Brief Bio:
My name is Donald Fox. I am a science teacher at the East Hampton Middle School in East Hampton, New York.. I am currently finishing up my Masters degree at C.W Post of Long Island University. I studied Psychobiology while minoring in Seconday Education at Southampton College formerly of Long Island University.
This is my fourth year as a teacher. In my four years I've taught various subjects in science. I've taught 7th grade Life Science, 8th grade Earth Science, Regents Earth Science and next year I will be teaching Regents Living Environment. Suffice to say, each year has brought along a new challenge for me.
Educational Philsophy:
Teaching science is because you are literally teaching students how the world works around you. It can be something simple such as a pencil dropping. It can be mind blowing such as trying imagine what the surface of an all gas planet (such as Jupiter) may look like. It can also be so complex like the chemistry behind how plants actually take sunlight and carbon dioxide gas and convert it into sugar. How did we find these answers? Of course scientists are explorers in their own right.
My philosophy of teaching science revolves around the exploration and the connection making between the students and the worlds around them. Science is a wonderful subject in that students can do some exploration. I believe that student's learn best when they are engaged or interacting with subject matter.
I find that science labs important because the students are directly invloved. They are completely engaged in the process of proposing a question and then going on the journey to discover the answer (depsite whether it proves or disproves the original prediction). Students are learning hands on and I believe that kinesthetic learning can be powerful.
Labs can come premade with most textbook series, however it also lends the opportunity for student's to take control. With the guidance and some outline from the teacher, students have the potential to create laboratory experiments. Students do get engaged because they are conducting an experiment that they created. Students take ownership of this constructivistic learning experience and it can be more meaningful than cookie cutter labs.
Technology is another wonderful tool that has made great strides in improving teaching methodologies. I use technology in various forms. Students can use the internet as a valuable resource for research. In addition, online and virtual laboratory experiments (G2-4) offer wonderful simulations for students to carry out experiements that the school may not be equipped to run. They also provide wonderful alternatives for experiments that students are not comfortable conducting or if they require equiptment that is not available or safe.(G2-3). Again students are engaged. Just as importantly, these online resources offer visuals and simulations for concepts that once had to be comprehended abstractly.