All posts by Malka Mermelstein

Reflection on Place-based Education

Assignments, Reflection

When I was in eleventh grade, I took a course called JHMT (Jewish History Museum Tours). The unique factor in this course was that as we learned about the 5 waves of Jewish immigration to America, we  visited a variety of places and museums that were relevant to the topic. Through this method of education, we were really able to understand and connect to the material that we learned. Having the visual and experiential aid enabled us to get a much fuller picture of the people, time, and place we were learning about. One of the places we went to was The Tenement Museum, which is discussed in the article. Through this experience, we were able to imagine for a couple of hours what it was like to live in such conditions day in and day out for quite an extensive amount of time. I recall feeling slightly cramped in the tight space, and tried to imagine what it would be like living in that small room with a whole family or in that building with 20, not 5 other families. This course was one that I immensely enjoyed and gained the most from. This interaction of formal and informal learning really benefited the students and enhanced the learning experience, effectiveness, and value.

I very much agree with Gruenewald’s argument. The point of education and schooling is not just simply to amass knowledge and memorize facts. Rather, the goal of learning is to take it a step further and bring it to a level of understanding, comprehension, and connection. By connecting what is learned inside a classroom to what is lived outside the classroom, schools and teachers have really maximized the potential that education holds, and have benefited their students to the utmost degree.

SbS Chapter 4 Reflection

Assignments, Reflection

Informal science and formal science have a strong connection. In order to have the full effect of an informal science learning experience, certain techniques that are present in formal science settings are necessary. One such item is the method of conversation. As seen in the chapter, there are various types of communication and conversation that develops and takes place in these informal settings. However, the most effective form of conversation and the one in which the most learning occurs is when the parent/adult probes the child. The adult switches between “teacher” and more informal tones in order to engage the child in the most productive way. In such a manner, the child is able to gain the most out of his/her experience.

This type of conversation should not be limited to a “formal” informal setting, such as a museum exhibit. This type of conversation can be expanded to the dinner table, television shows, walks in the park, playtime at the playground, etc. In such a conversation, the child is able to learn so much more. A child has a lot of understanding and ideas of various things in life; he/she just needs someone to encourage him/her to share her ideas and thoughts. And, with this form of communication, both child and parent are able to have the most enjoyable and productive experience.

SbS Chapter 3 Reflection

Assignments, Reflection

I found it very interesting that the six strands are really far-reaching. It was interesting to see how the stands of learning are met so accurately in the informal science settings of both the museum exhibits and the longterm programs.

My little sister is part of a girls program in our neighborhood.  Girls her age meet up at someone’s house on Saturday afternoon for some snacks and games. Then, every so often, there are bigger activities/trips for the girls that participate in this program from all the age groups and neighborhoods. One of the activities this past year was a science program on Sunday afternoon. The girls watched the instructor handle dry ice and watched pennies chatter. They then got to do some science of their own and make goo and bouncy balls. My sister told me all about the processes to make the toys in a very animated manner. Even now, almost a year later, she will still bring up how fun and funny it was to participate and to watch the pennies “shiver.” Additionally, I remember being part of a Sunday Science Program when I was in grade four. We learned about the role your nose plays in tasting food. I came home and was so excited to have my other family members try it out.

I believe that informal science programs tend to give children more excitement and interest in science. When one becomes personally involved by engaging with science, they feel a sense of ownership and pride in the experiment they worked with and in science as a whole.

Citizen Science Reflection

Citizen Science, Reflection

This article brought me back to my BioBlitz experience. While I was there, I recall thinking that this activity was primarily a waste of time. Here we were snapping pictures and recording data of various plants, lichen, insects, and animals- but for what purpose? At the end of our shift, one of the guides reminded all of us to send in all our data via iNaturalist so it can be reviewed, edited, and used. My immediate thought process was who is she kidding? Is she really going to use data that some college sophomores gathered in a mandatory activity one day in the park? But, now, after reading this article, I realize that no she was not joking and yes she does plan on using the information gathered.

This idea really fascinates me. It is quite intriguing that the average individual, no matter what age has a chance to participate in the science enterprise in a real way. One does not have to just simply enjoy a nature walk or museum visits or private study in a specific field to partake in science. But, rather, one can really be a true part of science, even without the degree, experience, or lab coat.

