Do you have a “Science” area in your classroom or other space? Which, if any objects should be permanent residents of a science area? I usually keep a few tools there so children can find them when needed—magnifiers, trays, pipettes/droppers, a small holding box for small live animals, such as crickets, and paper towels. This is not the only place children use these tools so I put additional magnifiers near the bookshelf, in my pocket, and in a lidded box in the outdoor shed.

Magnifiers are wonderful tools for children to begin using at two years of age (if the magnifiers are large enough not to be a choking hazard). Children marvel at the details that are revealed. It reminds me of when I got my first pair of eye glasses in fourth grade—the greenery of trees was made of individual leaves, and hairdos resolved into strands of hair—amazing!

How do you teach children how to use magnifiers? Initially I like to allow them to explore their use without much direction from me, except, “Magnifiers are looking tools, not for hammering (poking, licking…).” When a child is trying to look through it but is not holding it still, this usually indicates they are not able to get a good view. Then it’s time to teach how to position the tool to enhance the sense of sight. Sometimes children hold the magnifier too far from an object and sometimes they lean so close that their hair obscures the light, making it hard to see anything!

Here are two resources that may help you teach children how to use a magnifier:

How to Use a Hand Lens Magnifier from The Compleat Naturalist

How to Use a Hand Lens from the Roger Tory Peterson Institute

When viewing a large object such as a log, teach children to move the magnifier close enough to the object to view it in focus. Because children often lay the tool directly on their eye, I suggest you sanitize and dry magnifiers between uses.

As the new school year is getting underway, are you looking for some experiences to get students focused on scientific thinking and research skills? How can we show students what scientists actually “do” and how they communicate? Many teachers share science articles on current research with students  or assign students to find them on the Internet. To interact with the information, students are often asked to complete a teacher-created reading guide, answer questions, or write a summary.

In one of the NSTA’s listserves, the Natural Inquirer was mentioned and recommended as a way to connect current science with the scientists who do the research. The publication is described as a “middle school science education journal” for students and teachers and is published by the USDA Forest Service. The articles are written by scientists who conduct various types of research. These aren’t just summaries or digests–the articles describe the methodology and discuss the results, just like an article in a professional science journal. The difference is that these are written in student-friendly language and include resources for the classroom.

In each issue, the articles can be downloaded as PDF files, and some are also available in Spanish. Each article introduces the scientists and has a glossary, graphs, diagrams, charts, and photographs in a visually appealing format. What I really like, though, are the reflection questions throughout the article to get students to stop and think as they read. Many articles also have a “factivity” that extends the concept to the classroom as a hands-on investigation or a vocabulary review.

Some of the issues have several articles relating to a theme; others are monographs with one article. You can browse the contents of each issue, but I found the search feature helpful. The “Education Resources” link has ideas for lesson plans, downloadable podcasts, and slide shows. And, best of all, the PDF articles, downloads, and other resources are FREE.

The articles are multidisciplinary, focusing not just on biology and ecology, but also on related topics in the physical and earth sciences. These articles are robust enough to be used in activities that reflect science practices, and lesson ideas are included. To see what this would look like, check out Engaging Students in the Analysis and Interpretation of Real-World Data in the November 2013 issue of NSTA’s Science Scope.

If you’re an elementary or high school teacher, take a look at this site, too. Even though the journal is designed for the middle school level, the articles and activities could be useful at other grade levels: for upper elementary students who are interested in science and who could handle the reading level or for high school students with little experience in science thinking and hands-on science or those who struggle with the advanced reading level in traditional textbooks. Or for teachers who want to learn more for themselves! For example, living in coastal Delaware and participating in horseshoe crab counts every spring, I was interested in the article How Do Horseshoe Crab and Red Knot Populations Affect Each Other?

The site also describes two other publications with “readers” for K-2 students that describe the work of scientists, and the Investi-gator for upper elementary.

Many teachers feel they are “doing” science when they teach what is in textbooks, laboratory manuals, and their lectures.  Such a focus on science teaching has existed for decades.  Teachers, school administrators, students, as well as parents, have generally accepted it as “doing” science.  But, expecting students to remember and recite what they have read or been told is not “doing” science.

