Science and Children—September/October 2024
By Brandon Davis, Ingrid Carter, Lisa Dispense
After realizing the difficulty educators face with integrating the crosscutting concepts (CCCs) from the Next Generation Science Standards into their lessons and noticing missed opportunities for caregivers to engage children in scientific thinking, we posited that if the CCCs are presented in a more accessible way children will have more opportunities to engage in sensemaking in science. This lesson is the thinking and learning from our attempt to bring this wondering to life. We are a museum educator, a teacher educator, and a firstgrade teacher. We developed and taught this lesson with the hope that it engages all students in rich thinking by using a small, manageable lesson as an entry point to begin this work regardless of students’ levels of conceptual understanding. This lesson focuses on patterns in students’ everyday lives, particularly on the schoolyard. It demonstrates expansive teaching practice and is accessible to all learners and educators by centering CCCs in a decontextualized manner and using elements of photovoice to highlight students’ thinking. We describe the lesson we taught using the 5E learning cycle format and provide reflections and recommendations for educators.
After realizing the difficulty educators face with integrating the crosscutting concepts (CCCs) from the Next Generation Science Standards into their lessons and noticing missed opportunities for caregivers to engage children in scientific thinking, we posited that if the CCCs are presented in a more accessible way children will have more opportunities to engage in sensemaking in science. This lesson is the thinking and learning from our attempt to bring this wondering to life. We are a museum educator, a teacher educator, and a firstgrade teacher.
After realizing the difficulty educators face with integrating the crosscutting concepts (CCCs) from the Next Generation Science Standards into their lessons and noticing missed opportunities for caregivers to engage children in scientific thinking, we posited that if the CCCs are presented in a more accessible way children will have more opportunities to engage in sensemaking in science. This lesson is the thinking and learning from our attempt to bring this wondering to life. We are a museum educator, a teacher educator, and a firstgrade teacher.
Science and Children—September/October 2024
By Shelly Counsell
From Chalkboards to AI
By Valerie Bennett, Ph.D., Ed.D., and Christine Anne Royce, Ed.D.
Posted on 2024-09-16
Journal of College Science Teaching—September/October 2024
By Sarah Leupen, Tory Williams, Linda Hodges, Laura Ott, Eric Anderson, Lili Cui, Kalman Nanes, H. Perks, Cynthia Wagner
Journal of College Science Teaching—September/October 2024
By Theresa Halligan, Cinzia Cervato, Ulrike Genschel
Journal of College Science Teaching—September/October 2024
By Andrew Seen, Tony Kerr, Joee Kelk, Sharon Fraser
Journal of College Science Teaching—September/October 2024
By Maya Sobel, Linden Higgins
Journal of College Science Teaching—September/October 2024
By Daniel SIlverio, Eugenia Villa-Cuesta, Alison Hyslop, Kevin Kolack, Sabrina Sobel
Journal of College Science Teaching—September/October 2024
By Laura Young, Blessing Okosun, Lydia Westberg, Diane Darland, Emily Gisi, Julia Hampton, He Huang, Lydia Kantonen, DEHUI KONG, Lynda LaFond, Jeremy Martin
Journal of College Science Teaching—September/October 2024
By Sonali Raje, Keri-Anne Croce, Noelle Neff, Shannon Stitzel, Kelly Elkins