Join
Menu
Menu Search Join

The Creation Controversy and The Science Classroom

Organized into three practical parts, The Creation Controversy provides teachers with insights into modern science and the Book of Genesis, effective strategies for teaching evolution and other controversial topics, and the NSTA Position Statement on Evolution.

Organized into three practical parts, The Creation Controversy provides teachers with insights into modern science and the Book of Genesis, effective strategies for teaching evolution and other controversial topics, and the NSTA Position Statement on Evolution.

 

What College Science Faculty Can Learn About Change: The K-16 Continuum—Viewing School Teachers as Partners in Change

Journal of College Science Teaching—November 1999

K–12 teachers, who sometimes know more about teaching and learning than college professors, can be a great source of information about effective teaching strategies. This paper presents a synopsis of typical K–12 experiences that college educators can emulate, from taking risks in the classroom to participating in teaching workshops to joining support groups or institutional teaching centers.
K–12 teachers, who sometimes know more about teaching and learning than college professors, can be a great source of information about effective teaching strategies. This paper presents a synopsis of typical K–12 experiences that college educators can emulate, from taking risks in the classroom to participating in teaching workshops to joining support groups or institutional teaching centers.
K–12 teachers, who sometimes know more about teaching and learning than college professors, can be a great source of information about effective teaching strategies. This paper presents a synopsis of typical K–12 experiences that college educators can emulate, from taking risks in the classroom to participating in teaching workshops to joining support groups or institutional teaching centers.
 

Sizing Up Science Competitions: Guidelines for choosing a science contest for students

Science and Children—September 1999

Each fall, teachers receive many packets in the mail announcing exciting science contests for students. Because many of these contests promise prizes, trips, and awards for winning students and their teachers, it is tempting for teachers to try to enter each contest. But the whole process can be overwhelming. If you feel overwhelmed by the sheer number of science competitions cluttering your desk, read on to find out how to determine which competition will be best for your students.
Each fall, teachers receive many packets in the mail announcing exciting science contests for students. Because many of these contests promise prizes, trips, and awards for winning students and their teachers, it is tempting for teachers to try to enter each contest. But the whole process can be overwhelming. If you feel overwhelmed by the sheer number of science competitions cluttering your desk, read on to find out how to determine which competition will be best for your students.
Each fall, teachers receive many packets in the mail announcing exciting science contests for students. Because many of these contests promise prizes, trips, and awards for winning students and their teachers, it is tempting for teachers to try to enter each contest. But the whole process can be overwhelming. If you feel overwhelmed by the sheer number of science competitions cluttering your desk, read on to find out how to determine which competition will be best for your students.
 

Wrinkles in Time

Science Scope—May 1999

Wrinkles can be a good thing. The more corrugated the brain, the better. This unit on the brain features some activities to help get this fascinating information to middle school students without their eyes glossing over.
Wrinkles can be a good thing. The more corrugated the brain, the better. This unit on the brain features some activities to help get this fascinating information to middle school students without their eyes glossing over.
Wrinkles can be a good thing. The more corrugated the brain, the better. This unit on the brain features some activities to help get this fascinating information to middle school students without their eyes glossing over.
 

Student, Graduate, and Faculty Perspectives on Fledgling Content-Based Doctoral Programs in Science and Mathematics Education: Producing a Professoriate as Well Trained to Teach as to Research

Journal of College Science Teaching—March/April 1999

For the Ph.D. degrees in biology, mathematics, and chemical education to be appropriate, there needs to be more emphasis on research related to teaching/learning in the content areas—not just an emphasis on teaching in the content areas. The programs featured in this article were designed to produce a professoriate as well trained to teach as to research.
For the Ph.D. degrees in biology, mathematics, and chemical education to be appropriate, there needs to be more emphasis on research related to teaching/learning in the content areas—not just an emphasis on teaching in the content areas. The programs featured in this article were designed to produce a professoriate as well trained to teach as to research.
For the Ph.D. degrees in biology, mathematics, and chemical education to be appropriate, there needs to be more emphasis on research related to teaching/learning in the content areas—not just an emphasis on teaching in the content areas. The programs featured in this article were designed to produce a professoriate as well trained to teach as to research.
 

