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    Community Action Reflection Diana Miculescu

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    The document summarizes Diana Miculescu's reflection on volunteering at a Science Odyssey Night event at Collins Hill High School. The event was hosted by the school's National Science Society and featured student research projects based on science topics from movies. Students presented informational posters and engaged with community members about global warming, neuroscience, and other topics. As a volunteer and attendee, Miculescu observed how the culturally relevant science projects motivated students and allowed them to make personal connections to course content. This experience reinforced Miculescu's passion for science education and involvement in extracurricular science clubs.

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    Community Action Reflection Diana Miculescu

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    The document summarizes Diana Miculescu's reflection on volunteering at a Science Odyssey Night event at Collins Hill High School. The event was hosted by the school's National Science Society and featured student research projects based on science topics from movies. Students presented informational posters and engaged with community members about global warming, neuroscience, and other topics. As a volunteer and attendee, Miculescu observed how the culturally relevant science projects motivated students and allowed them to make personal connections to course content. This experience reinforced Miculescu's passion for science education and involvement in extracurricular science clubs.

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    The document summarizes Diana Miculescu's reflection on volunteering at a Science Odyssey Night event at Collins Hill High School. The event was hosted by the school's National Science Society and featured student research projects based on science topics from movies. Students presented informational posters and engaged with community members about global warming, neuroscience, and other topics. As a volunteer and attendee, Miculescu observed how the culturally relevant science projects motivated students and allowed them to make personal connections to course content. This experience reinforced Miculescu's passion for science education and involvement in extracurricular science clubs.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    87 views3 pages

    Community Action Reflection Diana Miculescu

    Uploaded by

    api-417256951
    The document summarizes Diana Miculescu's reflection on volunteering at a Science Odyssey Night event at Collins Hill High School. The event was hosted by the school's National Science Society and featured student research projects based on science topics from movies. Students presented informational posters and engaged with community members about global warming, neuroscience, and other topics. As a volunteer and attendee, Miculescu observed how the culturally relevant science projects motivated students and allowed them to make personal connections to course content. This experience reinforced Miculescu's passion for science education and involvement in extracurricular science clubs.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
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    of 3

    Diana Miculescu

    13 March 2019

    Science Odyssey Night Reflection

    The community event I attended and volunteered at was Science Odyssey Night at

    Collins Hill High School in Suwanee, Georgia. This event was hosted by the National Science

    Society at Collins Hill and sponsored by my mentor teacher and another colleague of hers. The

    purpose of this event was for National Science Society members, which are students of mainly

    junior and senior level to present a research project based on The Science of Hollywood theme.

    Students chose a science topic from a movie to research and create a informational poster board.

    This event was open to members of the community, including students, parents, and teachers.

    The event lasted from 6:00 to 7:30 pm, but members presenting arrived at 5:00 pm to set up their

    presentations. To increase student involvement, science teachers at Collins Hill High School

    offered extra credit for student attendance and engagement in seven booths/presentations. To

    keep track of student involvement, students wanting extra credit filled out an information sheet

    with answers to two questions the presenters posed after each presentation. I volunteered, along

    with six other teachers to monitor the event and make sure students stay in the commons area

    and abide to Collins Hill High School policies.

    As the event died down, I could walk around to actually be an attendee, listening to the

    projects. As an individual with formal education of the sciences, once I was able to switch

    from my role as a volunteer to an event attendee, I was able to have specific scientific

    conversations with students presenting their project topics. As I visited students, some were

    extremely interested in their projects. passionate about. Since the projects were based on

    cultural and community perspectives such as current media, students pulled science aspects
    from movies. These science topics included global warming, neuroscience, biotechnology,

    animal biology, conversation issues, etc. Observing how students, parents, and teachers

    interacted together to share and learn science was an experience to remember. To see how

    students can get the community interested in science topics through cultural objects such as

    movies demonstrated the importance of culturally relevant pedagogy in extracurricular

    activities and within the classroom.

    Adopting strategies with allow students to use cultural objects and actions as a vehicle

    for learning supports learners’ motivation and allows learners to personally connect to

    content. Culturally relevant pedagogy, as observed during my volunteer work, allows students to

    be liberated from oppressive instruction and empowers students to do rather than duplicate (Gay,

    2010; Lipmann, 1995). As an individual passionate about the sciences, reflecting on this

    experience has encouraged me to be involved in science clubs in my future teaching career.


    References

    Gay, G. (2010). Culturally responsive teaching, 2nd Ed. New York, New York: Teachers
    College Press.
    Lipman, P. (1995). Bringing out the best in them: The contribution of culturally relevant teachers
    to education reform. Theory into Practice, 34(3), 202-208. Retrieved from:
    http://www.eric.ed.gov/PDFS/ED374173.pdf

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