JoinProcess skills
By Mary Bigelow
Posted on 2010-10-13
Click here for the Table of Contents
The guest editorial Inquiry, Process Skills, and Thinking in Science is relevant to any grade level. The author notes that inquiry is an intellectual endeavor. I’ve seen classes where students complete hands-on activities without thinking about what they’re doing. For example, an elementary class was told that they were making “oobleck” as part of a chemistry unit. The teacher had pre-measured the ingredients and read the directions to the students. One student did wonder “what would happen if…” but there was no follow-up to this question. Even though the teacher called this an “experiment” and the students enjoyed the activity, I don’t think that students learned much about chemical reactions or the inquiry process.
According to the author, rather than learning piecemeal processes (e.g., “units” on measurement or experimental design), in inquiry learning the student engages with a scientific question, participates in design of procedures, gives priority to evidence, formulates explanations, connects explanations to scientific knowledge, and communicates and justifies explanations.
Regardless of the grade level, teachers can’t assume that their students will automatically have and know when to use process skills. Although I knew that my middle school students had experiences with graphing, many of them still needed guidance in the process of collecting and organizing data. Even my high school classes occasionally needed some modeling and gentle reminders in formulating questions and designing investigations.
Other articles in this issue address how the process skills used in inquiry can be taught.
Inference or Observation? is difficult even for some adults. This article has an activity related to trees with several “tips” to help students use their observations to make inferences. Developing Observation Skills is designed for younger students, using something as simple as bubbles to stimulate questions and discussions. The author of The “Magic” String uses a discrepant event to help students differentiate between inference and observation. NSTA’s SciLinks has additional resources for Observations.
In our electronics-focused society, it seems as though we are involved with faraway people and events rather than those around us. Do we encourage children to observe clouds in the sky, an insect crawling on the pavement, or wildflowers growing along a road? The authors of A Walk in the Woods (in this case, a city arboretum) and Nature’s Palette show how to students’ observations beyond the traditional checklist/scavenger hunt to incorporate inquiry learning in their own neighborhoods.
Not all observations involve our sense of sight. Do You Hear What Horton Hears? and How Does Loud Noise Affect Hearing? Describe learning activities related to hearing, sound, pitch, and vibration (Click on the word for these topics in SciLinks.)
Students may not accept what they observe if it challenges a misconception. Beyond Predictions and “More A-More B” Rule have suggestions for investigating floating and sinking. (Also see the buoyancy topic in SciLinks.)
Measurement Informs Understanding shows how quantifying observations can and should be an integral part of inquiry lessons, not a separate unit of instruction. (SciLinks has more on systems of measurement). Students of all ages may enjoy the alternative ways of communicating results of inquiry lessons described in Dramatic Science.
And check out the Connections for this issue. Even if the article does not quite fit with your lesson agenda, there are ideas for handouts, background information sheets, data sheets, rubrics, and other resources.
Click here for the Table of Contents
Piloting new materials
By Mary Bigelow
Posted on 2010-10-11
I’ve been approached by a university science department to “pilot” some instructional materials being developed. I’ve never done this before. Do you have any questions I should ask to help me decide?
—Carol, Buffalo, New York
As part of outreach efforts, science-related agencies and institutions often develop programs of materials and activities for K–12 classrooms. This is an opportunity to share their resources and expertise with teachers and students. If the organization needs input from the K–12 learning environment, teachers are often asked to pilot or field-test the materials and strategies with their students, so the developers can determine how the program operates in a real classroom setting. Some grants recommend (or even require) this field testing.
From the developer’s perspective, feedback from teachers and students is essential in making the final product relevant and appropriate. From the teacher’s perspective, it’s a chance to access new materials and updated content. It’s also a way to establish professional relationships that may lead to future opportunities.
But this requires work by the teacher. You may have to alter your course outline to accommodate the developer’s timeline. You may have to participate in training or preliminary webinars and submit feedback documents. So I would ask a few questions:
- What content and skills are being addressed by the program? The program should be worth the time you spend field-testing it. You should be able to align the concepts and skills with your state standards or the local science curriculum for your subject and grade level. If the program doesn’t complement or supplement your course or is inappropriate for your students, it’s wise to decline (or recommend another teacher or class).
- What is the scope of the program? Will you examine and use supplementary resources, or will you implement a complete unit of instruction, with learning goals, class activities, lab investigations, print materials, software or web-based applications, and assessments?
