9: The Evolution of an Educator

Early in my educational life school science seemed irrelevant to me. I did not see how chemistry, physics, life, or earth science applied to my life, my surroundings, or my future. Yet, growing up as I did in a rural part of the Midwest on a farm outside Lincoln, Nebraska, science was being applied in my life every day through the work we did on our farm. I just did not realize this. In retrospect, from the life sciences to the physical sciences I now see how science did apply to my personal life. But it was not until very late in my education that I saw and began to understand and appreciate just how important my experiences on the farm were not only to understanding the concepts of science but also to understanding the implications of those concepts. For example, I recall that we thought nothing of using herbicides and pesticides freely on our farm. At some point, I understood the ‘‘chemistry’’ behind this, but not the implications of the chemistry for me and my family (the constant exposure and danger regarding its use and disposal), or for the environment in general (considerations such as runoff and the impacts on local wetlands). Indeed, it was not until I was a graduate student in science education and teaching chemistry and physics that the implications of science and the concepts of science began to come together.