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Knowing the ABCs of Teaching in an Age of AI

The Science Teacher—March/April 2024 (Volume 91, Issue 2)

By Tanya MacMartin

Artificial Intelligence (AI) has taken the world by storm, consequently bringing a hurricane to the seas of education. The purpose of this article is to encapsulate commonly used classroom strategies into practices that can effectively build content acquisition yet preserve academic integrity. Implementing these best practices is as simple as knowing the ABCs of Teaching with AI: Apply, Build, and Collaborate. Encouraging students to be responsible users of content gathered from AI while primarily focusing instruction on the Science and Engineering Practices (SEPs) will support authentic learning in an age of AI. AI is here to stay; educators must adjust their methodology to allow students to grow and learn alongside its capabilities. By embracing the knowledge available through AI and adjusting instructional practices, educators can support using AI as a tool for growth and not a crutch hindering stride.
Artificial Intelligence (AI) has taken the world by storm, consequently bringing a hurricane to the seas of education. The purpose of this article is to encapsulate commonly used classroom strategies into practices that can effectively build content acquisition yet preserve academic integrity. Implementing these best practices is as simple as knowing the ABCs of Teaching with AI: Apply, Build, and Collaborate.
Artificial Intelligence (AI) has taken the world by storm, consequently bringing a hurricane to the seas of education. The purpose of this article is to encapsulate commonly used classroom strategies into practices that can effectively build content acquisition yet preserve academic integrity. Implementing these best practices is as simple as knowing the ABCs of Teaching with AI: Apply, Build, and Collaborate.
 

Using Lessons from History to Guide the Implementation of AI in Science Education

The Science Teacher—March/April 2024 (Volume 91, Issue 2)

By Aria Hadley-Hulet, Marc Ellis, Austin Moore, Emily Lehnardt, Max Longhurst

It is critical to understand past science education reform to know what could be explored in the future (Cheng et al., 2010). The purpose of this position paper is to describe a historical timeline of science education. Using historical documents and current science education research, the authors create an evolutionary description of science education changes over time and how these shifts could influence how Artificial Intelligence is used in science education. Teachers should meaningfully implement the use of AI in ways that focuses on student-centered learning and restore the progress made by the K-12 Framework and NGSS, including generating ideas about problems that students can solve in an interest area, analyzing large sets of real-world data, generating grade appropriate science readings to develop background knowledge, and using AI to grade unique student work to replace multiple-choice response exams. AI and science education may best be described by a Chat GPT response… “It's important to note that while AI can enhance science education, it should not replace human teachers. Instead, it should be used as a tool to augment and support their expertise, fostering a blended learning environment that combines the benefits of technology with human guidance and mentorship”.
It is critical to understand past science education reform to know what could be explored in the future (Cheng et al., 2010). The purpose of this position paper is to describe a historical timeline of science education. Using historical documents and current science education research, the authors create an evolutionary description of science education changes over time and how these shifts could influence how Artificial Intelligence is used in science education.
It is critical to understand past science education reform to know what could be explored in the future (Cheng et al., 2010). The purpose of this position paper is to describe a historical timeline of science education. Using historical documents and current science education research, the authors create an evolutionary description of science education changes over time and how these shifts could influence how Artificial Intelligence is used in science education.
 

Career of the Month

Metallurgical Engineer Wendi Cooksey

The Science Teacher—March/April 2024 (Volume 91, Issue 3)

By Luba Vangelova

An interview with metallurgical engineer Wendi Cooksey
An interview with metallurgical engineer Wendi Cooksey
An interview with metallurgical engineer Wendi Cooksey
 

Forests for Lemurs

An Ecological Restoration Dilemma

By Ariadna Mondragon-Botero, Susan M. Galatowitsch

Forests for Lemurs

Archive: Sponsored NSTA/ECA Science Kit Services - Partnering Together to Help You Manage Your Classroom Materials, May 9, 2024

In this web seminar Heidi Harlan Allen, Executive VP, ECA Science Kit Services, will share all the secrets of successfully managing science materials in school districts. She will give a peek behind the scenes of their science materials kitting and refurbishment operation and identify blindspot costs to plan for, and other ways to set your district up for success with materials management and kit-usage in the classrooms.

In this web seminar Heidi Harlan Allen, Executive VP, ECA Science Kit Services, will share all the secrets of successfully managing science materials in school districts. She will give a peek behind the scenes of their science materials kitting and refurbishment operation and identify blindspot costs to plan for, and other ways to set your district up for success with materials management and kit-usage in the classrooms.

In this web seminar Heidi Harlan Allen, Executive VP, ECA Science Kit Services, will share all the secrets of successfully managing science materials in school districts. She will give a peek behind the scenes of their science materials kitting and refurbishment operation and identify blindspot costs to plan for, and other ways to set your district up for success with materials management and kit-usage in the classrooms.

In this web seminar Heidi Harlan Allen, Executive VP, ECA Science Kit Services, will share all the secrets of successfully managing science materials in school districts. She will give a peek behind the scenes of their science materials kitting and refurbishment operation and identify blindspot costs to plan for, and other ways to set your district up for success with materials management and kit-usage in the classrooms.