- What is the time frame? How much class time does the developer estimate will you need? Will you have any input or flexibility on when the field test will take place? Would you be able to incorporate it within an existing unit of your course or add it at the end of the course as a supplement?
- Does your school or district have guidelines or a policy about these collaborations? In some districts, teachers can sign-up for these collaborations without prior approval; in others, the administration screens all requests to determine which are appropriate. If the field test requires site visits by the developers, be sure to inform your principal of the purpose and dates. Your district may also want to feature your work in a newsletter or on the website.
- Is parental permission required? If the program materials and instruction are similar to what you ordinarily do in the classroom, parental permission might not be necessary (ask your principal). A university, however, may require a “human subjects” release form, signed by parents. If the developer produces any photographs or videos involving students, signed release forms should be on file. For students who do not have permission to participate, you will need alternative activities.
- Does the field test include lab investigations that require specific materials? What technology is needed? In some cases, the developer will provide appropriate lab equipment and technology, as a loan or as part of your compensation. Ask your principal, department head, or technology coordinator to assist.
- What is the role of the teacher? Are you expected to deliver and evaluate the instruction? Will there be any meetings or training prior to the field test to help you become familiar with the program? What type of feedback are you expected to provide (such as completing a rubric or participating in an interview)? After the field test and revisions, the developers often publish articles about their program. The program may be introduced at conferences. You could ask about being a co-author of an article or a conference co-presenter. These are appropriate additions to your professional vita.
- What student evidence is required? Some projects use pre- and posttests to determine student learning. Surveys or focus groups might also be used for student feedback. You may be asked for examples of student work.
You should expect some type of compensation for your efforts. Developers may offer a monetary stipend for teachers, especially if afterschool planning and reporting is required. If special training is involved, professional development hours or graduate credits might be awarded. Some developers “reward” the piloting schools with lab equipment or other technologies. Although you’ll appreciate these compensations, the real value will be in new opportunities for collaboration in teaching and learning. The connections you make can lead to other opportunities for you and your students, such as internships, borrowing specialized equipment, field trips, mentoring, and future projects.
Photo: http://www.flickr.com/photos/photolibraries/4496317336/
I’ve been approached by a university science department to “pilot” some instructional materials being developed. I’ve never done this before. Do you have any questions I should ask to help me decide?
—Carol, Buffalo, New York
Observing closely—bubbles!
By Peggy Ashbrook
Posted on 2010-10-10
Bubble blowing is a favorite activity of young children. Two-year-olds, who often have difficulty blowing a stream of air, may have more success by waving a bubble wand. The process is moderately difficult for 3 and 4 year olds and can be made more challenging for older children by providing a variety of bubble “wands” and tasks such as blow a bubble within a bubble, or blow the largest bubble. Yet children with experience blowing bubbles may not be able to recall the shape of, or say the name of, all free-floating bubbles—a sphere.
Bubble blowing is a good time to talk about the difference between two dimensional “round” objects and three dimensional “round” objects and to have children practice careful observation. Use familiar classrooom objects such as, balls and marbles, cube blocks and boxes to compare to paper cut-outs of the 2-D shapes, a circle and a square. Read the October 2010 Early Years column about how repeated bubble observations can develop this understanding. The word “sphere” is difficult to pronounce. Maybe that is why it isn’t used very often in everyday speech. One class I work with surprised me by incorporating the word into their classroom conversations about marbles and balls. All it took was for one member of the class to begin to use the new vocabulary word frequently, and then it caught on with the rest of the children—and teachers! It isn’t just a new word for a familiar object; it is a way of recognizing the distinction between flat objects and 3-D objects and a beginning to think spatially.
Here are some resources about bubbles and shapes.
Books for children
Is It Rough? Is It Smooth? Is It Shiny? by Tana Hoban. 1984. New York: Greenwillow Books.
Cubes, Cones, Cylinders and Spheres by Tana Hoban. 2000. New York: Greenwillow Books.
Pop!: A Book About Bubbles by Kimberly Brubaker Bradley with photographs by Margaret Miller. 2001. New York: HarperCollins Publishers.
Books for teachers
Soap Bubble Magic by Seymour Simon, illustrated by Stella Ormai. 1985. New York: Lothrop, Lee & Shepard.
