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Assessment in Science: Practical Experiences and Education Research

If you want the latest research about assessment techniques that really work, you want Assessment in Science. This collection of informative, up-to-date reports is by authors who are practicing K-12 classroom teachers and university-based educators and researchers. Working in teams, they tried out and evaluated different assessment approaches in actual classrooms. The research is sound, but that doesn’t mean it’s hard to grasp. The book stays true to its title by capturing practical lessons in accessible language.

If you want the latest research about assessment techniques that really work, you want Assessment in Science. This collection of informative, up-to-date reports is by authors who are practicing K-12 classroom teachers and university-based educators and researchers. Working in teams, they tried out and evaluated different assessment approaches in actual classrooms. The research is sound, but that doesn’t mean it’s hard to grasp. The book stays true to its title by capturing practical lessons in accessible language.

Quantoons

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.
 

LabWrite: Transforming Lab Reports from Busy Work to Meaningful Learning Opportunities

Journal of College Science Teaching -- November/December 2005

Lab reports are the dreaded assignments of the laboratory course. Students dislike them, because they can be tedious and time-consuming. Instructors dislike them, because they significantly increase the grading load. For this reason, lab reports are often omitted or replaced by alternatives such as responses to lab questions, fill-in-the-blank lab manual exercises, or lab quizzes. Despite its negative associations, the lab reports can help students learn how to write scientifically using an authentic scientific writing genre that allows them to formulate hypotheses, make inferences based on findings, and develop scientific arguments—cornerstones of scientific literacy. Students are also more apt to revisit the lab procedure and reflect on the experiment when writing lab reports. Reflecting on the lab in conjunction with putting the lab in their own words provides students a very effective tool for learning the science of the lab.
Lab reports are the dreaded assignments of the laboratory course. Students dislike them, because they can be tedious and time-consuming. Instructors dislike them, because they significantly increase the grading load. For this reason, lab reports are often omitted or replaced by alternatives such as responses to lab questions, fill-in-the-blank lab manual exercises, or lab quizzes.
Lab reports are the dreaded assignments of the laboratory course. Students dislike them, because they can be tedious and time-consuming. Instructors dislike them, because they significantly increase the grading load. For this reason, lab reports are often omitted or replaced by alternatives such as responses to lab questions, fill-in-the-blank lab manual exercises, or lab quizzes.
 

Editor's Roundtable: Taking the time

Science Scope -- October 2005

Teachers can enrich students' lives by making outdoor experiences part of their curriculum. How many trips and how long each experience lasts is determined by individual sensibilities and influenced by administrative support and policy constraints. In this issue's Editor's Roundtable, the importance of incorporating nature studies and experiences into the curriculum for students, whether they be elementary kids, middle schoolers, adults in community classes, or teachers in a graduate course, is discussed.
Teachers can enrich students' lives by making outdoor experiences part of their curriculum. How many trips and how long each experience lasts is determined by individual sensibilities and influenced by administrative support and policy constraints. In this issue's Editor's Roundtable, the importance of incorporating nature studies and experiences into the curriculum for students, whether they be elementary kids, middle schoolers, adults in community classes, or teachers in a graduate course, is discussed.
Teachers can enrich students' lives by making outdoor experiences part of their curriculum. How many trips and how long each experience lasts is determined by individual sensibilities and influenced by administrative support and policy constraints. In this issue's Editor's Roundtable, the importance of incorporating nature studies and experiences into the curriculum for students, whether they be elementary kids, middle schoolers, adults in community classes, or teachers in a graduate course, is discussed.
 

Science Sampler: Teaching science to middle school students with learning problems

Science Scope -- October 2005

The inclusion of students with special needs in the middle school science class that is not collaboratively taught with a special education teacher can be a challenge to both students and teacher. The purpose of this article is to outline the characteristics and needs of students with mild learning problems, describe the impact of these traits on science instruction, and then recommend some strategies supported by research to ensure a successful science experience.
The inclusion of students with special needs in the middle school science class that is not collaboratively taught with a special education teacher can be a challenge to both students and teacher. The purpose of this article is to outline the characteristics and needs of students with mild learning problems, describe the impact of these traits on science instruction, and then recommend some strategies supported by research to ensure a successful science experience.
The inclusion of students with special needs in the middle school science class that is not collaboratively taught with a special education teacher can be a challenge to both students and teacher. The purpose of this article is to outline the characteristics and needs of students with mild learning problems, describe the impact of these traits on science instruction, and then recommend some strategies supported by research to ensure a successful science experience.
 