There are specific examples commonly used to indicate such “doing” of science.  Strangely, however, they all have NOTHING to do with science itself.   Examples used to indicate this teaching include: 

• Treating all students alike and not as individuals.
• Focusing only on information included in textbooks, laboratory manuals, teacher lectures, or other assigned reading materials.
• Using chalkboards to indicate what students need to remember.
• Asking students to repeat what they have been assigned to study.
• Focusing too much on “grading” and “testing” regarding concepts.
• Strictly maintaining teacher authority in the classroom.
• Encouraging competition among students to indicate their level of learning.
• Closely following lesson plans with little or no input from students.
• Repeating information included in books called “science.”
• Rarely helping students to identify and use science regarding their own educational interests.
• Equating science to concepts from the various science disciplines.
• No encouragement with preparation for future science careers.
• Ignoring problems that are local, current, and/or personal.

Science teaching needs to change if we want students to experience the real “doing” of science.  Students need to be involved in solving personal, current, and societal problems by asking questions that can substantiate possible answers.  These actions are examples of “doing” science!

It should be remembered that science is “the human exploration of the natural world, seeking explanations of objects and events encountered, and providing evidence to support the explanations proposed.” 

How can we get the old traditional ways of science teaching to change?  Is STEM the answer?  Will it take 70+ years for real changes to occur generally?

Or will it mean playing The Game of Science Education, as edited by Jeffrey Weld, executive director of the governor’s STEM council in Iowa, which uses the game metaphor to educate teachers about science teaching.

Robert E. Yager
Professor of Science Education
University of Iowa

In the new NSTA Press book Argument-Driven Inquiry in Life Science: Lab Investigations for Grades 6-8, 20 lab activities present an innovative approach to lab instruction called argument-driven inquiry (ADI). Use of these labs can help teachers align their instruction with current recommendations for making life science more meaningful for students and more effective for teachers.

Authors Patrick Enderle, Ruth Bickel, Leeanne Gleim, Ellen Granger, Jonathon Grooms, Melanie Hester, Ashley Murphy, Victor Sampson, and Sherry Southerland organize the labs around four Life Science core ideas, providing introductory and application labs for each.

• From Molecules to Organisms: Structures and Processes
• Ecosystems: Interactions, Energy, and Dynamics
• Heredity: Inheritance and Variations in Traits
• Biological Evolution: Unity and Diversity

Section 1 of the book begins with two chapters describing the ADI instructional model and the development and components of the ADI lab investigations. Sections 2–5 contain the lab investigations, including notes for the teacher, student handouts, and checkout questions. Section 6 contains four appendixes with connections to the NGSS timeline, proposal options for the investigations, and a form for assessing the investigation reports.

Here are a few examples of the lab investigations:

From Molecules to Organisms: Structures and Processes

Introduction Lab

• Cellular Respiration: Do Plants Use Cellular Respiration to Produce Energy?

Application Lab

• Osmosis: How Does the Concentration of Salt in Water Affect the Rate of Osmosis?

Ecosystems: Interactions, Energy, and Dynamics

Introduction Lab

• Population Growth: What Factors Limit the Size of a Population of Yeast?

Application Lab

• Food Webs and Ecosystems: Which Member of an Ecosystem Would Affect the Food Web the Most if Removed?

Heredity: Inheritance and Variation in Traits

Introduction Lab

• Variation in Traits: How Do Beetle Traits Vary Within and Across Species?

Application Lab

• Mechanisms of Inheritance: How Do Fruit Flies Inherit the Sepia Eye Color Trait?

Biological Evolution: Unity and Diversity

Introduction Lab

• Mechanisms of Evolution: Why Does a Specific Version of a Trait Become More Common in a Population Over Time?

Application Lab

• Environmental Change and Evolution: Which Mechanism of Microevolution Caused the Beak of the Medium Ground Finch Population on Daphne Major to Increase in Size from 1976 to 1978? (Free Lab)

The ADI instructional model focuses on authentic lab activities so that students have more experiences engaging in scientific practices such as asking questions and defining problems, developing and using models, and analyzing and interpreting data. This type of instruction requires that students receive feedback and learn from their mistakes so they can incorporate their new knowledge and experiences into future labs and investigations. The ADI activities presented in this book are thoughtfully constructed to help students learn science in authentic contexts and also to develop the required knowledge, skills, abilities, and habits of mind to do science.

This book is also available as an e-book. To learn more, visit the Argument-Driven Inquiry Series page.

The mission of NSTA is to promote excellence and innovation in science teaching and learning for all.

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