In this episode, we sit down with high school chemistry teacher and education writer Marcie Samayoa to explore one of the most overlooked conversations in education today: how we teach science. Marcie challenges the idea that students should be expected to discover complex concepts on their own before they have the foundational knowledge needed to succeed.

Drawing from her experience teaching in a Title I school, Marcie shares how she uses explicit instruction, retrieval practice, literacy strategies, and carefully structured routines to help students build confidence and master challenging content. We also discuss the role of inquiry-based learning, student behavior, classroom technology, and what science educators can learn from elementary teachers.

Whether you're a teacher, coach, administrator, or education leader, this conversation offers practical insights into helping students develop the knowledge and skills they need to thrive.

About Marcie Samayoa

Marcie Samayoa is a high school chemistry teacher, education writer, and author of the Substack Scientists in the Making. Her work focuses on applying cognitive science, explicit instruction, retrieval practice, and evidence-based teaching methods to science education.

Teaching in a Title I school in Los Angeles, Marcie is known for challenging conventional approaches to science instruction and advocating for strong foundations in knowledge, literacy, and mathematics before students are asked to engage in higher-order thinking and inquiry. Through her writing and professional learning contributions, she helps educators bridge research and classroom practice to improve student learning and confidence.

You can find her writing at Scientists in the Making and connect with her through her education publications and social media channels.