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Methods & Strategies

Engineering Your Own Liquid Soap

An example of how to use a culturally and socially responsible engineering design process

Science and Children—March/April 2021 (Volume 58, Issue 4)

By Alberto J. Rodriguez

 

Science 101

Q: Do Scientists Really Use the “Scientific Method?”

Science and Children—March/April 2021 (Volume 58, Issue 4)

By Matt Bobrowsky

Q: Do Scientists Really Use the “Scientific Method?”

 

cross-curricular connections

Crafting Circuits

Integrating culturally responsive teaching and current events into science

Science and Children—March/April 2021 (Volume 58, Issue 4)

By Colby Tofel-Grehl, Kristin Searle, Andrea Hawkman, Tyler Hansen, and Kimberly Lott

 

teaching teachers

Learning About Culture and Sustainable Harvesting of Native Plants

Garden-based teaching can foster appreciation of indigenous knowledge.

Science and Children—March/April 2021 (Volume 58, Issue 4)

By Eileen Merritt, Alex Peterson, Stacy Evans, Sallie A. Marston, and Steven Zuiker

 

Start with phenomena

Phenomenon-Based Professional Development

Shifting Perspectives Between Teacher and Learner to Build Understanding of Complex Science Instruction

Science and Children—March/April 2021 (Volume 58, Issue 4)

By Clare Gunshenan, Martha Inouye, Ana Houseal, and Tracy Jacobs

 

feature

Cultivating Place

Engaging students with place-based learning in community gardens

Science and Children—March/April 2021 (Volume 58, Issue 4)

By Kean Roberts, Jesse Wilcox, and Anna Bahnson

Cultivating Place

 

feature

Crossing Linguistic and Cultural Borders

Three ways to engage emergent bilingual families through science

Science and Children—March/April 2021 (Volume 58, Issue 4)

By Lori Zimmerman and Michelle Brown

Crossing Linguistic and Cultural Borders

 

Editor's Corner

Technology and Scientific Habits of Mind

The Science Teacher—March/April 2021 (Volume 88, Issue 4)

By Ann Haley MacKenzie

“Leave no alternative science idea unchallenged!” could be the slogan of this second edition of Uncovering Student Ideas in Science, Volume 2. Like the others in the bestselling series, this book is loaded with classroom-friendly features to pinpoint what your students know (or think they know) so you can adjust your teaching accordingly. At the book’s heart are 25 “probes” to use before you start a topic or unit.
“Leave no alternative science idea unchallenged!” could be the slogan of this second edition of Uncovering Student Ideas in Science, Volume 2. Like the others in the bestselling series, this book is loaded with classroom-friendly features to pinpoint what your students know (or think they know) so you can adjust your teaching accordingly. At the book’s heart are 25 “probes” to use before you start a topic or unit.

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

“Leave no alternative science idea unchallenged!” could be the slogan of this second edition of Uncovering Student Ideas in Science, Volume 2. Like the others in the bestselling series, this book is loaded with classroom-friendly features to pinpoint what your students know (or think they know) so you can adjust your teaching accordingly.

“Leave no alternative science idea unchallenged!” could be the slogan of this second edition of Uncovering Student Ideas in Science, Volume 2. Like the others in the bestselling series, this book is loaded with classroom-friendly features to pinpoint what your students know (or think they know) so you can adjust your teaching accordingly.

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