In this manner, the six strands are fully met. First, the citizen scientists are people who are interested in participating and want to volunteer. Second, they come in with or are given a briefing on the scientific concepts. Third, they participate in the activity, observe, and record data. Fourth, they review their data and understand how it is being used and what it really means. Fifth, they use the tools of science in order to make their observations and use the language of science to record the data. Sixth, they identify with science by recognizing the fact that they are really true participants in the enterprise. They are just as critical and vital in the field of scientific study and research as the professional scientists and researchers. And, this acknowledgement makes the experience a very rewarding one.

Chapter 2 Reflection

Reflection

This chapter begins by knocking down the stereotype of science and scientists. A scientist is not just an individual with wild hair, a white lab coat, and large glasses. The scientist is your everyday individual who is striving to learn something new about the world through observation and empirical evidence. And, science is not limited to the lab and only inclusive of biology and chemistry. Rather, science is the study of how and why things in the world function and work the way they do. And this widens science to psychology, music, language, sociology, etc. In a way, we are all scientists. As we go about our daily life, we are constantly observing, conducting virtual experiments, and creating hypotheses.

As the chapter continues, we learn about ways that each of us are involved in science in our lives. There is a way for that initial tad of attachment to science to grow into something much larger. If we nurture our interest and begin to explore more opportunities to learn about this particular field, then we can become a true scientist. We can discover resources, places, and people to help us in our endeavor. And, the end result is that now one can be a part of the science world, even without the lab coat.

Reflection: 95%

Reflection

After reading this article, I was reminded of my experiences in 10th grade. I helped  my neighbor, a 3rd grader, with her homework a few nights a week. We usually did some math worksheets and once in a while some grammar or English assignment. As I was leaving her house one evening, I recall pointing out the beautiful moon in the clear night sky. I told her what the moon was up to in its cycle. I remember her inquisitive expression as she asked to explain the other names and why the moon looks the way it does throughout the month. I also remember a different night when I was over and I mentioned something about a girl I knew that was suffering with cancer. Her innocent face begged for an explanation as to what this disease is.

I was also reminded of the many times I spend with my younger sister helping her out with her homework and reports. Aside from the science knowledge she accumulates while writing a research paper on the Circulatory System or taking a test on cells and matter, she is always asking me questions on various things she comes across daily.

I think the article proves a very important and strong point. Children, many a time, only focus their brain energy and desire to learn and question while involved in school activities. This occurs because that is the time that they are encouraged to ask and to know. However, children are full of questions if they were only given the opportunity and were to receive enthusiasm and encouragement along with the response.

Introduction

IMG_0506IMG_0522 IMG_0537 IMG_0542 IMG_0539 IMG_0516

  1. Hi My name is Malka Mermelstein. My major is Early/Special Education with a concentration in Psychology. I hope to be able to work individually with children either in a resource room or at-home visits.
  2. My expectations for this class include learning about the informal and indirect ways to learn about science and to see and understand how much science this city offers beyond the textbook. I hope this can help me in my education degree- if not in my end career, then at least in fieldwork that is part of my major requirements.
  3. During BioBlitz, I was part of the Plants group. We went to Shakespeare’s Garden and the to the Castle and the Path beyond that to look at the plants there. I participated by taking notes in the chart of what each of the plants were, noting the description given by our guide.
  4. I didn’t have a full opportunity to talk with other volunteers or scientists. However, for a few minutes, I had the chance to converse with ­­Ken. He studied the trees in Central Park for a number of years and compiled a very thorough and what he calls compulsive, guide. It was fascinating to hear about his love, admiration, and real interest in the trees, nature, and Central Park. He comes to the Park every morning to bird watch. His particular adoration of the park is its irony: a huge landscape of greenery amongst the skyscrapers of the city.
  5. I think the activity lends the opportunity to reflect and appreciate the science and nature that our city holds. Not every day offers one the chance to really stop and think about the science contained in one’s walk to the train on his way to work or to school. The BioBlitz allowed for this reflection- to ponder, study, and learn about the myriad of different aspects of science and species of nature we come across daily.
  6. The guides were extremely knowledgeable and helpful. They made sure to include each student and grab his attention and interest. The activity was a little lengthy, especially since we walked for thirty minutes or so just to get to the zone we were studying.  Similar activities are something I would consider.