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I have vast experience in the world of microbiology. I was a Principal Microbiologist with the State of Connecticut Health Laboratory for over fourteen years and was an Adjunct Professor of Microbiology for Vermont Technical College.
I recently graduated from Lesley University with a Master in Education and a 4.0 GPA. I am very passionate about teaching science, have developed and taught lessons to culturally and socio-economically diverse students in an urban setting, as well as students with autism, ADD, ADHD, dyslexia, dysgraphia, Aspergers syndrome and ELL students.
I believe in inquiry based learning and implement Socratic questioning during my lessons. With the inquiry based process, student fears of science are alleviated so that the student will be able to build scientific knowledge and skills. Knowledge gained by the student will be more relevant and meaningful. The student will begin to view themselves as scientists and will become engaged in the learning process. It is important to connect inquiry based learning with real-life situations. Also, it is important to continue scaffolding prior knowledge with new information a student acquires.
In conclusion, incorporating inquiry based projects into the curriculum is beneficial to students. The inquiry process does take more effort and time, but the reward to students is enormous. The inquiry based process in science is engaging, renewable, and transferable. The student will learn more science concepts and can relate new cognitive information to the real world.
Biology is the study of living things. It includes the cellular basis of living things, the energy metabolism, and the genetic bases for inheritance of organisms. Biology also includes the diversity of life on earth along with the evolutionary relationship between living things. Biology considers microorganism, plants, animals, and the functional relationships between them. Biology includes chemistry and physics incorporating the laws of these disciplines to living things.
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