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Novel Engineering, K–8: An Integrated Approach to Engineering and Literacy

New in 2020!
Download and read a sample chapter from this book to learn more.
With the Novel Engineering approach, “students become excited about what they are reading, writing, designing, and building! This excitement in turn helps them make strides in engineering and literacy, as well as in their abilities to work together, think creatively and analytically, and communicate their ideas.”
—from Chapter 1 of Novel Engineering
New in 2020!
Download and read a sample chapter from this book to learn more.
With the Novel Engineering approach, “students become excited about what they are reading, writing, designing, and building! This excitement in turn helps them make strides in engineering and literacy, as well as in their abilities to work together, think creatively and analytically, and communicate their ideas.”
—from Chapter 1 of Novel Engineering
 

Commentary

The Facts Do Not Speak for Themselves

Exposing Students to the Powerful Story of Climate Change

Science Scope—April/May 2020 (Volume 43, Issue 8)

By Jason T. Hilton and Patrick A. Burkhart

 

Interdisciplinary Ideas

Building Bridges With Computational Thinking

Science Scope—April/May 2020 (Volume 43, Issue 8)

By RAJA RIDGWAY

 

Feature

Army Ants and Their Guests

Learning From the Miniature Societies of Army Ants as a Model for Understanding Group Behavior and Natural Selection

Science Scope—April/May 2020 (Volume 43, Issue 8)

By TAMASHI HETTIARACHCHI, VICTORIA M. SCHILLING, TODD CAMPBELL, JANE O’DONNELL, AND JANINE CAIRA

Army Ants and Their Guests

cover

Volume 43, Number 8

Fieldwork and Outdoor Lessons

cover

Volume 43, Number 8

Fieldwork and Outdoor Lessons

cover

Volume 43, Number 8

Fieldwork and Outdoor Lessons

Archive: Transforming Science Learning: How to Get Your Students to Start Talking! Supporting Equitable Participation in the Science Classroom, June 17, 2020

You’ve set classroom norms for student discussion, but how do you get ALL students to start talking? We’ll explore the different ways you can support students in partner, small group and whole class discussion using the science and engineering practices as starting point.

You’ve set classroom norms for student discussion, but how do you get ALL students to start talking? We’ll explore the different ways you can support students in partner, small group and whole class discussion using the science and engineering practices as starting point.

You’ve set classroom norms for student discussion, but how do you get ALL students to start talking? We’ll explore the different ways you can support students in partner, small group and whole class discussion using the science and engineering practices as starting point.

You’ve set classroom norms for student discussion, but how do you get ALL students to start talking? We’ll explore the different ways you can support students in partner, small group and whole class discussion using the science and engineering practices as starting point.

 

Editor's Corner

Are We Recognizing the Sheer Power of Mother Nature?

The Science Teacher—April/May 2020 (Volume 87, Issue 8)

By Ann Haley MacKenzie

Are We Recognizing the Sheer Power of Mother Nature?

 

Feature

Messy Data, Real Science

Exploring harmful algal blooms with real-world data

The Science Teacher—April/May 2020 (Volume 87, Issue 8)

By AMY HAMMETT AND CHAD DORSEY

Messy Data, Real Science

[A] major goal for science education should be to provide all students with the background to systematically investigate issues related to their personal and community priorities. They should be able to frame scientific questions pertinent to their interests, conduct investigations and seek out relevant scientific arguments and data, review and apply those arguments to the situation at hand, and communicate their scientific understanding and arguments to others. (National Research Council 2012, p. 278)

 

[A] major goal for science education should be to provide all students with the background to systematically investigate issues related to their personal and community priorities. They should be able to frame scientific questions pertinent to their interests, conduct investigations and seek out relevant scientific arguments and data, review and apply those arguments to the situation at hand, and communicate their scientific understanding and arguments to others. (National Research Council 2012, p. 278)

 

[A] major goal for science education should be to provide all students with the background to systematically investigate issues related to their personal and community priorities. They should be able to frame scientific questions pertinent to their interests, conduct investigations and seek out relevant scientific arguments and data, review and apply those arguments to the situation at hand, and communicate their scientific understanding and arguments to others. (National Research Council 2012, p. 278)

 

 

Teaching in the Coronavirus Era

By Debra Shapiro

 

Right to the Source

Wind Erosion and the Dust Bowl

The Science Teacher—April/May 2020 (Volume 87, Issue 8)

By AMARA ALEXANDER

Wind Erosion and the Dust Bowl

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