Science Jen

FULL CIRCLE SCIENCE FUN FOR EVERYONE
Drawing of syllabus for Plant Evolution college course by Jen Seron/ Science Jen
Pre-K student drawing after Science Jen class about atoms, photo by Jen Seron
Photo of Jen Seron/ Science Jen
Drawing of diverse learners and a bridge over water by Jen Seron
Full Circle Science logo is photo collage of earth's colorful biodiversity by Jen Seron
Full Circle Science Logo Image of earth's colorful biodiversity

ABOUT FULL CIRCLE SCIENCE

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Using Full Circle Science anyplace (at home, outside, at parks and museums, online, blended, in classrooms) everyone can enjoy learning about science and about how to utilize the scientific process and content in ways that are meaningful and personally relevant. Science can be FUN! The scientific framework can be useful in life for everyday decision- making. For those of you who like reading, here is a written explanation. If you just want to see samples of the curriculum, click HERE.


High ceiling. The Full Circle curriculum and framework for learning science (and other subjects via tangential tie-ins), is intended to provide a personally relevant science education beginning with PreK through 8th grade.  This curriculum provides "high ceiling" or "no ceiling" science lessons where neither the sky nor outer space is the limit! This curriculum is intended to inspire and motivate children, even those profoundly gifted and on the Autism spectrum, to move at their own pace, depth, and breadth in their areas of interest, as well as their areas of challenge.


Exciting learning environment to promote personal growth. For over 10 years Jen Seron, AKA Science Jen, has been developing curriculum to meet the needs of diverse young people, parents, and teachers. Through trying to meet the needs of her own profoundly gifted son who was accepted to college at age 14 and the multitude of science students in institutional and informal settings indoors and out. At the PreK through undergraduate level, Science Jen has learned that the key to effective education in general is to create an exciting learning environment in which individuals of all ages can succeed and grow in their areas of strength while addressing challenges in positive ways. It is amazing what kind of progress children can make when empowered to pursue their own interests and learn at their own rate. Full Circle Science provides instructors and children with a robust framework to support growth and provide opportunities for young people to scaffold their strengths to overcome their challenges.


Inclusive, Iterative. Deep. Because this learning environment demands accommodation for every possible demographic, setting, type of child, learning style, and interest-area, and is iterative over time, encompassing the entirety of the known universe Science Jen called her framework Full Circle. Over more than ten years she has been developing and testing her Full Circle Science learning environment and has repeatedly found that because science relies upon observation and experimentation in the natural world, science and the Full Circle Science learning environment is accessible to every student in daily life, wherever they live, whatever their background, and whoever they are.


Bridge to the Future. Our children represent our collective future. As individuals and as a culture, the education of our young people is our most important investment. The natural world is central to our existence and children are curious about everything they perceive. Science education, beginning in preschool, can be used to excite even the youngest children about education and to provide a concrete bridge from the natural world to every other subject.


CHILDREN DRIVE THE PROCESS

Children deserve to have fun while learning about themselves, the natural world, and science. As many experienced or intuitive teachers may already know, the key to empowering and engaging children in learning is to focus on individual interest, skill, and talent development and to allow children to follow their interests and to work at their own pace, depth, and breadth in their subjects of strength and in their subjects of challenge. The scientific process means using observation of events, people, and things in the natural world, collaboration, replicable data collection, repeated trials, reflection on evidence, and results shared with peers. We use the scientific method or process to test hypotheses, discover new things, and potentially improve quality of life. Although it is value-neutral, the scientific process can be used to help children optimize and actualize their potential while at the same time they learn science content and more about the natural world, including themselves. Within a consistent healthy, equitable, responsible and sustainable (HERS) structure, children themselves can drive the direction, depth, and focus of the curriculum and indeed, each lesson. Even the content within a lesson should be customized to address or accommodate individual learning differences, and to develop interests, skills, and talents of each child using additional activities spanning other subject-areas. Instructors should pause and give students a chance to insert their own ideas into the empty space. Instructors should leave gaps, openings, lacunae into which learners are inspired to fill with their own forms of expression and so new qualities will manifest or emerge in inclusive, safe learning contexts where diverse evidence-based perspectives are embraced. Science provides a great starting place for talent, interest, and skill development because science is grounded in the concrete natural world, just like education ought to be grounded in creating learning environments conducive to the development and actualization of individual potential of even the most advanced young people, special needs, those with uneven development, ADHD, Autism Spectrum Disorder (ASD), twice exceptional (2e, means both great challenges and great strengths), Multilingual Learners (ML)/English Language Learners (ELL), and World Language (WL) learners from every demographic in every community. Let's facilitate children moving full circle through life from home to educational environments to volunteering, apprenticeships, internships, professions or college then seamless integration into their careers with peer-to-peer mentoring and interest-based mentoring throughout! Full Circle Science recognizes the whole person and empowers children to take personal responsibility in regard to their education!


