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Tamara Caraballo Tamara Caraballo planned to go to medical school after graduating from Colorado State University with a biology degree. Her side excursion into teaching, however, has become the journey of a lifetime. She now has more than 20 years of classroom experience ranging from kindergarten through 12th grade and covering several fields of science. Her forensic science lab class, students apply the principles of biology, chemistry and physics in relation to crime scene analysis. "When current students bring their friends into my room at lunch to see what they have built, and when former students send me notes, come back to visit on their break and email me with questions about subjects they are studying in college, I know that I have made an impact. What began as a temporary job has been, for the last 24 years, an awesome adventure that has shaped, taught and ultimately defined who I am as a person. I believe strongly that combining rigor and creativity with new technology is a recipe for success." |
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Darin Detwiler Students in Darin Detwiler's classes examine food-borne pathogen outbreaks in their study of communicable diseases, the ballistics evidence from the assassination of President John F. Kennedy while studying forensic science and The Love Canal case to explore how human action can affect the environment. They learn about genetics by visiting labs at Amgen and partnering with a biotech department liaison from nearby Shoreline Community College. "I want my students to see other scientists in action and to learn about science career paths," says Detwiler, who has spent the past decade teaching. "They're changing the way they think about the role of science in their lives — especially students who did not previously care about science and tried anything they could to avoid taking science classes. And we're seeing their science scores continually improve." |
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Barbara Franz Barbara Franz enjoys science education because, she says, the field cultivates the natural curiosity of young children, encourages them to explore their world and enhances their vocabulary. Most of her students come from low-income families. In her close to 20 years of teaching, Franz has found it helpful to introduce students to various science units in one large group, and then divide them into smaller groups where they're more likely to feel comfortable sharing their scientific observations. "Accomplished teaching promotes the intellectual and emotional growth of students through intentional instruction, development of curiosity and integration of subjects," Franz says. "It's just as important to develop a classroom environment where each child is valued. I want my students to meet or exceed standards in kindergarten and build a strong foundation for conceptual understanding for learning in later grades." |
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Michelle Whittaker At the beginning of each school year, Michelle Whittaker asks how many of her students hate science. About half raise their hands. She poses the same question at the end of the year, and isn't surprised to see that most have changed their minds. That's because Whittaker, now in her eighth year of teaching, provides her students with a positive learning experience through innovative teaching approaches like the Wee People Village. When problems occur in the village — say the well water becomes contaminated — it's up to the students to determine the cause and find solutions. They even prepare scientific reports and recommendations for the Wee City Council to consider. "In the Wee Village, you never know when the next crisis will occur and what science will solve the problem," Whittaker says. "I try to show my students that everyone can learn science, especially when they see how it's used in the 'real' world every day." |