Teaching Through Trade Books: Survival Skills

Animals have many adaptations that help them survive in their environment and meet their special needs of food and shelter. This month’s column focuses on two such adaptations: camouflage and beaks. This articles comes with a corresponding activity.
Animals have many adaptations that help them survive in their environment and meet their special needs of food and shelter. This month’s column focuses on two such adaptations: camouflage and beaks. This articles comes with a corresponding activity.
Animals have many adaptations that help them survive in their environment and meet their special needs of food and shelter. This month’s column focuses on two such adaptations: camouflage and beaks. This articles comes with a corresponding activity.
 

A Message from the NSTA President: Developing a World View for Science Education

Journal of College Science Teaching -- September 2005

In this section, NSTA President Michael Padilla shares a story reflecting the affect that immigration has had on almost all school systems across the country. He shares his motivation for choosing Developing a World View for Science Education as the theme for his NSTA presidency and acknowledges the fact that science is fundamental to success, not for those just in scientific careers, but also for those who wish to flourish in the new millennium.
In this section, NSTA President Michael Padilla shares a story reflecting the affect that immigration has had on almost all school systems across the country. He shares his motivation for choosing Developing a World View for Science Education as the theme for his NSTA presidency and acknowledges the fact that science is fundamental to success, not for those just in scientific careers, but also for those who wish to flourish in the new millennium.
In this section, NSTA President Michael Padilla shares a story reflecting the affect that immigration has had on almost all school systems across the country. He shares his motivation for choosing Developing a World View for Science Education as the theme for his NSTA presidency and acknowledges the fact that science is fundamental to success, not for those just in scientific careers, but also for those who wish to flourish in the new millennium.
 

Career of the Month: Foodborne Disease Epidemiologist

The Science Teacher -- September 2005

Did you know that Salmonella and E. coli are just two of more than 250 different identified foodborne diseases? To Jack Guzewich, a Foodborne Disease Epidemiologist with the Food and Drug Administration's (FDA) Center for Food Safety and Applied Nutrition, every outbreak is a new mystery. The mysteries unravel as he discovers how foods become contaminated and works to prevent similar outbreaks in the future. Your students will be intrigued by Jack Guzewich and his fascinating career.
Did you know that Salmonella and E. coli are just two of more than 250 different identified foodborne diseases? To Jack Guzewich, a Foodborne Disease Epidemiologist with the Food and Drug Administration's (FDA) Center for Food Safety and Applied Nutrition, every outbreak is a new mystery. The mysteries unravel as he discovers how foods become contaminated and works to prevent similar outbreaks in the future. Your students will be intrigued by Jack Guzewich and his fascinating career.
Did you know that Salmonella and E. coli are just two of more than 250 different identified foodborne diseases? To Jack Guzewich, a Foodborne Disease Epidemiologist with the Food and Drug Administration's (FDA) Center for Food Safety and Applied Nutrition, every outbreak is a new mystery. The mysteries unravel as he discovers how foods become contaminated and works to prevent similar outbreaks in the future. Your students will be intrigued by Jack Guzewich and his fascinating career.
 

Using the Science Writing Heuristic: Training Chemistry Teaching Assistants

Journal of College Science Teaching -- September 2005

Promoting the use of the Science Writing Heuristic (SWH) among novice teaching assistants at a large university is facilitated by a program of instructional training and mentoring. Sessions include hands-on activities with guided inquiry in tandem with elements of the SWH. These provide TAs with the opportunity to both experience and practice integrating the SWH.
Promoting the use of the Science Writing Heuristic (SWH) among novice teaching assistants at a large university is facilitated by a program of instructional training and mentoring. Sessions include hands-on activities with guided inquiry in tandem with elements of the SWH. These provide TAs with the opportunity to both experience and practice integrating the SWH.
Promoting the use of the Science Writing Heuristic (SWH) among novice teaching assistants at a large university is facilitated by a program of instructional training and mentoring. Sessions include hands-on activities with guided inquiry in tandem with elements of the SWH. These provide TAs with the opportunity to both experience and practice integrating the SWH.
 

Manna from Heaven or "Clickers" from Hell: Experiences with an Electronic Response System

Journal of College Science Teaching -- Summer 2005

Instructors used an electronic response system to enhance student-centered learning in large and small college biology classes. The system worked well to engage students in learning the subject matter and to assess their prior knowledge and misconceptions. It provided useful feedback to students as well as instructors. Problems encountered resulted mainly from not having permanent installation of the hardware components in the large class.
Instructors used an electronic response system to enhance student-centered learning in large and small college biology classes. The system worked well to engage students in learning the subject matter and to assess their prior knowledge and misconceptions. It provided useful feedback to students as well as instructors. Problems encountered resulted mainly from not having permanent installation of the hardware components in the large class.
Instructors used an electronic response system to enhance student-centered learning in large and small college biology classes. The system worked well to engage students in learning the subject matter and to assess their prior knowledge and misconceptions. It provided useful feedback to students as well as instructors. Problems encountered resulted mainly from not having permanent installation of the hardware components in the large class.
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