JoinVolume 4, Issue 5
Place-Based Learning
Volume 4, Issue 5
Place-Based Learning
Volume 4, Issue 5
Place-Based Learning
Right to the Source
Engaging Students in Scientific Practices With the Notebooks of Alexander Graham Bell
The Science Teacher—September/October 2022 (Volume 90, Issue 1)
By Peter DeCraene
Career of the Month
Career of the Month: Astronomer
The Science Teacher—September/October 2022 (Volume 90, Issue 1)
By Luba Vangelova
Astronomers study objects that are outside of the Earth’s realm, such as stars, planets, comets, and galaxies. Chris Carilli is an astronomer at the National Radio Astronomy Observatory (NRAO), which operates the National Science Foundation’s Karl G. Jansky Very Large Array (VLA) in Socorro, NM. The VLA is a conglomeration of large radio antennas arranged in a miles-long Y formation, which together function like one large telescope. Carilli studies the birth and formation of massive galaxies and cosmic reionization (the period in the history of the universe when stars and galaxies first appeared), by analyzing the very low-frequency (radio spectrum, and therefore invisible to the human eye) light waves emitted by all celestial matter.
Astronomers study objects that are outside of the Earth’s realm, such as stars, planets, comets, and galaxies. Chris Carilli is an astronomer at the National Radio Astronomy Observatory (NRAO), which operates the National Science Foundation’s Karl G. Jansky Very Large Array (VLA) in Socorro, NM. The VLA is a conglomeration of large radio antennas arranged in a miles-long Y formation, which together function like one large telescope.
Astronomers study objects that are outside of the Earth’s realm, such as stars, planets, comets, and galaxies. Chris Carilli is an astronomer at the National Radio Astronomy Observatory (NRAO), which operates the National Science Foundation’s Karl G. Jansky Very Large Array (VLA) in Socorro, NM. The VLA is a conglomeration of large radio antennas arranged in a miles-long Y formation, which together function like one large telescope.
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Hair-Raising Fun!
Making sense of student-generated diagrams
The Science Teacher—September/October 2022 (Volume 90, Issue 1)
By Sherab Tenzin, Mihye Won, and David Treagust
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The Science Symposium
A Substantive Alternative Assessment
The Science Teacher—September/October 2022 (Volume 90, Issue 1)
By Anna Kiley, David Jones, Carolyn Hester, Michael Coe, and Tony Ward
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Understanding “Death”
Creating student opportunities for meaningful emotional expression in the science classroom
The Science Teacher—September/October 2022 (Volume 90, Issue 1)
By Zachary Schafer and Lawrence Scharmann
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CCE For Me
Students demand high-quality climate change course offerings
The Science Teacher—September/October 2022 (Volume 90, Issue 1)
By Timothy E. Muhich and Richard B. Rood
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Debunking Myths of Standards-Based Grading
Addressing the concerns and providing some strategies for implementing alternative grading practices
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What If?
A Creative Summative Assessment to Illustrate the Effects of the Anthropocene on Species Evolution
idea bank
Using Adapted Primary Literature in the Science Classroom
The Science Teacher—September/October 2022 (Volume 90, Issue 1)
By Miranda Wilson and Tanya Dimitrova
