At first glance, it is very difficult to recall many memories of science from my childhood. However, upon further reflection, I realize I do have "science memories." They are just not memories of formal instruction. As a child, I remember lying in the grass and watching the clouds pass overhead. I wondered how they moved and why some clouds were soft and fluffy while others were thin and wispy. I also remember catching crayfish in a nearby stream. I would examine each creature looking for similarities and differences. I also remember catching fireflies in the summer and wondering why and how they lit up. It seems most of my experiences and wonderment involved the biological sciences!

My memories of school science do not begin until I entered junior high school. I'm sure we must have had science in elementary school, but I can't remember any details. During seventh, eighth and ninth grades, science class consisted of reading about science in a book. Any hands- on experiments were conducted by the teacher and students were expected to observe from a distance. During tenth grade, we took biology and were actually able to conduct experiments ourselves. However, procedures were set forth in a very concise fashion and students were expected to follow the directions explicitly. I specifically remember many of the girls acting squeamishly when it was time to dissect a frog but I found the whole process fascinating. I can still remember the smell of formaldehyde and the rubbery feeling of the frog! In eleventh and twelfth grades, we took chemistry and physics. Although I had enjoyed biology, I found the physical sciences to be very boring. Much of our time was spent memorizing the periodic table and meaningless (to me) chemical formulas. Perhaps my early childhood inclinations towards the biological sciences were a prediction for the future. However, I was a conscientious student, completing all my assignments, and no one ever thought to question my lack of interest and enthusiasm.

During my first venture in college, I decided to enter the field of medical technology. In the 1970's, this was a relatively new field. I wasn't exactly sure what it involved, but I decided to give it a try. Since I had always been a successful student in the past, I reasoned that I would do equally well in college. I took intensive biology courses as well as organic and inorganic chemistry. Unfortunately, most of the beginning course work required memorization of animal phylum, classes, etc. as well as many, many chemical formulas and reactions. I hated the classes and received my first failing grade ever (inorganic chemistry)! Needless to say, the experience was sufficient to quench my desire to learn science. I changed majors and never looked back. From this time on, I believed I just couldn't "learn" science.

Upon entry to PSU, I was informed that my physical and earth science grades were too low to transfer and that I would have to take six additional science credits from PSU in order to graduate. I enrolled in a meteorology class but withdrew after the first week. I felt overwhelmed because it seemed that everyone else in the class was much more confident than I was. I continued to put off the classes until my last few semesters, but finally the "point of no return" had arrived. I searched the course descriptions to find "easy" science classes. I settled on an earth science class affectionately known as "Rocks for Jocks." "How hard can this be?" I thought. Well, the course did not turn out to be the easy class I thought it to be, but I decided to apply myself and do the best I could. Some of the labs were interesting, although I remember holding back tears of frustration during one of the classes because I could not get my lab experiment to come out "right." My lab instructor felt my frustration and attempted to give me some extra guidance. I struggled through and got an "A" in the class. The next semester I searched for a physical science without a lab and settled on a chemistry class. The lecture was enormous (and slightly boring) but I never missed class, read all the assignments, studied endlessly and got another "A". Neither of these classes re-ignited a special fondness for science but I did come away feeling I could "do science." I know I am not the most enthusiastic science student, but I am hoping this course will show me ways to make science interesting to students so that I do not perpetuate my negative attitudes about science to others!

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