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Uncovering Student Ideas in Science, Volume 2: 25 More Formative Assessment Probes

If Hollywood filmed this sequel, the studio would call it “Probes II: More Battles Against Misunderstandings.” Like the blockbuster before it, Volume 2 will reveal the surprising misconceptions students bring to the classroom—so you can adjust your teaching to foster a sound understanding of science.
If Hollywood filmed this sequel, the studio would call it “Probes II: More Battles Against Misunderstandings.” Like the blockbuster before it, Volume 2 will reveal the surprising misconceptions students bring to the classroom—so you can adjust your teaching to foster a sound understanding of science.

More Picture-Perfect Science Lessons: Using Children’s Books to Guide Inquiry, K-4

Teachers raved when NSTA Press published Picture-Perfect Science Lessons .* They loved its lively mix of kid-magnet books, Standards-based science content and ready-to-teach lessons. So what could be more perfect? More Picture-Perfect Science Lessons! This volume offers 15 new lessons that combine picture books and inquiry to develop students’ interest in science and reading.

Teachers raved when NSTA Press published Picture-Perfect Science Lessons .* They loved its lively mix of kid-magnet books, Standards-based science content and ready-to-teach lessons. So what could be more perfect? More Picture-Perfect Science Lessons! This volume offers 15 new lessons that combine picture books and inquiry to develop students’ interest in science and reading.

 

Say Cheese! Digital Collections in the Classroom

Science and Children -- Summer 2006

Children love gadgets. And what better "gadget" to work with in the classroom than a digital camera? Digital cameras are easy to find, easy to use, and offer great potential for incorporating technology into your lessons. One fourth-grade class embarked on a world of discovery through the lens of their digital camera. They captured collections of leaves and bark in order to identify the trees located on their school property. The students classified their subjects and presented them to the class through powerpoint presentations and scrapbooks.
Children love gadgets. And what better "gadget" to work with in the classroom than a digital camera? Digital cameras are easy to find, easy to use, and offer great potential for incorporating technology into your lessons. One fourth-grade class embarked on a world of discovery through the lens of their digital camera. They captured collections of leaves and bark in order to identify the trees located on their school property. The students classified their subjects and presented them to the class through powerpoint presentations and scrapbooks.
Children love gadgets. And what better "gadget" to work with in the classroom than a digital camera? Digital cameras are easy to find, easy to use, and offer great potential for incorporating technology into your lessons. One fourth-grade class embarked on a world of discovery through the lens of their digital camera. They captured collections of leaves and bark in order to identify the trees located on their school property. The students classified their subjects and presented them to the class through powerpoint presentations and scrapbooks.
 

Favorite Demonstration: One Hot Demonstration -- The Urban Heat Island Effect

Journal of College Science Teaching -- Summer 2006

Demonstrations are most successful as a teaching tool when they can link a scientific principle to a real-life application of the knowledge. When posed as an inquiry activity, classroom demonstrations reinforce factual retention and facilitate the use of the information in critical thinking situations. Instructional effectiveness can be further improved by using the demonstration to stimulate collaborative problem-solving projects. This demonstration uses the concept of the urban heat island effect to reinforce science concepts in biology, chemistry, geology, and physics.
Demonstrations are most successful as a teaching tool when they can link a scientific principle to a real-life application of the knowledge. When posed as an inquiry activity, classroom demonstrations reinforce factual retention and facilitate the use of the information in critical thinking situations. Instructional effectiveness can be further improved by using the demonstration to stimulate collaborative problem-solving projects. This demonstration uses the concept of the urban heat island effect to reinforce science concepts in biology, chemistry, geology, and physics.
Demonstrations are most successful as a teaching tool when they can link a scientific principle to a real-life application of the knowledge. When posed as an inquiry activity, classroom demonstrations reinforce factual retention and facilitate the use of the information in critical thinking situations. Instructional effectiveness can be further improved by using the demonstration to stimulate collaborative problem-solving projects. This demonstration uses the concept of the urban heat island effect to reinforce science concepts in biology, chemistry, geology, and physics.
 

Research and Teaching: Assessment Results Following Inquiry and Traditional Physics Laboratory Activities

Journal of College Science Teaching -- Summer 2006

Preservice elementary teachers in a conceptual physics course were given multiple resources to use during several inquiry activities in order to investigate how materials were chosen, used, and valued. These students performed significantly better on assessment items related to the inquiry physics activities than on items related to traditional activities, regardless of the level of success on the inquiry activities.
Preservice elementary teachers in a conceptual physics course were given multiple resources to use during several inquiry activities in order to investigate how materials were chosen, used, and valued. These students performed significantly better on assessment items related to the inquiry physics activities than on items related to traditional activities, regardless of the level of success on the inquiry activities.
Preservice elementary teachers in a conceptual physics course were given multiple resources to use during several inquiry activities in order to investigate how materials were chosen, used, and valued. These students performed significantly better on assessment items related to the inquiry physics activities than on items related to traditional activities, regardless of the level of success on the inquiry activities.
 