Pressure, Pressure Everywhere: Using raps and hands-on activities to teach about air pressure

Science and Children—February 1999

The activities in this article show how combining rap music with hands-on activities provides a valuable way to teach the concept of air pressure. It also allows a connection to content learning with students' everyday experiences and culture.
The activities in this article show how combining rap music with hands-on activities provides a valuable way to teach the concept of air pressure. It also allows a connection to content learning with students' everyday experiences and culture.
The activities in this article show how combining rap music with hands-on activities provides a valuable way to teach the concept of air pressure. It also allows a connection to content learning with students' everyday experiences and culture.
 

Using Cooperative Learning to Introduce Undergraduates to Professional Literature: Assembling the "Jigsaw" Pieces in the Field of Environmental Communication

Journal of College Science Teaching—February 1999

The field of environmental communication focuses on how multidisciplinary science, natural resource management, and environmental policy are communicated to different audiences. This activity uses the "jigsaw" approach as the form of cooperative learning. This approach is a method of assembling a body of information from its diverse pieces, like a jigsaw puzzle.
The field of environmental communication focuses on how multidisciplinary science, natural resource management, and environmental policy are communicated to different audiences. This activity uses the "jigsaw" approach as the form of cooperative learning. This approach is a method of assembling a body of information from its diverse pieces, like a jigsaw puzzle.
The field of environmental communication focuses on how multidisciplinary science, natural resource management, and environmental policy are communicated to different audiences. This activity uses the "jigsaw" approach as the form of cooperative learning. This approach is a method of assembling a body of information from its diverse pieces, like a jigsaw puzzle.
 

A Botany Laboratory Inquiry Experience: Investigating the Effect of Soil Resistance on Bean Seedling Emergence

Journal of College Science Teaching—December 1998/January 1999

This article describes how a Botany Laboratory Inquiry Project (BLIP) can be included in a general botany laboratory. The stated purpose of the BLIP component is to provide a student with the opportunity to select a hypothesis, develop a logical experimental design to test the hypothesis, and conduct an experiment.
This article describes how a Botany Laboratory Inquiry Project (BLIP) can be included in a general botany laboratory. The stated purpose of the BLIP component is to provide a student with the opportunity to select a hypothesis, develop a logical experimental design to test the hypothesis, and conduct an experiment.
This article describes how a Botany Laboratory Inquiry Project (BLIP) can be included in a general botany laboratory. The stated purpose of the BLIP component is to provide a student with the opportunity to select a hypothesis, develop a logical experimental design to test the hypothesis, and conduct an experiment.
 

Favorite Demonstration: Floating Spinach Disks—An Uplifting Demonstration of Photosynthesis

Journal of College Science Teaching—December 1998/January 1999

This exercise is ideal for studying the overall process of photosynthesis. It employs disks punched out of a spinach leaf with a hole-puncher. The flexible experimental design provides the opportunity for open-ended, student-directed original inquiry.
This exercise is ideal for studying the overall process of photosynthesis. It employs disks punched out of a spinach leaf with a hole-puncher. The flexible experimental design provides the opportunity for open-ended, student-directed original inquiry.
This exercise is ideal for studying the overall process of photosynthesis. It employs disks punched out of a spinach leaf with a hole-puncher. The flexible experimental design provides the opportunity for open-ended, student-directed original inquiry.
You don't have to go far to get science out of the classroom. An NSTA best-seller, this book is ideal for teachers in all school environments--urban, suburban, or rural. Renowned educator Helen Ross Russell describes more than 200 short, close-to-home field trips that explore new dimensions of familiar spaces and objects. Brick walls, rock outcrops, lawns, broken pavement, weeds, and trees are all targets for exploration.
You don't have to go far to get science out of the classroom. An NSTA best-seller, this book is ideal for teachers in all school environments--urban, suburban, or rural. Renowned educator Helen Ross Russell describes more than 200 short, close-to-home field trips that explore new dimensions of familiar spaces and objects. Brick walls, rock outcrops, lawns, broken pavement, weeds, and trees are all targets for exploration.
Subscribe to
Asset 2