Author Archives: chenj18

How Do We Deal with Misconceptions in our Science Classrooms

Posted on April 7, 2021 by chenj18

Each year, our classrooms are filled with bright young minds that come from various backgrounds. Since each of these students are bound to have different background experiences that shape what they know and how they think, it is inevitable for … Continue reading →

Posted in Misconceptions in Science | Tagged , | 2 Comments

Critical Thinking on a Visible Scale

Posted on February 10, 2021 by chenj18

Traditional-style classrooms today still do not emphasize the importance of metacognition as an important trait to develop. Students are taught and expected to be able to perform “x” task or be able to recite “y”, but these types of classrooms … Continue reading →

Posted in Making Thinking Visible | Tagged | 8 Comments

Increasing Engagement While Minimizing Cost in a Science Classroom

Posted on February 3, 2021 by chenj18

If you are a teacher that is concerned with providing the best possible lessons for your students but do not have the government funding nor the paycheck to spend on, that sentiment is completely understandable and valid. The cost of … Continue reading →

Posted in Engaging Resources for the Science Classroom | Tagged | 3 Comments

Equity : Science Education :: Equilibrium : Science

Posted on November 3, 2020 by chenj18

Equity and equality, as terms, are often used interchangeably. Before we proceed, I would like to clarify the differences between the two. Equality: everybody gets the exact same amount of resources/treatmentEquity: resources/treatment is distributed based on the needs of the … Continue reading →

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Drive: Bringing the Spark Back Into the Classroom

Posted on October 7, 2020 by chenj18

“The mind is not a vessel to be filled but a fire to be ignited” Plutarch Motivation is known as a multifaceted concept. Some motivations change as humans develop psychologically while some motivations remain the same throughout an entire lifespan. … Continue reading →

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Do Atomic Habits Create Macroscopic Results in the Classroom?

Posted on September 30, 2020 by chenj18

“It is so easy to overestimate the importance of one defining moment and underestimate the value of making small improvements on a daily basis. Too often, we convince ourselves that massive success requires massive action. Whether it is losing weight, … Continue reading →

Posted in Atomic Habits with Teachers and Students | Tagged , , | 6 Comments

Limit Testing: A Look On Teaching In the Margins

Posted on September 16, 2020 by chenj18

“[Margins] are places where diversity in species exist, where life is often riskier for its inhabitants, and where species have the freedom to flourish and experiment. They are the areas at the edges of ecosystems and bioregions.” Ann Haley-Oliphant Source: … Continue reading →

Posted in Teaching in the Margins | Tagged , , | 7 Comments

The Foundations of an Exemplary Science Teacher

Posted on September 8, 2020 by chenj18

“Exemplary teachers will always care more about the people their students will become than the scores on the tests they take” Robert John Meehan Source: https://www.benjerry.com/whats-new/2016/student-voting-questions But what exactly makes up an exemplary teacher? You could ask many different teachers … Continue reading →

Posted in Exemplary Science Teaching | Tagged , | 3 Comments