Ms. Liu's Ongoing Reflection Blog on STEM Education

I cannot believe I am writing the last blog for EDUC 4P01. This class has taught me a lot of content knowledge related to STEM, which I have reflected on in my previous blogs. I would also like to take the opportunity to reflect on EDUC 4P01 in general. I have to say I am glad that I took EDUC 4P01 to begin with. I have learned so much from this class, not only in terms of STEM content, but also in professors’ teaching styles and lesson structures. There were a lot of hands-on activities built into this class, which I absolutely loved. I did not only learn the knowledge, but also practiced the concept in the real world. For example, professor Mgombelo asked us to fold our name tags using the Taco folding style. I found this interesting, as it indicated that teaching mathematical concepts do not just math teachers' responsibility, but it can also be taught in other classes, such as English, arts, and social studies classes. Another concept that I found beneficial was learning metaph

Digital technology is vital to human life in contemporary society, as it has made our lives easier, faster, better, and more fun. Therefore, I have been conditioned to think that technology can only be digital and is often developed by engineers in applied sciences. However, my thoughts were challenged in class which also expanded my horizon. I learned that technology does not need to be expensive; it can also be applying scientific knowledge for practical purposes, such as the invention of wheels. These ancient technologies, including the steam engine, central heating, and toothbrushes, continue to be used today. Therefore, I was mind-blown when my classmate mentioned that technology does not need to be digital; technology can be in multiple forms for different purposes. Relating this to chapter 4, teachers and students should actively design technology rather than merely use it to make things easier (Davis et al., 2019). It is the playful exploration that allows students to have fun

Compared to mathematics, I am not very good at science. Although I have a basic understanding of science, I was often afraid to engage deeply in science, due to my previous experiences in schools. Reflecting on my experiences, science requires a lot of memorizations and understanding of the facts and theories. I was always hesitant to explore science more profoundly, as my short-term memory is not the best. However, Chapter six gave me a new perspective on science and that it can also be exciting and engaging. This chapter discusses how science is an inquiring process that encourages students to explore using different methods (Davis et al., 2019). I was inspired by this idea and fascinated that science is not just about experiments, but a mode of inquiring in pursuit of explanatory theories. By engaging in an inquiry-based approach, students take ownership of their learning and actively shape their experiences. In addition, it decentralized the control by encouraging students to decid

As mentioned in my welcome blog, I am very passionate about Math. I even took a minor in university to expand my mathematics knowledge to learn its importance in education. To me, math is a language to understand the world. Mathematics is universal in that the structure of the mathematical language is the same across the country. For example, formulas are read from left to right, and mathematical operations of BODMAS. Looking back at my experience, my family immigrated to Canada when I was 12 years old. I barely spoke English when I came to Canada, and I was placed in a grade 7 class. Math was the only class that I was interested in because numbers are universal from country to country. In addition, since math involves a lot of visual prompts, it helped me to understand the concepts better compared to understanding the materials through reading and listening to English. Therefore, I have developed an interest in math as it helps me to understand the world and socialize with others. How

Welcome back! It has been a while since I posted my very first introduction blog. I cannot believe time flies so fast, that I am beginning to wrap up the term now. Over the past few months, I took the opportunity to immerse myself in STEM-related education. I have also made notes of my emotional reactions and thought processes, and now it is time to put everything together. The purpose of learning was the first central topic discussed in class which set background knowledge for me to see the value behind teaching. The first lecture prompted me to reflect on what 21st-century learning is and how it applies to STEM education. I wrote that the 21st century is to find the interconnectedness and interdependency of knowledge. It also engages in deeper critical thinking and the application of knowledge. The idea of 21st-century learning is not new to me; I have been exposed to this term in several classes. As a teacher, I believe it is essential for me to make learning relevant to students’ l