As I got older, I started to focus more on science being that my High School had concentrations for students interested in the medical field. I followed this false dream until I got into my sophomore year of college. This is when I made the choice of changing my major from Health Science to English. When I came home and explained to my mom about my plans, her first words were “I always thought you would either be into English or Journalism because you always loved to write.” This made me feel so good about my decision because it made me feel that she
The knowledge that I have experienced in science, specifically chemistry and biology, has become a tool and an insignia for me, not only helping me to obtain a future career but also as I have encouraged my peers and classmates
Since I was a toddler, I enjoyed investigation and exploration. Whether through trying to create a potato-powered clock or through pulling apart the wires that comprise an old radio, I have always had an immense desire to know the intricacies that encompass any item or concept. At my high school, AP Chemistry provided me with the best resources through which I could understand and engage with the complexities of the world around me. The curriculum incorporated more than just textbooks or powerpoints, but also hands-on experiences and real-world applications of the science. Thus, this course nourished my curiosity and inspired me to pursue chemistry in college and beyond.
From completing the Virginia Wizard assessments, I was able to full grasp what I want to study and attempt to achieve in college. I already know that I am a science orientated person, and the Virginia Wizard helped reassure me with this opinion based on its feedback. With the skills assessment Science, Technology, Engineering, & Math ranked highest in my skills, which agrees with my mindset which I held before. My interests assessment told me that I am a conventional person, but also investigative. I enjoy being given a problem, and then figuring out how to solve that problem; not only do I solve the problem, but I am curious to understand why the solution works.
Ever since my childhood, I have been fascinated by the concept of science. From falling apples to x-rays, science has always whizzed round my mind like an electron around a nucleus. Classes at my high school – Westwood High School – have only facilitated this captivation. As a freshman, I took Pre-AP Biology, where
In the last year I took on a variety of extracurricular activities in order to confirm my desire to become a physician. I took on a job as a research assistant in a neuroscience lab. This experience showed me how to take the information I had learned from the classroom and apply it to my research. It also taught me that an interest in science alone was not enough for me to achieve my goals or tackle real lab problems, but most importantly it helped me realize that I wanted to do more than just research. My time in the lab taught me that although I enjoyed science, I truly wanted interaction and connection with people and to see the medical application of these scientific techniques.
My freshman year of high school was difficult for me to adjust to and I did not perform to the best of my ability on my biology honors midterm. Due to this discrepancy, I was unable to be accepted into the Science Honor Society in junior year. Although disappointed that a singular grade had the ability to decide a part of my future two years later, I continued to work hard, especially in my science courses. Junior year, I decided to challenge myself and take an AP Physics course, even though I had never taken a physics course prior. This class was excruciatingly demanding and a new experience for someone who had never taken an AP class before.
Throughout my years in school, science and computer tech have always been up my alley. However, despite understanding my tastes in knowledge, my goals and direction were not as clear. Not only was I entranced by the idea of empirical science, but also by the qualitative distinctions in music and philosophy. Nevertheless, although I have an affinity for playing trumpet and coming up with morals, I feel that natural sciences is the best academic culture that can fit me, due to the fact that I like problem solving, research, and critical thinking.
In practice, science is conducted in interdisciplinary teams, and I will offer students experiences in collaborative problem solving to bolster confidence in their knowledge and will allow them to absorb significantly more information. Students that take learning into their own hands not only retain knowledge but actually understand concepts and research more than with traditional, instructor-centered teaching. Therefore, I envision my courses being a mix of teaching approaches, with some formal lecture, scientific writing, scientific analysis, discussion groups, presentations, and hands-on activities. I firmly believe in incorporating current research topics into lectures and discussions to show real world applications and how research evolves over time. It also will allow students to be involved in the scientific process of critically examining others’ work and developing their own research questions and hypotheses.
Throughout my years in middle school and high school, many of my fellow classmates were determined to become doctors, engineers, and chemists. Unfortunately, a huge obstacle was cemented in the way of their hopes and dreams. That obstacle was the inability to understand math and science at a high level. Although I was aware of the fact that many of my classmates were having difficulty with their STEM classes, I did not know that this was a common problem for a lot of other students across the country until I reached FIU. According to a University of California study, about 60 percent of STEM majors, including pre-medical students, end up changing their major or end up dropping out of college altogether (Drew).
Case study The case study entitled, “The Classroom”, is about a teacher, Frank Oakley, and his struggle to find the proper way to teach his physical science class. Since teaching requires preparation, we look at several different topics. It is important to note what lesson Frank wants the students to learn, however, it is also important to know the time allotted, materials at hand, previous experiences, and an objective. While the lesson is all taught at once, the teacher will focus on these main parts.
Science has been a huge impact on humans and I want to be one who contributes to the
I want freedom from my science class. I want to be free from my science class because it’s not interesting. I feel like I do not learn anything. I deserve a teacher who can provide me with knowledge. A teacher needs to learn to teach more interesting material.
It was just another day at my good old american high school. I was in my favorite class, physics, taking notes on Newton’s Third Law. “Hey Vince, you doing anything after school today?” My friend Brian asked me. I liked physics not because of the of the junk they taught in the class, but the people in it.
When I was 16 years old, I had decided that I wanted to be a doctor but I had not decided what branch of biology I wanted to do. I had faith in my belief that I wanted to be a doctor and I had the confidence and motivation to do it. This faith I had in myself, really pushed me to excel in biology as I knew that I enjoyed biology and in the future I wanted a job associated with it. The knowledge I acquired in my class had so much meaning and purpose in my personal life because I had faith in my decision to be a doctor and pursue that as a career.