Society for College Science Teachers: What They Don't Know

Journal of College Science Teaching -- Summer 2006

When you read the title, your first thought it was probably about the undergraduates you are teaching and perhaps some "common scientific knowledge" that they should have acquired in high school. Perhaps you started lamenting about the reading, writing, or analytical skills they lack. Then again, it might have been their lack of critical thinking skills. However, the students in question are graduate students and the knowledge to which is referenced is not factual, conceptual, or related to the scientific process--it is about their careers and what is in store for them.
When you read the title, your first thought it was probably about the undergraduates you are teaching and perhaps some "common scientific knowledge" that they should have acquired in high school. Perhaps you started lamenting about the reading, writing, or analytical skills they lack. Then again, it might have been their lack of critical thinking skills. However, the students in question are graduate students and the knowledge to which is referenced is not factual, conceptual, or related to the scientific process--it is about their careers and what is in store for them.
When you read the title, your first thought it was probably about the undergraduates you are teaching and perhaps some "common scientific knowledge" that they should have acquired in high school. Perhaps you started lamenting about the reading, writing, or analytical skills they lack. Then again, it might have been their lack of critical thinking skills. However, the students in question are graduate students and the knowledge to which is referenced is not factual, conceptual, or related to the scientific process--it is about their careers and what is in store for them.
 

Editor's Corner: Community Collaboration

The Science Teacher -- March 2006

Science activities that take students outside the school walls can combine the best aspects of service to the community, problem-based learning, and lessons in good citizenship. Over the past half-decade, The Science Teacher (TST) has published more than 50 articles featuring community partnership programs. The current issue takes you on a tour of community-teacher-student success stories from Virginia to Alaska and Hawaii, as noted by the Field Editor in this month's Editor's Corner. In addition, an overview of the upcoming focus themes for the 2006-2007 issues of TST is featured.
Science activities that take students outside the school walls can combine the best aspects of service to the community, problem-based learning, and lessons in good citizenship. Over the past half-decade, The Science Teacher (TST) has published more than 50 articles featuring community partnership programs. The current issue takes you on a tour of community-teacher-student success stories from Virginia to Alaska and Hawaii, as noted by the Field Editor in this month's Editor's Corner. In addition, an overview of the upcoming focus themes for the 2006-2007 issues of TST is featured.
Science activities that take students outside the school walls can combine the best aspects of service to the community, problem-based learning, and lessons in good citizenship. Over the past half-decade, The Science Teacher (TST) has published more than 50 articles featuring community partnership programs. The current issue takes you on a tour of community-teacher-student success stories from Virginia to Alaska and Hawaii, as noted by the Field Editor in this month's Editor's Corner. In addition, an overview of the upcoming focus themes for the 2006-2007 issues of TST is featured.
 

Favorite Demonstration: Demonstrating Translation With a Student-Centered Activity

The process of protein synthesis translation is difficult for many students to understand. The reasons for this include the fact that it is difficult to visualize the process since the components involved in the process are not observable. Also, there are many details, often dependent on each other and difficult to grasp independently that are necessary to know in order to understand the process. With that in mind, an interactive group demonstration was developed to help students vizualize the process of translation.
The process of protein synthesis translation is difficult for many students to understand. The reasons for this include the fact that it is difficult to visualize the process since the components involved in the process are not observable. Also, there are many details, often dependent on each other and difficult to grasp independently that are necessary to know in order to understand the process. With that in mind, an interactive group demonstration was developed to help students vizualize the process of translation.
The process of protein synthesis translation is difficult for many students to understand. The reasons for this include the fact that it is difficult to visualize the process since the components involved in the process are not observable. Also, there are many details, often dependent on each other and difficult to grasp independently that are necessary to know in order to understand the process. With that in mind, an interactive group demonstration was developed to help students vizualize the process of translation.
 

Giant Ants and Walking Plants: Using Science Fiction to Teach a Writing-Intensive, Lab-Based Biology Class for Nonmajors

This writing-intensive, lab-based, nonmajor biology course explores scientific inquiry and biological concepts through specific topics illustrated or inaccurately depicted in works of science fiction. The laboratory emphasizes the scientific method and introduces several techniques used in biological research related to the works we study.
This writing-intensive, lab-based, nonmajor biology course explores scientific inquiry and biological concepts through specific topics illustrated or inaccurately depicted in works of science fiction. The laboratory emphasizes the scientific method and introduces several techniques used in biological research related to the works we study.
This writing-intensive, lab-based, nonmajor biology course explores scientific inquiry and biological concepts through specific topics illustrated or inaccurately depicted in works of science fiction. The laboratory emphasizes the scientific method and introduces several techniques used in biological research related to the works we study.
 

Safety First!

Science and Children -- February 2006

Working with young children and chemicals requires attention to safety. This article details the experiences of a third-grade teacher who used a “disaster” to create a hands-on inquiry that introduces children to chemistry safety during a third-grade acid/base exploration.
Working with young children and chemicals requires attention to safety. This article details the experiences of a third-grade teacher who used a “disaster” to create a hands-on inquiry that introduces children to chemistry safety during a third-grade acid/base exploration.
Working with young children and chemicals requires attention to safety. This article details the experiences of a third-grade teacher who used a “disaster” to create a hands-on inquiry that introduces children to chemistry safety during a third-grade acid/base exploration.
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