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The King of England Sickness

An Unsolved Mystery

By Kristie L. Reilly, Carisa Davis, Estella Blankson, Christina Pepe

The King of England Sickness

 

Freebies and Opportunities for Science and STEM Teachers, September 24, 2024

By Debra Shapiro

Freebies and Opportunities for Science and STEM Teachers, September 24, 2024

 

NSTA’s The Science Teacher Journal Welcomes New Field Editor

Brooke A. Whitworth Brings Fresh New Perspectives & Expertise to Award-Winning Journal

 

right to the source

An Author’s Mission to Include Female Scientists and Inventors of the 19th Century in the Historical Record

The Science Teacher—September/October 2024

By Kelsey Beeghly

Right to the Source
Right to the Source
Right to the Source
 

career of the month

Amy DeJong, Food Scientist

The Science Teacher—September/October 2024

By Luba Vangelova

Career of the Month
Career of the Month
Career of the Month
 

Fact or Faux?

The Art of Critical Ignoring

The Science Teacher—September/October 2024

By Sam Wineburg

Fact or Faux?
Fact or Faux?
Fact or Faux?
 

Focus on Physics

Teaching Physics as the Awesome Rules of Nature

The Science Teacher—September/October 2024

By Paul G. Hewitt

Focus on Physics
Focus on Physics
Focus on Physics
 

Fact or Faux?

Finding Instructional Resources for Teaching about Scientific Misinformation

The Science Teacher—September/October 2024

By Andy Zucker

A classroom guide to resources about misinformation
A classroom guide to resources about misinformation
A classroom guide to resources about misinformation
 

Editor's Corner

Equitable Science for a Socially Just Classroom

The Science Teacher—September/October 2024

By Brooke Whitworth

Editor's Corner September/October 2024
Editor's Corner September/October 2024
Editor's Corner September/October 2024
 

Reimagining Science as a Natural Tool for Connection: A Restorative Approach

The Science Teacher—September/October 2024

By Zachary Schafer

This paper explores a restorative-type intervention with a high school student who is suspended from school for repeated threats to other students. Throughout the paper, we explore the use of restorative practices in the context of science teaching. Science in process and content is used in tandem with various restorative practices to provide the student a lens through which to better understand what led to her suspension, learn science content, and find perspective change in the process as it pertains to her developing sense of self. The methods and tools are then transformed into practical use through a modified version of the 5E method of science inquiry that targets student emotions and support the formation of logic.
This paper explores a restorative-type intervention with a high school student who is suspended from school for repeated threats to other students. Throughout the paper, we explore the use of restorative practices in the context of science teaching. Science in process and content is used in tandem with various restorative practices to provide the student a lens through which to better understand what led to her suspension, learn science content, and find perspective change in the process as it pertains to her developing sense of self.
This paper explores a restorative-type intervention with a high school student who is suspended from school for repeated threats to other students. Throughout the paper, we explore the use of restorative practices in the context of science teaching. Science in process and content is used in tandem with various restorative practices to provide the student a lens through which to better understand what led to her suspension, learn science content, and find perspective change in the process as it pertains to her developing sense of self.
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