The Nature and Science of Bubbles by Jane Burton and Kim Taylor. 1998. Milwaukee, Wis.: Gareth Stevens Pub.
Bubble Festival (grades K-6) Great Explorations in Math and Science (GEMS) guide on bubbles (and companion free online training video) available online http://www.lhsgems.org/GEM132.html
Bubble-ology (grades 5-8, or for early childhood teachers) GEMS available online http://www.lhsgems.org/GEM240.html
Non-messy bubble Discovery Bottles* can intrigue children and encourage them to expand on their ideas about bubbles. Make the bottles using clear plastic bottles with tight-fitting lids, vegetable oil, water, food coloring, corn syrup and a hot glue gun (for adult use) to seal the lids. I use mayo jars, bottles for corn syrup, and other relatively strong plastic bottles. * Also see Sandy Watson’s article, Discovery Bottles, in the July 2008 Science and Children.
- For the first one, fill a small, clear plastic bottle almost to the top with vegetable oil, leaving space for about two tablespoons of colored water. (A few small objects may be added for interest.)
- Add food coloring to a small cup of water.
- Add this colored water to the bottle, filling it completely.
- Carefully wipe the lip of the bottle with a paper towel.
- Seal the bottle by putting a small amount of hot glue inside the lid before tightly screwing on the lid. Tape around the lid afterwards as a symbol to show that the lid should not be removed.
- After the glue cools, turn the bottle upside down to watch the water bubble move. Some questions to ask the children include: Does the bubble move up or down? What shape is the bubble?
- Make a second bottle by filling it with corn syrup, leaving a small space for a tablespoon of air at the top. (A few small objects may be added for interest.)
- Carefully wipe the lip of the bottle with a paper towel.
- Seal the bottle by putting a small amount of hot glue inside the lid before tightly screwing on the lid. Tape around the lid afterwards as a symbol to show that the lid should not be removed.
- After the glue cools, turn the bottle upside down to watch the air bubble move. Some questions to ask the children include: Does the bubble move up or down? How fast does it move? What shape is the bubble?
What bubble experiences happen in your classrooms? How do your students record their observations? What kind of questions have they raised in discussions? Tell us all, Peggy
Bubble blowing is a favorite activity of young children. Two-year-olds, who often have difficulty blowing a stream of air, may have more success by waving a bubble wand.
Developing Visual Literacy in Science, K–8
By Claire Reinburg
Posted on 2010-10-08
Students today encounter a flood of images and content from print and online sources. Increasingly, the ability to read, process, and derive meaning from those images and pictures will be central to student success. Authors Jo Anne Vasquez, Michael Comer, and Frankie Troutman have assembled for teachers a thorough overview of this timely topic in their new NSTA Press book Developing Visual Literacy in Science, K–8. From coaching students in how to interpret scientific illustrations and graphs to helping them create their own visual representations of scientific information in posters or foldables, this book offers teachers numerous tips and strategies for helping students build their visual literacy skills. Visit the Science Store page about Developing Visual Literacy in Science, K–8 to download your free chapter, “Visual Literacy in Life Science: Insect Metamorphosis” (just click next to “Read Inside”).
Students today encounter a flood of images and content from print and online sources.
New web tools and technology
By Mary Bigelow
Posted on 2010-10-06
Click here for the Table of Contents
At the beginning of every school year, I had to submit a list of 2–3 professional goals, with an action plan of how I would meet them. Using appropriate instructional technology to improve student engagement and learning was one of my standard goals. If one of your goals is expanding your technology efforts beyond PowerPoint, The New Teacher’s Toolbox describes a few starting points:
- Create (and maintain) a course website with the syllabus, unit schedule, handouts or podcasts to download, problem solutions, important dates, and related websites (such as your favorites from SciLinks.
- Try Webquests as a way to guide student explorations of a topic. Check out NSTA publications for examples of WebQuests. SciLinks can help you identify relevant websites for WebQuests.
- Include options for the use of digital media in student projects.
- And be sure that your Facebook or other social media sites do not contain personal information or photos that you don’t want students or their parents to access.
Teachers are faced with two related learning curves: new research in content areas such as genetics and new developments in technologies. The Case for Cyberlearning describes how multimedia technologies (in this case, the cyberlearning platform GENIQUEST) can be used to help students learn the concepts of genomics, using a fictitious “dragon” population. The unit previews have three levels of activities. I liked the authors’ suggestions for helping students to get the most out of cyberlearning opportunities: prompt student discussions periodically, promote pair and small-group work, and encourage the use of data-based evidence. (SciLinks has more background on genomes, too.
