JoinSociety for College Science Teachers: What They Don't Know
When you read the title, your first thought it was probably about the undergraduates you are teaching and perhaps some "common scientific knowledge" that they should have acquired in high school. Perhaps you started lamenting about the reading, writing, or analytical skills they lack. Then again, it might have been their lack of critical thinking skills. However, the students in question are graduate students and the knowledge to which is referenced is not factual, conceptual, or related to the scientific process--it is about their careers and what is in store for them.
When you read the title, your first thought it was probably about the undergraduates you are teaching and perhaps some "common scientific knowledge" that they should have acquired in high school. Perhaps you started lamenting about the reading, writing, or analytical skills they lack. Then again, it might have been their lack of critical thinking skills. However, the students in question are graduate students and the knowledge to which is referenced is not factual, conceptual, or related to the scientific process--it is about their careers and what is in store for them.
When you read the title, your first thought it was probably about the undergraduates you are teaching and perhaps some "common scientific knowledge" that they should have acquired in high school. Perhaps you started lamenting about the reading, writing, or analytical skills they lack. Then again, it might have been their lack of critical thinking skills. However, the students in question are graduate students and the knowledge to which is referenced is not factual, conceptual, or related to the scientific process--it is about their careers and what is in store for them.
Editor's Corner: Community Collaboration
Science activities that take students outside the school walls can combine the best aspects of service to the community, problem-based learning, and lessons in good citizenship. Over the past half-decade, The Science Teacher (TST) has published more than 50 articles featuring community partnership programs. The current issue takes you on a tour of community-teacher-student success stories from Virginia to Alaska and Hawaii, as noted by the Field Editor in this month's Editor's Corner. In addition, an overview of the upcoming focus themes for the 2006-2007 issues of TST is featured.
Science activities that take students outside the school walls can combine the best aspects of service to the community, problem-based learning, and lessons in good citizenship. Over the past half-decade, The Science Teacher (TST) has published more than 50 articles featuring community partnership programs. The current issue takes you on a tour of community-teacher-student success stories from Virginia to Alaska and Hawaii, as noted by the Field Editor in this month's Editor's Corner. In addition, an overview of the upcoming focus themes for the 2006-2007 issues of TST is featured.
Science activities that take students outside the school walls can combine the best aspects of service to the community, problem-based learning, and lessons in good citizenship. Over the past half-decade, The Science Teacher (TST) has published more than 50 articles featuring community partnership programs. The current issue takes you on a tour of community-teacher-student success stories from Virginia to Alaska and Hawaii, as noted by the Field Editor in this month's Editor's Corner. In addition, an overview of the upcoming focus themes for the 2006-2007 issues of TST is featured.
Favorite Demonstration: Demonstrating Translation With a Student-Centered Activity
The process of protein synthesis translation is difficult for many students to understand. The reasons for this include the fact that it is difficult to visualize the process since the components involved in the process are not observable. Also, there are many details, often dependent on each other and difficult to grasp independently that are necessary to know in order to understand the process. With that in mind, an interactive group demonstration was developed to help students vizualize the process of translation.
The process of protein synthesis translation is difficult for many students to understand. The reasons for this include the fact that it is difficult to visualize the process since the components involved in the process are not observable. Also, there are many details, often dependent on each other and difficult to grasp independently that are necessary to know in order to understand the process. With that in mind, an interactive group demonstration was developed to help students vizualize the process of translation.
The process of protein synthesis translation is difficult for many students to understand. The reasons for this include the fact that it is difficult to visualize the process since the components involved in the process are not observable. Also, there are many details, often dependent on each other and difficult to grasp independently that are necessary to know in order to understand the process. With that in mind, an interactive group demonstration was developed to help students vizualize the process of translation.
Giant Ants and Walking Plants: Using Science Fiction to Teach a Writing-Intensive, Lab-Based Biology Class for Nonmajors
This writing-intensive, lab-based, nonmajor biology course explores scientific inquiry and biological concepts through specific topics illustrated or inaccurately depicted in works of science fiction. The laboratory emphasizes the scientific method and introduces several techniques used in biological research related to the works we study.
This writing-intensive, lab-based, nonmajor biology course explores scientific inquiry and biological concepts through specific topics illustrated or inaccurately depicted in works of science fiction. The laboratory emphasizes the scientific method and introduces several techniques used in biological research related to the works we study.
This writing-intensive, lab-based, nonmajor biology course explores scientific inquiry and biological concepts through specific topics illustrated or inaccurately depicted in works of science fiction. The laboratory emphasizes the scientific method and introduces several techniques used in biological research related to the works we study.
