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Reading Your Way to Scientific Literacy

Journal of College Science Teaching—October 2001

Having students read and analyze scientific articles gives them an understanding of scientific information as presented in the literature. After studying classic and recent research articles, students answer homework questions, individually and in groups, that stress higher-order thinking. Modifying this technique in a jigsaw approach also lets students debate their perspectives on the research articles.
Having students read and analyze scientific articles gives them an understanding of scientific information as presented in the literature. After studying classic and recent research articles, students answer homework questions, individually and in groups, that stress higher-order thinking. Modifying this technique in a jigsaw approach also lets students debate their perspectives on the research articles.
Having students read and analyze scientific articles gives them an understanding of scientific information as presented in the literature. After studying classic and recent research articles, students answer homework questions, individually and in groups, that stress higher-order thinking. Modifying this technique in a jigsaw approach also lets students debate their perspectives on the research articles.
 

Atomic Poetry: Using poetry to teach Rutherford's discovery of the nucleus

The Science Teacher—September 2001

Most students regard literature and science as two separate subjects with no obvious connections to one another. This interdisciplinary, cross-curricular approach integrates the two to teach physical science students about atomic theory through Robert Frost’s poetry.
Most students regard literature and science as two separate subjects with no obvious connections to one another. This interdisciplinary, cross-curricular approach integrates the two to teach physical science students about atomic theory through Robert Frost’s poetry.
Most students regard literature and science as two separate subjects with no obvious connections to one another. This interdisciplinary, cross-curricular approach integrates the two to teach physical science students about atomic theory through Robert Frost’s poetry.
 

Alien Evolution

The Return of the Cambrian Explosion

By Shoshana Tobias, Clyde F. Herreid

Alien Evolution

 

Brain Busters, Mind Games, and Science Chats

Science Scope—March 2001

In addition to encouraging critical-thinking skills, brain busters, mind games, and science chats help to establish an atmosphere of wonder, contemplation, and speculation. They can also shed light on students' learning styles; their penchant for “out-of-the-box” thinking’ their prior experiences; and their ability to connect the class readings, discussions, and activities together. In addition, infusing these different categories into the classroom will help teachers to develop appropriate year-long goals for individual students.
In addition to encouraging critical-thinking skills, brain busters, mind games, and science chats help to establish an atmosphere of wonder, contemplation, and speculation. They can also shed light on students' learning styles; their penchant for “out-of-the-box” thinking’ their prior experiences; and their ability to connect the class readings, discussions, and activities together. In addition, infusing these different categories into the classroom will help teachers to develop appropriate year-long goals for individual students.
In addition to encouraging critical-thinking skills, brain busters, mind games, and science chats help to establish an atmosphere of wonder, contemplation, and speculation. They can also shed light on students' learning styles; their penchant for “out-of-the-box” thinking’ their prior experiences; and their ability to connect the class readings, discussions, and activities together. In addition, infusing these different categories into the classroom will help teachers to develop appropriate year-long goals for individual students.
 

Genetics of Sesame Street<sup>TM</sup> Characters

Science Scope—February 2001

By enlisting the of Elmo, Zoe, Grover, and friends, the author brought a genetics unit to life. In this week-long unit, the students (1) create a gene map for a particular Sesame Street character, (2) move the resulting chromosomes through the steps of meiosis to produce the possible gametes of that individual, (3) choose a spouse and diagram the genetic crosses that would produce two different children, and (4) draw family portraits based on the genotypes of each individual.
By enlisting the of Elmo, Zoe, Grover, and friends, the author brought a genetics unit to life. In this week-long unit, the students (1) create a gene map for a particular Sesame Street character, (2) move the resulting chromosomes through the steps of meiosis to produce the possible gametes of that individual, (3) choose a spouse and diagram the genetic crosses that would produce two different children, and (4) draw family portraits based on the genotypes of each individual.
By enlisting the of Elmo, Zoe, Grover, and friends, the author brought a genetics unit to life. In this week-long unit, the students (1) create a gene map for a particular Sesame Street character, (2) move the resulting chromosomes through the steps of meiosis to produce the possible gametes of that individual, (3) choose a spouse and diagram the genetic crosses that would produce two different children, and (4) draw family portraits based on the genotypes of each individual.
 