Another online tool is described in Science Pipes: A World of Data at Your Fingertips. Science Pipes (from the Cornell Laboratory of Ornithology) is an interface that lets users explore world wide data sets to find patterns and trends of interest, in both guided and open-ended investigations. (I discovered that my login from Cornell’s Feederwatch program worked with Science Pipes!) The program accesses and processes real data—the keys are identifying a question and thinking of what data would be used to come up with summaries that can be used to answer the question (or lead to more questions).
One of my favorite sites is highlighted in Sims for Science. The authors describe the PhET site has dozens of interactive simulations on various topics in science (and for various grade levels). The authors describe how (and why) these simulations could be incorporated in science classes. These simulations are meant to supplement the curriculum, to reinforce, extend, and visualize concepts. The article includes a summary of how a teacher used one in her inquiry-oriented class.
Another specific project is described in Teaching with Technology. Through a combination of videos, websites (such as those in the SciLinks topic Bacteria), and hands-on activities students learn about bacterial transformations. Students and teachers communicate through Google Docs. The article also has a rubric for the student video project.
Even though we can access simulations, data sets, and videos, sometimes the most appropriate “technology” is a roll-up-your-sleeves, put-on-your-goggles, hands-on investigation. Juan’s Dilemma is an updated version of the lemon battery, with photographs and examples of student data. SciLinks has more ideas on batteries.
Whatever grade you teach, be sure to check in with TST for a new feature The Green Room. Each month the author will share suggestions for making your classroom more environmentally friendly. This month, she shares her ideas of “low-hanging fruit”—those practices that many of us already use, such as turning off lights, recycling paper, using both sides of papers, and turning in used printer cartridges for recycling and rebates.
Check out the Connections for this issue. Even if the related articles don’t quite fit with your lesson agenda, this resource has ideas for handouts, background information sheets, data sheets, rubrics, etc.
Click here for the Table of Contents
USA Science and Engineering Festival Expo for all ages
By Peggy Ashbrook
Posted on 2010-10-02
I’m looking forward to the USA Science and Engineering Festival Expo in Washington, D.C., on the National Mall on October 23 and 24 from 10am to 5:30pm. Hosted by Lockheed Martin, the Expo is the free grand finale for a nationwide festival that begins on October 10 with activities across the nation. With over 1,500 fun, hands-on interactive activities, and 75 stage shows for all ages, there will be a lot to choose from. One way to navigate the many choices is to go to the Expo Tracks page to see the age and theme tracks and choose which area of the Expo to visit—Weatherfest (all ages), Wiz Pop Bang (ages 7-10), and The Tiny Animal Lover (ages 6 and under) are the three most appropriate for preschoolers but don’t limit yourself to these themes. Next go to the Expo Exhibits page, and select a track, or just the “under 6” age group to see the age appropriate exhibits. Here are a few exhibits I found with a quick search, but don’t limit yourself to these examples:
Science is Everywhere—for Everyone! by National Science Teachers Association Section NM-1, Booth Number(s) 116, 118, 120, 122, 124 National Science Teachers Association ( NSTA ) and our State Chapters and Affiliates will provide exciting, engaging, dramatic and in some cases down-right awe-inspiring opportunities for participants to see that science educators assure “Science Matters to Everyone!”. Come enjoy demonstrations, hands-on activities, and inquiries for all ages and interests. NSTA is also one stop on the Evolution Thought Trail to learn about best-teaching-practices in the science classroom. Come enjoy demonstrations, hands-on activities, and inquiries for all ages and interests. NSTA is also one stop on the evolution thought trail to learn about best-teaching-practices in the science classroom.
Insectopia by Duke University Section FP, Booth Number(s) 1547 The colors on butterfly wings have inspired artists and scientists with their beauty for ages, but they have a serious purpose. We’ll see how the beautiful color patterns of the butterfly’s wings are built up of small pieces, like pixels, and engage in some activities to illustrate how wing patterns develop and what they might be for. Can YOU find the hidden butterflies in our display? Color your own butterfly wings — make them flashy or invisible. And before you go, please join us in singing and dancing to the infectious ditty “Head, Thorax, Abdomen.”
