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Energy in Its Many Forms

Science and Children—January/February 2023 (Volume 60, Issue 3)

By Heather Pacheco-Guffrey

Universal Design for Learning Science: Reframing Elementary Instruction in Physical Science: Professional Book Study for K-5 Teachers

Universal Design for Learning Science: Reframing Elementary Instruction in Physical Science is a unique classroom resource, first and foremost, because of its assumption of ability rather than disability.

Universal Design for Learning Science: Reframing Elementary Instruction in Physical Science is a unique classroom resource, first and foremost, because of its assumption of ability rather than disability.

Universal Design for Learning Science: Reframing Elementary Instruction in Physical Science is a unique classroom resource, first and foremost, because of its assumption of ability rather than disability.

Universal Design for Learning Science: Reframing Elementary Instruction in Physical Science is a unique classroom resource, first and foremost, because of its assumption of ability rather than disability.

Universal Design for Learning Science: Reframing Elementary Instruction in Physical Science is a unique classroom resource, first and foremost, because of its assumption of ability rather than disability.

coverVolume 46, Number 3
Ecosystems: Interactions, Energy, and Dynamics
A healthy ecosystem can be defined as one that “has the ability to maintain its structure and function over time in the face of external stress.” Managing ecosystems in a manner that creates resilience and long-term sustainability is more crucial than ever.
coverVolume 46, Number 3
Ecosystems: Interactions, Energy, and Dynamics
A healthy ecosystem can be defined as one that “has the ability to maintain its structure and function over time in the face of external stress.” Managing ecosystems in a manner that creates resilience and long-term sustainability is more crucial than ever.
coverVolume 46, Number 3
Ecosystems: Interactions, Energy, and Dynamics
A healthy ecosystem can be defined as one that “has the ability to maintain its structure and function over time in the face of external stress.” Managing ecosystems in a manner that creates resilience and long-term sustainability is more crucial than ever.
cover
Volume 60, Number 3
Energy
In this issue of Science and Children, we address energy by examining how it can be a starting point for deeper learning, help build student-generated testable questions, foster scientific explanations, and allow students to trace energy through ecosystems.
cover
Volume 60, Number 3
Energy
In this issue of Science and Children, we address energy by examining how it can be a starting point for deeper learning, help build student-generated testable questions, foster scientific explanations, and allow students to trace energy through ecosystems.
cover
Volume 60, Number 3
Energy
In this issue of Science and Children, we address energy by examining how it can be a starting point for deeper learning, help build student-generated testable questions, foster scientific explanations, and allow students to trace energy through ecosystems.
 

Freebies and Opportunities for Science and STEM Teachers, January 24, 2023

By Debra Shapiro

Freebies and Opportunities for Science and STEM Teachers, January 24, 2023

 

Leadership Matters

Leadership Matters!

Leadership is essential for elementary science; however, leaders need support just as much as those they lead.

Science and Children—January/February 2023 (Volume 60, Issue 3)

By Page Keeley

 

The Poetry of Science

Solar Power

Science and Children—January/February 2023 (Volume 60, Issue 3)

By Sylvia Vardell and Janet Wong

 

the early years

Preschoolers “On the Move” with Energy

Science and Children—January/February 2023 (Volume 60, Issue 3)

By Shelly Lynn Counsell

Preschoolers “On the Move” with Energy

 

Editor's Note

Energy

Science and Children—January/February 2023 (Volume 60, Issue 3)

By Elizabeth Barrett-Zahn

“Energy is liberated matter, matter is energy waiting to happen.”

— Bill Bryson, A Short History of Nearly Everything

“Energy is liberated matter, matter is energy waiting to happen.”

— Bill Bryson, A Short History of Nearly Everything

“Energy is liberated matter, matter is energy waiting to happen.”

— Bill Bryson, A Short History of Nearly Everything

 

Research & Teaching

Advice to Future Participants From Six Cohorts of an Undergraduate Summer Research Program in Atmospheric Science

Journal of College Science Teaching—January/February 2023 (Volume 52, Issue 3)

By Adam T. Murry, Nan Yuan, and Dean Atkinson

Many undergraduates use research internships to gain experience for graduate school. Science, technology, engineering, and mathematics (STEM) programs involve heavy research and lab work duties, for which students are often unprepared and lack opportunities for practice. Evidence supports Undergraduate Research Experience (URE) programs’ ability to improve retention in STEM, but research has not conclusively identified what students need to do to excel in these programs. This analysis used a multimethod approach to identify and quantify student-to-student peer advice from six cohorts of a summer STEM URE. We identified six themes in the advice from exit surveys: proactively manage time, communicate with your team, motivate yourself, be diligent, have fun, and accommodate changes in lifestyle. Each theme included between three and five subthemes that demonstrated nuance within the larger themes. Navigating the expectations of a URE is a complicated endeavor, but participants who are close to the experience provide rich descriptions to aid adjustment. Developing strategies for time management and team communication are most important, followed by motivation, work ethic, enjoyment, and practical adjustments.
Many undergraduates use research internships to gain experience for graduate school. Science, technology, engineering, and mathematics (STEM) programs involve heavy research and lab work duties, for which students are often unprepared and lack opportunities for practice. Evidence supports Undergraduate Research Experience (URE) programs’ ability to improve retention in STEM, but research has not conclusively identified what students need to do to excel in these programs.
Many undergraduates use research internships to gain experience for graduate school. Science, technology, engineering, and mathematics (STEM) programs involve heavy research and lab work duties, for which students are often unprepared and lack opportunities for practice. Evidence supports Undergraduate Research Experience (URE) programs’ ability to improve retention in STEM, but research has not conclusively identified what students need to do to excel in these programs.
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