Safety First!
Working with young children and chemicals requires attention to safety. This article details the experiences of a third-grade teacher who used a “disaster” to create a hands-on inquiry that introduces children to chemistry safety during a third-grade acid/base exploration.
Working with young children and chemicals requires attention to safety. This article details the experiences of a third-grade teacher who used a “disaster” to create a hands-on inquiry that introduces children to chemistry safety during a third-grade acid/base exploration.
Working with young children and chemicals requires attention to safety. This article details the experiences of a third-grade teacher who used a “disaster” to create a hands-on inquiry that introduces children to chemistry safety during a third-grade acid/base exploration.
Are you still using 20th century techniques to teach science to 21st century students? Update your practices as you learn about current theory and research with the authoritative Handbook of College Science Teaching. The Handbook offers models of teaching and learning that go beyond the typical lecture-laboratory format and provides rationales for updated practices in the college classroom. The 38 chapters—each written by experienced, award-winning science faculty—are organized into eight sections:
Are you still using 20th century techniques to teach science to 21st century students? Update your practices as you learn about current theory and research with the authoritative Handbook of College Science Teaching. The Handbook offers models of teaching and learning that go beyond the typical lecture-laboratory format and provides rationales for updated practices in the college classroom. The 38 chapters—each written by experienced, award-winning science faculty—are organized into eight sections:
Since their release in 1996, the National Science Education Standards have provided the vision for science education reform. But has that reform actually taken hold in elementary school? “Yes!,” reports Robert Yager, editor of Exemplary Science in Grades PreK–4: Standards-Based Success Stories. “Probably the Standards have done more to change science in elementary schools than has occurred at the other grade levels.”
Since their release in 1996, the National Science Education Standards have provided the vision for science education reform. But has that reform actually taken hold in elementary school? “Yes!,” reports Robert Yager, editor of Exemplary Science in Grades PreK–4: Standards-Based Success Stories. “Probably the Standards have done more to change science in elementary schools than has occurred at the other grade levels.”
If You Build It, They Will Learn is the perfect do-it-yourself guide for physics teachers who want custom-made demonstration projects to use in their classrooms. Devices like Galileo’s Track, Coupled Pendulum, and Gum-Wrapper Thermostat will help you teach forces, energy, properties of matter, and much more. Best of all, you don’t need an engineering degree to assemble these devices. The book provides such detailed instructions that even novices can handle the necessary tasks and tools.
If You Build It is organized into two practical parts:
If You Build It is organized into two practical parts:
If You Build It, They Will Learn is the perfect do-it-yourself guide for physics teachers who want custom-made demonstration projects to use in their classrooms. Devices like Galileo’s Track, Coupled Pendulum, and Gum-Wrapper Thermostat will help you teach forces, energy, properties of matter, and much more. Best of all, you don’t need an engineering degree to assemble these devices. The book provides such detailed instructions that even novices can handle the necessary tasks and tools.
If You Build It is organized into two practical parts:
If You Build It is organized into two practical parts:
This powerful new book is brain food for all those who care deeply about science and students—including teachers, science educators, curriculum specialists, and policy makers. The collection of 21 provocative essays gives you a fresh look at today’s most pressing public policy concerns in science education, from how students learn science to building science partnerships to the ramifications of the No Child Left Behind legislation. The editors capture the latest research, trends, and best practices that science teachers and science leaders can use, organized around five themes:
This powerful new book is brain food for all those who care deeply about science and students—including teachers, science educators, curriculum specialists, and policy makers. The collection of 21 provocative essays gives you a fresh look at today’s most pressing public policy concerns in science education, from how students learn science to building science partnerships to the ramifications of the No Child Left Behind legislation. The editors capture the latest research, trends, and best practices that science teachers and science leaders can use, organized around five themes:
Do you crave both physics problems and captivating illustrations? If your answer is "yes", look no further! Quantoons combines challenging problems and provocative quotes with intricate drawings that mix Isaac Newton and Marie Antoinette with Romeo, Juliet, and Einstein. The book is a compilation of 58 contest problems that ran between 1991 and 2001 in Quantum magazine; a collaboration between U.S. and Russian scientists that was published by NSTA.
Do you crave both physics problems and captivating illustrations? If your answer is "yes", look no further! Quantoons combines challenging problems and provocative quotes with intricate drawings that mix Isaac Newton and Marie Antoinette with Romeo, Juliet, and Einstein. The book is a compilation of 58 contest problems that ran between 1991 and 2001 in Quantum magazine; a collaboration between U.S. and Russian scientists that was published by NSTA.