Are You Smarter Than An Ape or a Dog? by Duke University Section FP, Booth Number(s) 1549 Try your hand at some of the problem-solving tests that Duke University anthropologist Brian Hare has used on Chimpanzees, Bonobos, and domestic dogs. After you try your best, we’ll show you videotaped experiments of animals performing the same tests. Can you do better than they did?
Why or why not? Hands On With Mad Science by Mad Science Section PA-13, Booth Number(s) 1201, 1203, 1300, 1302 Get your hands dirty by making your own slime, tasting cool potions, and experimenting with alternate power sources. Learn about life under the water with alien sea creatures!
Science You Can Do! by Science for Citizens, ScienceForCitizens.net Section PA-13, Booth Number(s) 1229, 1231 Get your hands dirty with science. Interactive demos of research projects you can join. From bugs to birds, kitchen chemistry to computer games, environmental monitoring to electronic music. Win a science trip!
Slithering Science by Society for the Study of Amphibians and Reptiles Section WP, Booth Number(s) 1122 Slither and hop, hiss and croak: What can amphibians and reptiles tell us about the environment? See, touch, and meet some live examples of these important, but often feared and under-appreciated, members of earth’s ecosystems.
Hands-on Science by American Museum of Natural History Section PA-13, Booth Number(s) 1341 Touchable objects and fossils from our collections help bring science alive to learners of all ages. Our staff will support hands-on activity centers that use these engaging objects as teaching and learning tools about science and the scientific process.
To find your exhibit choices once you are at the Expo, use the map and booth numbers. Print one at home or pick up a map at the Expo. When my children were young I would take them to museums with the goal of visiting just one room and the bathroom. There was always too much to see it all. My children would tolerate “drive-by” stroller tours of the art museums, but wanted to get out and look at the National Museum of Natural History. Riding on the public transit train, the Metro, is an adventure in itself with maps and colors to discuss.
I hope the USA Science and Engineering Festival will become an annual event. Maybe I’ll see you there!
Peggy
I’m looking forward to the USA Science and Engineering Festival Expo in Washington, D.C., on the National Mall on October 23 and 24 from 10am to 5:30pm.
Editor’s Corner: New Tools for Learning
Editor’s Roundtable: Cycles and connections
Educated observations
By Mary Bigelow
Posted on 2010-09-30
I’m a new teacher, and my principal informed me she’s going to do a formal “observation.” She’s been in and out of my lab on weekly walkthroughs, but this time she’ll be in the room for the whole class. This is my first observation and I’m getting nervous—how should I prepare?
—Kate, Elizabeth, New Jersey
Walkthroughs provide candid snapshots of what happens in a class. A visitor can learn interesting things about a class and teacher in just a few minutes. But these snapshots can also raise questions, especially about the context of the lesson and what preceded and what would follow this brief visit.
To expand the picture of what happens in a classroom, principals may also conduct formal observations of teachers several times a year (depending on district policy and teacher contract). These observations usually last for an entire class period, from when the students enter to dismissal. These observations provide a different perspective on a teacher’s classroom management and his or her abilities to plan, conduct, and evaluate instruction in a cohesive and purposeful way.
Sometimes these observations are unannounced, but in your case you have time to plan, reflect, and get nervous! Some teachers suggest you shouldn’t have to “prepare” anything—just teach what you ordinarily would. The reality for a novice teacher is that no day is “ordinary.” You are still developing your repertoire of effective teaching strategies. What your principal sees is a work in progress.
Talk to your mentor or another science teacher to find out what the usual procedure is for observations. Does the principal stay for the entire class period? Does she take notes? Where does she sit? Does she walk around the classroom? Is there a particular form that she uses to record her notes? What kind of feedback should you expect? When do you get the feedback?
In some schools, the principal sets up a pre-observation meeting, but even if that is not the case in your school, you can still ask your principal about her expectations. Does she want to see hands-on activities, large group instruction, a lecture, the use of technology, a lab investigation, an assessment activity, classroom routines, or cooperative learning?
As you plan the learning activities for that class period, choose those with which you and the students are comfortable. This might not be the best time to try a new technology, but if you are doing something new, be sure that you provide guidance and modeling for the students during the lesson.
Take a quick look around the classroom/lab. It should be safe, organized, and conducive to learning. You don’t need a new wardrobe, but your own appearance should be professional as always.