 

Next to Nothing

Science Scope—March/April 2024 (Volume 47, Issue 2)

By Bob Riddle

Scope on the Skies March 2024
Scope on the Skies March 2024
Scope on the Skies March 2024
 

From Sun to Shade: Exploring Environmental Changes During the Total Solar Eclipse

Science Scope—March/April 2024 (Volume 47, Issue 2)

By Jill Nugent

Excitement is building in anticipation of the total solar eclipse taking place this April 2024. During the total solar eclipse, the moon will pass between the Earth and the Sun, blocking the Sun and casting a shadow on Earth. As the sky darkens, the Sun’s corona becomes visible, appearing as a halo of light.
Excitement is building in anticipation of the total solar eclipse taking place this April 2024. During the total solar eclipse, the moon will pass between the Earth and the Sun, blocking the Sun and casting a shadow on Earth. As the sky darkens, the Sun’s corona becomes visible, appearing as a halo of light.
Excitement is building in anticipation of the total solar eclipse taking place this April 2024. During the total solar eclipse, the moon will pass between the Earth and the Sun, blocking the Sun and casting a shadow on Earth. As the sky darkens, the Sun’s corona becomes visible, appearing as a halo of light.
 

3D Assessment

Science Scope—March/April 2024 (Volume 47, Issue 2)

By Patricia McGinnis

We are now a decade past the release of the NGSS —an event that has shaped the way we teach science. The NGSS, with its three-dimensional approach encompassing disciplinary core ideas (DCIs), science and engineering practices (SEPs), and cross-cutting concepts (CCCs), requires a shift in both pedagogy and assessment. Moving away from the traditional assessment fare of multiple-choice questions that focus on recall is not easy. The National Research Council (2014) recommends that teachers utilize a combination of constructed response, selected response (multiple choice), and projects to assess three-dimensional learning.
We are now a decade past the release of the NGSS —an event that has shaped the way we teach science. The NGSS, with its three-dimensional approach encompassing disciplinary core ideas (DCIs), science and engineering practices (SEPs), and cross-cutting concepts (CCCs), requires a shift in both pedagogy and assessment. Moving away from the traditional assessment fare of multiple-choice questions that focus on recall is not easy.
We are now a decade past the release of the NGSS —an event that has shaped the way we teach science. The NGSS, with its three-dimensional approach encompassing disciplinary core ideas (DCIs), science and engineering practices (SEPs), and cross-cutting concepts (CCCs), requires a shift in both pedagogy and assessment. Moving away from the traditional assessment fare of multiple-choice questions that focus on recall is not easy.
 

Eliciting initial ideas, building understandings, and coming to consensus: Using different teacher moves to support three distinct discussion types

Science Scope—March/April 2024 (Volume 47, Issue 2)

By Kevin Cherbow, Benjamin Lowell, Kris Grymonpre, Katherine McNeill, Renee Affolter

Whole group discussions are a key aspect of the NGSS because these activities are where students collectively make sense of natural phenomena. However, curriculum can present all discussions as possessing the same instructional purpose and roles for teachers and students. This can send the wrong message to teachers as to how to effectively engage their students and help develop their science ideas. To address this challenge, we present a framework for the three types of discussions that occur regularly in NGSS-aligned science classrooms. The three types of discussions are: initial ideas, building understandings, and consensus discussions. This framework highlights the different but complementary instructional purposes of these discussions and clarifies how teachers and students can effectively engage in each type. We believe this Discussion Types Framework can help teachers to better understand, plan for, and teach the different types of discussions that are integral to an NGSS-aligned science classroom. When teachers can think about the main goal of their discussion, they can use different back-pocket questions and facilitation moves that will help them to elicit student thinking, position students’ ideas relative to each other, and develop the entire class’s understanding.
Whole group discussions are a key aspect of the NGSS because these activities are where students collectively make sense of natural phenomena. However, curriculum can present all discussions as possessing the same instructional purpose and roles for teachers and students. This can send the wrong message to teachers as to how to effectively engage their students and help develop their science ideas. To address this challenge, we present a framework for the three types of discussions that occur regularly in NGSS-aligned science classrooms.
Whole group discussions are a key aspect of the NGSS because these activities are where students collectively make sense of natural phenomena. However, curriculum can present all discussions as possessing the same instructional purpose and roles for teachers and students. This can send the wrong message to teachers as to how to effectively engage their students and help develop their science ideas. To address this challenge, we present a framework for the three types of discussions that occur regularly in NGSS-aligned science classrooms.
 

From Windy Day Stories to Wind Farms of the Future: Leveraging student resources to make sense of science phenomena with Data Puzzles

Science Scope—March/April 2024 (Volume 47, Issue 2)

By Jonathan Griffith, Melissa Braaten, Ann Dubick, Anne Gold

This article introduces the Data Puzzles instructional framework as a means to engage middle school students in the exploration of wind energy and its potential for future wind farm locations across the United States. By eliciting and leveraging student resources through an opening scenario that prompts personal experiences with wind, teachers can effectively connect students to abstract science phenomena and facilitate sense-making. The Data Puzzles framework combines authentic scientific datasets with the Ambitious Science Teaching pedagogical practices to support students in constructing knowledge and addressing contemporary phenomena.
This article introduces the Data Puzzles instructional framework as a means to engage middle school students in the exploration of wind energy and its potential for future wind farm locations across the United States. By eliciting and leveraging student resources through an opening scenario that prompts personal experiences with wind, teachers can effectively connect students to abstract science phenomena and facilitate sense-making.
This article introduces the Data Puzzles instructional framework as a means to engage middle school students in the exploration of wind energy and its potential for future wind farm locations across the United States. By eliciting and leveraging student resources through an opening scenario that prompts personal experiences with wind, teachers can effectively connect students to abstract science phenomena and facilitate sense-making.
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