Unit 2: Theory & Framework
Unit Reflection Questions
- Find a resource online related to equity and early or elementary STEM education. Be ready to share what the issue is, why it is important, and what you can do as future teachers to avoid such issues.
- What do you think would be challenging about the following scenario? Would you feel comfortable being the teacher in this experience? Why or why not?
- Scenario. The children in a kindergarten class are interested in colors. They ask how purple is made. The teacher remembers that the names of the colors, knowing how to mix colors to make new ones, and the types of colors (like primary and secondary) are mentioned as learning goals for children by the end of the year. However, instead of telling children that mixing blue and red together makes purple, she asks children, “Well, what do you think? How do you think we make purple? How can we find out?” The children design the exploration, engage in the experience in the way they want to, and ultimately may or may not actually get to the answer of the questions of what makes purple. At least not on this day. They decide to use paints, and different children ask for different colors and even different materials (like chalk dust). Kids mix materials, talk about what they’re doing, and make observations. The teacher comes back at the end and asks if anyone figured out how to make purple. They realize that they still don’t know, but they know how to make orange. They also have some ideas to try tomorrow to further the exploration.
- Taking it further: Read this article by Susan Engle on curiosity and discuss the connection between this paint mixing activity and promoting curiosity in the classroom.
- What strategies might you use to engage students from culturally or linguistically diverse backgrounds in the science topic of physical science related to changes in matter by adding heat, like in cooking?