FAMILIES AS PARTNERS

Families deserve resources that will allow them to support and inspire children--even the most advanced of children.  The Full Circle paradigm has no ceiling because children themselves drive the content. Highly capable children exist in every demographic and community. Even children who have not exhibited "giftedness," when provided with a sufficiently exciting or inspiring environment, may begin to excel and take on traits that people associate with "giftedness." The Full Circle framework should be used by families to develop talent, skills, and interests as well as to teach science. Science Jen involves parents by asking them to collaborate in regard to what topics, subjects, and content will be most useful and relevant to their children. Parents are integral collaborators and partners along with children! Even unschoolers will appreciate the open-ended lists of tangential activities (in the Instructor Manual) spanning many subject-areas intended to excite even those children whose interests currently do not include science.


INSTRUCTORS AND STUDENTS COLLABORATIVELY CREATE THE LEARNING ENVIRONMENT

Teachers deserve resources that will allow them to 1) inspire and empower children, 2) effectively teach science and its interdisciplinary interconnectedness with ease, as well as 3) do record-keeping without weeping. Whether a teacher is a veteran science instructor or has never taught science, the Full Circle Science lessons and paradigm provides a plethora of fun for all, in addition to meeting and exceeding federal and state standards. Teachers will find the simple alignment checklists invaluable as time-saving devices in regard to documenting compliance with standards. The most important thing is that everyone will enjoy science and look forward to learning more at each session, empowered and engaged!


GROUPS AND SCHOOLS SUPPORT IMPLEMENTATION OF SCIENCE

Groups and schools deserve a curriculum they can tailor to their own demographics and needs. They deserve an iterative, easily understood science curriculum that grows with children and that at the youngest ages can be implemented with readily available things in the natural world, with things already in the lives of children, and with objects that children consider exciting. Schools and groups deserve to be able to have science curriculum that allows easy record-keeping and documentation of compliance with regulations, as well as seamless, complementary integration with curricular goals in other subject areas. Please click on this live link to explore content in Full Circle Science books.


DISTRICTS AND STATES BENEFIT

Districts and states need a qualified, motivated, and diverse work force composed of people who have a strong understanding of all areas of science and technology as well as the flexibility of mind to take on a variety of roles as the needs of society change over time. The Full Circle educational framework promotes personal engagement and lifelong learning by all involved by encouraging and creating an environment for individual interest, skill, and talent development in healthy, equitable, responsible, sustainable (HERS) context. If every person in society were to optimize and actualize their talents, then communities, districts, and our whole society would benefit!


ADVOCACY FOR EMERGENT LEARNING THEORY: TALENT, SKILL, AND INTEREST DEVELOPMENT AND SCIENCE APPLIED TO REAL LIFE

While teaching and developing Full Circle Science curriculum and programs Science Jen became an educational advocate at the state level. She believes that the goal of education ought to be talent, skill, and interest development of individuals within collaborative communities integrated with interest-based online mentoring. Providing openings, lacunae, and gaps at every scale encourages emergent properties in individuals, environments and situations to manifest at every scale! Embedding emergence into education is like embedding pockets of quantum uncertainty into a Newtonian world. Each of us can empower and advocate for our diverse children by providing children with openings into which they can manifest new qualities in context, opportunities to direct their own educational journey and to move at their own pace in each subject, no matter how accelerated, or uneven. Every person has something to offer our society. If everyone were provided with openings for their own expression and a sufficiently exciting learning environment in which they are given the chance to optimize and actualize their potential then the entire world would be a better place. We can make a difference person by person, child by child, family by family, community by community! As human beings, our most important natural resource is the vast pool of untapped human potential inside of each of us and collectively among us.


We use the products of science every day, yet few of us use the scientific process in our daily lives. Like the technology we use every day, science and the Full Circle Science learning environment can enrich our lives!