Since my school experiences only prepared me to teach
biotechnology at a surface level, I have completed quite a few biotechnology
workshops, seminars, and conferences in order to deepen my understanding of the
subject. I am constantly looking for
ways to relate the advancements made in the biotech field to students’ own
lives. In May, I attended a conference
that focused on the latest research in the field of epigenetics- how and why
some genes are turned on (expressed) or turned off. It was here that I really began to not only
appreciate the power of DNA sequencing for medical purposes, but how the events
of our daily lives (specifically, for one particular lecture, exposure to
viruses) may be able to alter the expression of our genes and cause disease. With this knowledge, I was able to come back
to the classroom, share my experience, and pose the following question to my
students: “Imagine two twin sisters who are born with identical DNA. Genetic testing reveals that they both have
one of the genes for breast cancer, but only one twin ends up with the
cancer. Why could this be?” Not only did this opportunity provide me with a more
complete scientific background to discuss this topic, it also allowed for my classes to examine the ethical complications that this technology can bring about. BONUS: it also
made me really excited to go back and discuss with my students, and they seem
to enjoy when Ms. Dever “dorks-out” J. The following article was written about my
favorite lecture from the conference:
Ball’s article, “The Subject Matter Preparation of
Teachers,” allowed me to reflect on my own experiences that have contributed to
the content knowledge that I teach. Even
before the article, I had concluded that it would have been extremely
beneficial to have had some sort of course to strengthen my background in
biology (biotechnology) before I ended up in the classroom. It seemed as though my sentiments were echoed
during the classroom discussion, and although my opinions or judgments were not
changed by the discussion, it was a relief to hear that my classmates felt the
same way- relatively unprepared.
For my inquiry, I am leaning towards the use of technology
in the science classroom. I am
interested on how certain websites, videos, presentation tools, clickers,
computers, etc. can improve student motivation and comprehension. My current question is: How can technology be
used to advance student achievement and motivation in science education? However, I am also really interested in
learning more about project-based learning and hope that I can somehow
incorporate that into my inquiry as well.
There seems to be quite a bit of more recent research on technology in
the classroom in general, however, but not as much in the science
classroom. For my experiential learning
resources, I have signed up for a workshop regarding protein analysis, in which
I hope to gain more knowledge of how to relate it better to students, as well
as become more comfortable with protein technology. The second workshop I will be attending
focuses on bioinformatics with ample teacher collaboration and lab time. We will also be taking a tour of the UC Davis
genome center, which may provide another experiential source.
This week, I commented on 3 other teachers blogs who either teach science or have a focus on technology: Tiffani Neal, Josie Kirkland and Marcy Place.
This week, I commented on 3 other teachers blogs who either teach science or have a focus on technology: Tiffani Neal, Josie Kirkland and Marcy Place.
Hi Ashley! I am completely fascinated by your subject- so, so cool! Is it a Science requirement at your school? I find it very interesting that twins, with the same DNA, can have certain ones 'turned on' that the others don't. Is there a definitive medical explanation to this, or just kinda luck-of-the-draw? Or, natural phenomenon?
ReplyDeleteI am interested in hearing of your findings of technology in the classroom. I, myself, have difficulties with using technology in the classroom and understanding its benefits. If you don't mind, I would like 'pick your brain' during your Capstone Project to see if there is anything I can incoporate into my teachings. See you Tuesday!
Ashley –
ReplyDeleteOf course I had to create my first ever response to a Blog to a fellow Single Subject Science classmate. By I have already had my firsts glitch. Sometimes I am so electronically challenged. I enter the Blog directly selected publish and guess what. No entry. So here I am recreating what I wrote because I am electronically challenged.
Anyway, it has been so affirming to hear our classmates and read your Blog about “gaps” in content knowledge. I think we all sit in our classrooms and don’t realize these feelings likely permeate every room. It reminds us that no one is 100% in their content knowledge, and that “gap” makes us strive for bettering ourselves which translates to our classroom ability to teach. Also, it begs to the question of how can we expect our students to be 100% proficient (NCLB) if we aren’t? I guess the quest for betterment is why we are teachers.
Your story on genome mapping and the article were very interesting. On one of my very long commutes to work (that has to change), I heard a similar story on NPR about a researcher who volunteered to have his genome mapped. While the person at your conference discovered a manageable disease, the researcher in the NPR story found out about a disposition for a devastating disease (can’t remember what it was). In the end, he was still glad he had done it but it does beg to reconsider the end goals of genome mapping.
After reflection, I still want my mapped (once it becomes affordable). Since I was very young, I have wanted to know my race and ethnicity (adopted father). I have lived a life of speculation. I now have a way of finding out. So, I am bidding my time until it becomes affordable and I will be the first in line.
Hi, Marcy! I have to reply to your reply ;-) I did 23andme.com to get some genetic insight, since I, too, have a "mystery bio-dad" situation -- unfortunately, without a Y chromosome flopping around, they can't tell you much of anything specific about your paternal line beyond mapping "genetic similarity" to various groups worldwide. That might be useful for you, though! And I did find out that sneezing in sunlight is a genetic trait! So that's something.
DeleteAshley,
ReplyDeleteI feel like I've missed the ball on these blog responses. Everyone else had it done by the 29th....what world am I living in (looks around worriedly)?
I like the idea of the research project. I'm intrigued by your connection between technology and motivation. We always hear the blather about how students need to be "technologically prepared" and "21 century learning", but what kids really need is to be motivated. Have you hypothesized(science...get it...)that students become more motivated by using technology because technology is novel and they are unfamiliar with its use in the classroom. Or are you thinking that technology allows them to use things that they already use at home and therefore they have a mastery of a topic that they can use with other students. Or is this connection using something like DNA synthesis and the technology is just allowing them to do something that couldn't be done and therefore the conceptual understanding is greater and therefore more motivating.
I have the same questions in an English classroom when we trying and use the student polling clickers. The kids really buy into them during the first three lessons. I think it is because they are novel and it is something that they don't do on a regular day. They just wouldn't get jazzed up if I took a hand poll and wrote it on the board. Anyway, now I'm blathering. I'll ask more unanswerable questions over coffee. Tootles.
Ashley--
ReplyDeleteI am interested in your research and am glad that you have connected with other students who are putting their focus on technology integration. Also, I appreciate your insights regarding subject matter preparation and the Ball article....I hope that you find Ravitch to be challenging and compelling.