowed me to conduct my own analysis, apply my knowledge,

and ask questions. For example, in my Biochemistry class where I was able to work with the gel
electrophoresis. Secondly, the experiments and content of the classes sparked my interest and
imagination. I entered class ready to learn because both my teachers and I were excited to
discover new information. My curiosity was challenge throughout the year. Thirdly, my teachers
taught material that was completely relatable to students by making sure I was somehow
surrounded by this type of science in daily life. This made my science classes practical, which in
turn made me as a student very accepting and open to learning. The science was able to come to
me outside of class as well, which made me want to know more. Lastly, I was sometimes
unaware that I was learning because I was so immersed in the discovery. For example, when I
learned how to solve a crime scene in forensic science. In my opinion, I have been successful in
the world of science but there is always room to learn and discover more topics.
My teachers and their excitement to teach made my success possible. I was constantly
provided with the materials and information to be successful. Another thing that promoted my
success was my want and need to learn, I love learning and uncovering information that I was
unaware of before. When I moved up in grade levels, I was prepared with further background
knowledge about science that I had obtained throughout the school year in my science courses.
For example, each year my science courses differed but I was constantly learning different ways
to understand why and how, how to take ownership of my progress, and how to freely express
my own ideas and thinking. One thing that does stand out to me after reading the articles that
were provided to us in class was that I do not remember ever being told this is science or my
teachers purposely using the word science or scientist so students recognize that science is
happening. Sullenger touched on this topic and said younger students need this clarification in
order to know that they are doing science. Possibly my teachers in elementary school made this

clarification but I do not recall it because I do not believe that is what is important about science.
Furthermore, I learned a wide variety of problem solving techniques that not only helped me in
the classroom with science but also life lessons. For example, in my Forensic Science course in
high school, I learned all the steps to solving a crime. That process helped me use resources and
my peers to help me come to a conclusion. Also, I learned that taking steps to come to a
conclusion is necessary when conducting a large study.
Science knowledge is always being acquired and maintained throughout school and life.
Science uses experimentation and observation to explain, learn, or gain knowledge about a
natural phenomenon. Learning through these experiments allows scientists to create theories and
hypothesizes. Science is not interested in beliefs, rather facts and concrete evidence that can be
measured. My past learning experiences have shaped my definition of science because I view
science as experimental and exploring the world through an analytical way. If I were in a
classroom where textbooks were where I learned science, my view would be the opposite. I
believe science to be hands-on and a field full of questions that scientists are trying answer for
specific reasons. My attitude toward science is extremely positive because my learning
experiences expressed the importance of science and how the world has come so far with the
knowledge scientists gained. Although, in my opinion, I needed to be exposed to more jobs
opportunities that the science field offers for both men and women. I believe my teachers should
have invited real scientists into our classroom to conduct experiments with us. This is the one
thing that I believe would have been more beneficial and added to my science knowledge.
In my future classroom, I will strive to let my students take ownership of experiments
and science-related activities. When my teachers used this strategy, I was able to understand
what happened and why the result happened. Secondly, my teachers did not always exemplify

that there are no wrong answers in science. Instead, I sometimes believed that I needed to
come up with a right answer. In my classroom, I hope to make the environment welcoming to
students expressing their own ideas and ways of thinking without fearing not knowing the right
answer. Lastly, my teachers constantly lead by example. The examples that my teacher portrayed
were very impressionable on me. All of these topics would create a classroom where students
were intrinsically motivated to learn science and enjoyed their experience. My past learning
experiences have definitely shaped my definition and attitude towards science.