Scope on the Skies: Exploring the Red Planet

Science Scope—February 2001

The launch of the Mars Odyssey 2001 signaled the beginning of a revised plan for the robotic exploration of Mars, the Red Planet. NASA detailed an exploration plan that will span the next two decades. Using new and developing technologies, these investigations are flexible enough to be modified as our knowledge and understanding of Mars increases. It is possible that by 2014 a mission could be launched to return samples from Mars. Many missions are designed to overlap so that, for example, the Odyssey 2001 orbiter will be used as a relay satellite for other missions.
The launch of the Mars Odyssey 2001 signaled the beginning of a revised plan for the robotic exploration of Mars, the Red Planet. NASA detailed an exploration plan that will span the next two decades. Using new and developing technologies, these investigations are flexible enough to be modified as our knowledge and understanding of Mars increases. It is possible that by 2014 a mission could be launched to return samples from Mars. Many missions are designed to overlap so that, for example, the Odyssey 2001 orbiter will be used as a relay satellite for other missions.
The launch of the Mars Odyssey 2001 signaled the beginning of a revised plan for the robotic exploration of Mars, the Red Planet. NASA detailed an exploration plan that will span the next two decades. Using new and developing technologies, these investigations are flexible enough to be modified as our knowledge and understanding of Mars increases. It is possible that by 2014 a mission could be launched to return samples from Mars. Many missions are designed to overlap so that, for example, the Odyssey 2001 orbiter will be used as a relay satellite for other missions.
Community Connections For Science Education: History and Theory You Can Use, Volume II takes a look at various informal science education (ISE) settings—some found in most communities, some unique to one location. An informal science experience has the potential to enhance hands-on interaction, and by extension, scientific inquiry. Here the authors speak of their joys and constraints as they offer an insider’s perspective of what informal science settings can provide teachers, parents, school board members, and informal educators.
Community Connections For Science Education: History and Theory You Can Use, Volume II takes a look at various informal science education (ISE) settings—some found in most communities, some unique to one location. An informal science experience has the potential to enhance hands-on interaction, and by extension, scientific inquiry. Here the authors speak of their joys and constraints as they offer an insider’s perspective of what informal science settings can provide teachers, parents, school board members, and informal educators.
Charging Ahead: An Introduction to Electromagnetism is a set of hands-on activities designed to help teachers introduce middle and high school students to electromagnetism, one of the most fascinating and life changing phenomenon humankind has witnessed. In 1820, Hans Oersted, a Danish physicist and school teacher, discovered that an electrical current produces magnetism. This set the stage for the development of the electrical motor and generating electricity from motion and magnets.
Charging Ahead: An Introduction to Electromagnetism is a set of hands-on activities designed to help teachers introduce middle and high school students to electromagnetism, one of the most fascinating and life changing phenomenon humankind has witnessed. In 1820, Hans Oersted, a Danish physicist and school teacher, discovered that an electrical current produces magnetism. This set the stage for the development of the electrical motor and generating electricity from motion and magnets.
Assessing Toxic Risk is a comprehensive guide to student research in toxicology. It includes an overview of basic principles of toxicology and how they are used to assess chemical risks. It provides simple but authentic research protocols to engage students in the process of testing chemical toxicity by conducting bioassays using lettuce seeds, duckweed, and Daphnia. It also contains guidelines for integrating peer review and other collaborative knowledge-building into classroom science.
Assessing Toxic Risk is a comprehensive guide to student research in toxicology. It includes an overview of basic principles of toxicology and how they are used to assess chemical risks. It provides simple but authentic research protocols to engage students in the process of testing chemical toxicity by conducting bioassays using lettuce seeds, duckweed, and Daphnia. It also contains guidelines for integrating peer review and other collaborative knowledge-building into classroom science.

Building Successful Partnerships: Community Connections for Science Education

No single educator can help children learn all they need to become scientifically literate. Resources are all around us—not only in traditional science classrooms and laboratories, but also in gardens, nature centers, parks, youth programs, museums, and on television and radio. Community Connections for Science Education, Volume I: Building Successful Partnerships offers advice on how to select community resource partners, set joint learning goals, improve pre- and post-field trip activities, instruct students in field trip safety and etiquette, and much more.
No single educator can help children learn all they need to become scientifically literate. Resources are all around us—not only in traditional science classrooms and laboratories, but also in gardens, nature centers, parks, youth programs, museums, and on television and radio. Community Connections for Science Education, Volume I: Building Successful Partnerships offers advice on how to select community resource partners, set joint learning goals, improve pre- and post-field trip activities, instruct students in field trip safety and etiquette, and much more.
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