When your principal comes in, give her a copy of the lesson plan, along with handouts, the textbook, or other materials that will be used during the lesson, including safety goggles. If your district has a required or even a suggested lesson plan format, be sure you’re using it, rather than a list of assignments such as “Read Chapter 6” or “Lab on Fungi.” If the lesson is a continuation, be sure to provide the principal with enough context on what the students did prior to this class, including the big idea or theme of the unit. Likewise, describe what the next lesson will include (this is a good teaching strategy even when you’re not being observed.) Since you have time to prepare for this observation, you could also prepare a list of “look-fors”— things you would like the principal to notice, such as your bellringers, class routines, science notebooks, the way you pose questions, how you and the students use technology, or lab safety procedures.
Some teachers go overboard to create a show. A savvy principal will be able to tell whether she’s seeing the usual routine or contrived events. The students may be nervous with a visitor in the room, although they should be familiar with your principal’s presence from the walkthroughs and observations of other classes. (When I was student teaching, my students were unnaturally quiet when my supervisor came to observe. I later found out they thought he was a police officer.)
After the observation, ask the principal when you can meet to discuss the class. Assuming she provides constructive feedback, with commendations and recommendations, this could be an opportunity for you to grow as a teacher. Put your copy of her notes or report in your professional folder.
It’s normal to feel nervous, and even veteran teachers get a few butterflies when the principal walks in. Your principal is not expecting scripted perfection. I’m sure she’s more interested in your instructional strategies, how you convey your interest in the subject, and how you relate to the students.
Photo: http://www.flickr.com/photos/spcummings/361167519/
I’m a new teacher, and my principal informed me she’s going to do a formal “observation.” She’s been in and out of my lab on weekly walkthroughs, but this time she’ll be in the room for the whole class. This is my first observation and I’m getting nervous—how should I prepare?
—Kate, Elizabeth, New Jersey
Action research
By Mary Bigelow
Posted on 2010-09-28
Click here for the table of contents
In journals, websites, or workshops we hear about new ideas or strategies and ask “Would that work in my classroom?” We read about student research projects, but this issue looks at teacher research—specifically on action research in the classroom. Action research is inquiry or research focused on efforts to improve student learning. It is usually designed and conducted by a teacher or teams of teachers who analyze the data from their own classrooms to improve their practice. Action research gives teachers opportunities to reflect on their teaching, explore and test new strategies, assess the effectiveness of the new strategies, and make decisions about which ones to use (and with which students, subjects, or classes).
Action research can be as simple as a single teacher testing new ideas, or as complex as a schoolwide professional development project. My first attempt evolved from reading about “wait time.” I was skeptical that such a simple practice should have an impact on the quality of student responses. So I tried it with my own students and paid attention to their responses and reactions. I was astounded at the results—more students volunteering to participate, greater depth to their responses, and students interacting with each other in discussions. I was hooked—both on wait time and the action research process.
It’s really exciting to see an entire issue focused on this topic, with the lead article Action Research: Expanding the Role of Classroom Teachers to Inquirers and Researchers. The authors provide a graphic showing a spectrum of teacher inquiry from observation and reflection to more formal studies. You probably have used elements of the process without realizing it.
For additional perspectives on the process from real classrooms, see Making the Case for Action Research and Assessing Student Motivation, Performance, and Engagement with an Action Research Project.
I Want to Be Like… and The Benefits of Formative Assessment for Teaching and Learning show how action research can lead to more formal research opportunities for teachers. (One of my action research projects led to my dissertation). The authors of Uncovering Student Thinking in Science Through CTS Action Research describe a type of action research that focuses on understanding how students think, including indentifying student misconceptions (such as those described in Misconceptions in the Science Classroom.
The results of action research are often published in the NSTA journals. And every year at NSTA’s national conference there is a strand devoted to action research. Teachers have long been seen as consumers of professional knowledge. It’s time for teachers to become producers of professional knowledge, too.
The results of action research are often published in the NSTA journals. And every year at NSTA’s national conference there is a strand devoted to action research. Teachers have long been seen as consumers of professional knowledge. It’s time for teachers to become producers of professional knowledge, too.
See Lab instructions: Finding the right mix for how a project could be set up. Or try these SciLinks topics: Instructional Strategies, Teaching Strategies, or Assessment Strategies for ideas to investigate.
Click here for the table of contents