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When Is Asking Questions a Science Practice?
Scientific vs. pedagogical questions
Science and Children—November/December 2021 (Volume 59, Issue 2)
By Akarat Tanak and Deborah Hanuscin
Engineering Encounters
Engineering with Kindergarteners
A fun winter activity inspires an engineering challenge.
Science and Children—November/December 2021 (Volume 59, Issue 2)
By Rebekah Hammack and Tina Vo
Start With Phenomena
Immerse Elementary Students in Light Explorations
Using the anchoring phenomenon created by a camera obscura to examine light
Science and Children—November/December 2021 (Volume 59, Issue 2)
By Stephen Thompson, Kelley Hill, and Bridget Miller
Freebies for Science Teachers, November 9, 2021
By Debra Shapiro
Cross-Curricular Connections
Where Does Your Sidewalk End?
Third-grade classroom students expand awareness of their local environment
Science and Children—November/December 2021 (Volume 59, Issue 2)
By Barbara Ehlers and Benjamin Forsyth
Methods & Strategies
Learning the Language of Scientists
Using disciplinary literacy to increase reading and writing in early elementary grades
Science and Children—November/December 2021 (Volume 59, Issue 2)
By Kimberly Lott and Sarah Clark
Science 101
Q: Why Do Certain Terms in The Language of Science Cause So Much Confusion?
Science and Children—November/December 2021 (Volume 59, Issue 2)
By Matt Bobrowsky
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The Language of Science
The Exploration of Shadows
Science and Children—November/December 2021 (Volume 59, Issue 2)
By Bridget Miller, Christie Martin, and Diane Ford
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STEM Education Needs STEM Talk
Lessons learned from an after-school enrichment program with multilingual children
Science and Children—November/December 2021 (Volume 59, Issue 2)
By Frances Nebus Bose, Megan E. Lynch, and Carla Zembal-Saul
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Don’t Force It!
Using guiding questions to scaffold kindergartner’s thinking of pushes and pulls
Science and Children—November/December 2021 (Volume 59, Issue 2)
By Jesse Wilcox, Naryah Moore, Sarah Nolting, Courtney Reyna, and Caitlyn Potter
