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Science-learning spaces are different from general-purpose classrooms. So if your school is planning to build or renovate, you need the fully updated NSTA Guide to Planning School Science Facilities. It’s the definitive resource for every K-12 school that seeks safe, effective science space without costly, time-consuming mistakes.
Science-learning spaces are different from general-purpose classrooms. So if your school is planning to build or renovate, you need the fully updated NSTA Guide to Planning School Science Facilities. It’s the definitive resource for every K-12 school that seeks safe, effective science space without costly, time-consuming mistakes.
Futurists predict that nanotechnology will be the next major scientific revolution—one with an even greater impact than the Industrial Revolution. Nanoscale Science will help your middle and high school students understand the big implications of tiny technology.
Futurists predict that nanotechnology will be the next major scientific revolution—one with an even greater impact than the Industrial Revolution. Nanoscale Science will help your middle and high school students understand the big implications of tiny technology.
Teachers raved when NSTA Press published Picture-Perfect Science Lessons in 2005.* They loved its lively mix of kid-magnet books, Standards-based science content and ready-to-teach lessons. So what could be more perfect? More Picture-Perfect Science Lessons! This volume offers 15 new lessons that combine picture books and inquiry to develop students’ interest in science and reading.
Teachers raved when NSTA Press published Picture-Perfect Science Lessons in 2005.* They loved its lively mix of kid-magnet books, Standards-based science content and ready-to-teach lessons. So what could be more perfect? More Picture-Perfect Science Lessons! This volume offers 15 new lessons that combine picture books and inquiry to develop students’ interest in science and reading.

Uncovering Student Ideas in Science, Volume 2: 25 More Formative Assessment Probes

If Hollywood filmed this sequel, the studio would call it “Probes II: More Battles Against Misunderstandings.” Like the blockbuster before it, Volume 2 will reveal the surprising misconceptions students bring to the classroom—so you can adjust your teaching to foster a sound understanding of science.
If Hollywood filmed this sequel, the studio would call it “Probes II: More Battles Against Misunderstandings.” Like the blockbuster before it, Volume 2 will reveal the surprising misconceptions students bring to the classroom—so you can adjust your teaching to foster a sound understanding of science.

More Picture-Perfect Science Lessons: Using Children’s Books to Guide Inquiry, K-4

Teachers raved when NSTA Press published Picture-Perfect Science Lessons .* They loved its lively mix of kid-magnet books, Standards-based science content and ready-to-teach lessons. So what could be more perfect? More Picture-Perfect Science Lessons! This volume offers 15 new lessons that combine picture books and inquiry to develop students’ interest in science and reading.

Teachers raved when NSTA Press published Picture-Perfect Science Lessons .* They loved its lively mix of kid-magnet books, Standards-based science content and ready-to-teach lessons. So what could be more perfect? More Picture-Perfect Science Lessons! This volume offers 15 new lessons that combine picture books and inquiry to develop students’ interest in science and reading.

 

Say Cheese! Digital Collections in the Classroom

Science and Children -- Summer 2006

Children love gadgets. And what better "gadget" to work with in the classroom than a digital camera? Digital cameras are easy to find, easy to use, and offer great potential for incorporating technology into your lessons. One fourth-grade class embarked on a world of discovery through the lens of their digital camera. They captured collections of leaves and bark in order to identify the trees located on their school property. The students classified their subjects and presented them to the class through powerpoint presentations and scrapbooks.
Children love gadgets. And what better "gadget" to work with in the classroom than a digital camera? Digital cameras are easy to find, easy to use, and offer great potential for incorporating technology into your lessons. One fourth-grade class embarked on a world of discovery through the lens of their digital camera. They captured collections of leaves and bark in order to identify the trees located on their school property. The students classified their subjects and presented them to the class through powerpoint presentations and scrapbooks.
Children love gadgets. And what better "gadget" to work with in the classroom than a digital camera? Digital cameras are easy to find, easy to use, and offer great potential for incorporating technology into your lessons. One fourth-grade class embarked on a world of discovery through the lens of their digital camera. They captured collections of leaves and bark in order to identify the trees located on their school property. The students classified their subjects and presented them to the class through powerpoint presentations and scrapbooks.
 

Favorite Demonstration: One Hot Demonstration -- The Urban Heat Island Effect

Journal of College Science Teaching -- Summer 2006

Demonstrations are most successful as a teaching tool when they can link a scientific principle to a real-life application of the knowledge. When posed as an inquiry activity, classroom demonstrations reinforce factual retention and facilitate the use of the information in critical thinking situations. Instructional effectiveness can be further improved by using the demonstration to stimulate collaborative problem-solving projects. This demonstration uses the concept of the urban heat island effect to reinforce science concepts in biology, chemistry, geology, and physics.
Demonstrations are most successful as a teaching tool when they can link a scientific principle to a real-life application of the knowledge. When posed as an inquiry activity, classroom demonstrations reinforce factual retention and facilitate the use of the information in critical thinking situations. Instructional effectiveness can be further improved by using the demonstration to stimulate collaborative problem-solving projects. This demonstration uses the concept of the urban heat island effect to reinforce science concepts in biology, chemistry, geology, and physics.
Demonstrations are most successful as a teaching tool when they can link a scientific principle to a real-life application of the knowledge. When posed as an inquiry activity, classroom demonstrations reinforce factual retention and facilitate the use of the information in critical thinking situations. Instructional effectiveness can be further improved by using the demonstration to stimulate collaborative problem-solving projects. This demonstration uses the concept of the urban heat island effect to reinforce science concepts in biology, chemistry, geology, and physics.
 

Research and Teaching: Assessment Results Following Inquiry and Traditional Physics Laboratory Activities

Journal of College Science Teaching -- Summer 2006

Preservice elementary teachers in a conceptual physics course were given multiple resources to use during several inquiry activities in order to investigate how materials were chosen, used, and valued. These students performed significantly better on assessment items related to the inquiry physics activities than on items related to traditional activities, regardless of the level of success on the inquiry activities.
Preservice elementary teachers in a conceptual physics course were given multiple resources to use during several inquiry activities in order to investigate how materials were chosen, used, and valued. These students performed significantly better on assessment items related to the inquiry physics activities than on items related to traditional activities, regardless of the level of success on the inquiry activities.
Preservice elementary teachers in a conceptual physics course were given multiple resources to use during several inquiry activities in order to investigate how materials were chosen, used, and valued. These students performed significantly better on assessment items related to the inquiry physics activities than on items related to traditional activities, regardless of the level of success on the inquiry activities.
 

Society for College Science Teachers: What They Don't Know

Journal of College Science Teaching -- Summer 2006

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

The Science Teacher -- March 2006

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.
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