In this blog post, I will share what kind of elementary science teacher I aspire to be, drawing on my academic achievements, school activities, and experiences with empathy and collaboration during my high school years.
Academic Efforts
I developed an interest in physics through my experience building a lever during a Science Day event. I was curious about how the theories I learned from textbooks and other books were applied in real life and wanted to explore this firsthand; I was particularly fascinated by how the principles of center of gravity and levers were applied in everyday situations. While participating in an activity to build a lever capable of supporting a heavy object for an extended period using only wooden chopsticks and rubber bands, I repeatedly reinforced the structure to ensure stability and distribute force. This involved lowering the center of gravity of the legs, propping up the structure with books to maintain balance, and designing it based on a triangular framework. Although we faced constraints in terms of materials and time, we overcame these challenges through teamwork by dividing roles and communicating effectively with my group members. I felt the joy of learning as I visually confirmed theories through experiments. Whenever I found physics concepts difficult to understand, I made notes and reviewed them regularly. By conducting experiments and writing research reports during club meetings, I learned how to internalize knowledge.
School Activities
Since I wanted to become a science teacher from a young age, I joined the “Science” club—which focuses primarily on biology and chemistry experiments—to experience hands-on learning. In the club, first- and second-year students worked in teams to conduct experiments. With the help of upperclassmen, I performed a blood type agglutination reaction experiment myself and discussed the concepts of antigens and antibodies with my friends, conducting additional research on the topic. The experience of learning concepts and conducting experiments in class confirmed that my understanding was much faster and more lasting than that of classmates who did not perform the experiments. There were also instances where I was able to solve midterm exam problems by recalling the lab reports I had written myself. Through this process, I realized the appeal of science as a discipline that involves seeing, feeling, and experiencing firsthand rather than just learning from books, and I resolved to apply experiment- and inquiry-based teaching methods in the future to make science fun for my students.
Consideration and Cooperation
I often took on necessary roles in my class; in my second year, I volunteered to serve as the science club president and the recycling coordinator, and in my third year, I volunteered to be the recycling coordinator. As science club president, I worked to tidy up the classroom environment and improve the classroom atmosphere before lessons. Before class, I would visit the homeroom teacher to confirm that my classmates had everything they needed, and if anyone had forgotten something, I would let them know in advance, fulfilling my role diligently. Before science lab sessions, I would also check in advance to ensure no experimental equipment was missing. When in charge of recycling, I emptied the trash bins frequently and organized recyclables to prevent odors or pests, and these small actions had a positive influence on my classmates, leading to a change where everyone strictly followed recycling protocols. Through this, I realized that the courage to take the initiative—even when no one else steps forward—can create positive change.
Qualities and Efforts
I believe the essential quality for an elementary school teacher is the ability to nurture students’ critical thinking and imagination. Science is a subject that offers students infinite possibilities and dreams, and in an era where diverse science and technology are driving South Korea’s future and industrial development, I felt there was a greater need for hands-on science education opportunities. Therefore, to become a teacher who helps students think independently and logically, I participated in various science experiments, ran hands-on booths in school clubs, and worked hard to convey the joy of science. While studying Earth Science, I gained practical experience by searching for constellations in the night sky, observing them, and drawing them. I also attended science exhibitions and booths where I listened to lectures that explained science in an accessible way. Additionally, while serving as a science mentor, I explored and explained theories or problems that my friends didn’t understand. Through this process, I realized that many students were unaware of how academic knowledge applies to real life, which made me appreciate the importance of explanations that connect to everyday experiences. Moving forward, I will continue to study and strive to become a teacher who nurtures children’s creativity and critical thinking skills and shows them love by further honing my teaching methods and knowledge in the Department of Science Education at Gyeongin National University of Education.
