By: Christopher Allen
Ericca Thornhill is an Alumni to Missouri Scholars Academy coming both as a scholar in 1990 and faculty several times in the early 2000’s. She attended the academy this year as a speaker as a part of the speaker series. She has been a science teacher for 21 years and is an ambassador for both the National center for science education and nature of science Her lecture this year was on the difference between pseudosciences and hard sciences. I attended this lecture and emailed her after for some follow up questions.
Christopher R. Allen
When did you first become interested in science vs. Pseudoscience?
Ericca Thornhill
As a kid, I really believed in pseudoscience. Aliens and ghosts, especially, scared me. Even though I knew better than to believe in them, I did, deep down. I don't think it was until I went to college and I had a course in the nature of science, did I really believe that they didn't exist and weren't going to hurt me. I am not sure that I even knew there was such a thing as pseudoscience until I got to college. After discovering the difference, it encouraged me to be a teacher and to help others know the difference so they could make better decisions and not be scared of things that have no power over them.
Christopher R. Allen
What was one of your favorite classes while you were getting your degree in science?
Ericca Thornhill
I have a degree in science education, but of course I took a lot of science courses. I really enjoyed my astronomy course, because it was the first time that I had an expert to talk to about my favorite part of science. I love the mysteries of space! I also really enjoyed my environmental chemistry course with Stanley Manahan at Mizzou. He actually wrote our textbook, and the class was so practical in the way it applied chemistry to the real world. And most of all, it was really interesting to take Methods of Science Teaching, because before I took that class, I had no idea how much skill and creativity and fun is involved in teaching science.
Christopher R. Allen
From there how did that develop into a teaching career
Ericca Thornhill
I struggled to find my major in college. All I really knew for the longest time was that I wanted to go to college. But I liked so many things. Should I go into engineering, medicine, biochemistry, art? Anything except for teaching, that was for sure! But around my junior year, I was struggling with finding meaning in my classes, and so I really allowed myself to be open to the possibilities, even if it meant quitting school and getting a job driving a truck or something. Taking that quiet moment to let go of my ego, to let go of what my parents told me I should do, to let go of what society said "smart kids" should do, allowed me to see my heart and my passions, and go into something that wouldn't make me rich or famous, but would be interesting, and help the world at the same time! And after I made that decision to go into teaching, my science classes were less of a struggle, and when I took my education classes, I loved many of them. Educational psychology, I didn't even know that existed! Our brains are amazing!
Christopher R. Allen
Was there any point along the way where you doubted yourself?
Ericca Thornhill
I doubt myself all the time. It is so fun to be in front of a class and talk about thermodynamics or something, and see my students' eyes following me, knowing that their brains are making connections, but I often wonder if we need to know how to calculate enthalpy, or balance equations, or describe photosynthesis. Isn't it more important to solve problems and know how to evaluate topics to see if they are science or pseudoscience? Isn't it more important to know how to work as a team, or how to do credible research? Is there a place for topic-based science courses anymore? I think probably yes. We need a backbone of information so that we can do the other, more complex things. But with mobile phones at our fingertips that will balance equations or explain photosynthesis for us, I do sometimes doubt if teaching the way it is right now, is really what's best for our brains.
As far as helping my students see the difference between science and pseudoscience, I have never doubted myself. I think it is so important for helping to keep us healthy, safe, and happy! Making science based decisions might be difficult, but while the pseudoscience decisions might seem easy or magical, they often lead to unsafe situations, or take our money, or other harmful consequences, if we take them seriously and not just use them for entertainment.
Christopher R. Allen
Was there ever a point where you knew you were in the right field for you?
Ericca Thornhill
I evaluate if I am in the right field all the time. I have had many ups and downs, but I do think that there are times when one can know that she is in the right field. I considered quitting science teaching recently, but I just couldn't imagine leaving it behind. I don't think a desk job is for me, or working with adults all day. I enjoy the energy and optimism of youth and am always inspired that our world will be all right with you great young people coming up soon. Science education is a very fulfilling career.
Christopher R. Allen
What is some advice you would like to give to the scholars?
Ericca Thornhill
My advice for the 2019 class of scholars is to remember who you are, and if you aren't sure, to not be afraid to find out. Take risks and do service for others. When it comes time to make a decision for college, you will be all right if you have followed your passions and helped others. Do what interests you, go out and talk to other people who are doing things that you are passionate about. Listen to your heart. There are so many wonderful challenges and opportunities and new technologies coming in this world, that will be careers and majors, but they don't even exist right now. But if you follow your heart and do what you find interesting, when those opportunities arrive, you will be ready for them.
I didn't know that the National Center for Science Education was looking for teachers who are passionate about the nature of science, but when they put out the word, I was ready to give them a good application showing them how I have done my best to advance the cause, from my experiences in the past. (Arguing with a state legislature about the difference between a science theory and an everyday theory was frustrating!).
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