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“Creative Final Projects” in Mathematics and Science: An Educational Instrument for Maximizing Students' Learning and Understanding

Journal of College Science Teaching—February 2000

In a final class project, art and communications students taking science and mathematics courses at Chicago’s Columbia College and the Illinois Institute of Art produce a significant creative work using a media of their own choosing. In this article, the authors explain the approach, discuss various assessment techniques and the underlying philosophy behind student final projects, and give examples of final projects that successfully integrate various areas of science and mathematics.
In a final class project, art and communications students taking science and mathematics courses at Chicago’s Columbia College and the Illinois Institute of Art produce a significant creative work using a media of their own choosing. In this article, the authors explain the approach, discuss various assessment techniques and the underlying philosophy behind student final projects, and give examples of final projects that successfully integrate various areas of science and mathematics.
In a final class project, art and communications students taking science and mathematics courses at Chicago’s Columbia College and the Illinois Institute of Art produce a significant creative work using a media of their own choosing. In this article, the authors explain the approach, discuss various assessment techniques and the underlying philosophy behind student final projects, and give examples of final projects that successfully integrate various areas of science and mathematics.
 

SCST: Changes in Science Education—Are We Getting Ready? Predicting Education’s Future

Journal of College Science Teaching—February 2000

In this column the leadership of SCST shares its views with JCST readers. This article's focus is on the new millennium which establishes a natural marking point for change. Reflection on the last 10 years might give some insight into the direction we will follow.
In this column the leadership of SCST shares its views with JCST readers. This article's focus is on the new millennium which establishes a natural marking point for change. Reflection on the last 10 years might give some insight into the direction we will follow.
In this column the leadership of SCST shares its views with JCST readers. This article's focus is on the new millennium which establishes a natural marking point for change. Reflection on the last 10 years might give some insight into the direction we will follow.
 

Designing Assessments with the <em>Standards</em>: Using the standards to create learning goals and assessment tools

Science and Children—January 2000

As teachers make the transition to inquiry-centered science, they discover a need for new assessments. In response to this need, a group of 125 elementary teachers embarked on a three-year investigation of science assessment. This project was a component of the professional development provided by the Partnership for Systemic Change, which includes the Rahway, Linden, and Readington Township Public Schools in New Jersey; the North Penn School District in Pennsylvania; and the Merck Institute for Science Education. The following examples include assessments that teachers designed to determine whether students were achieving the K–4 earth materials standards.
As teachers make the transition to inquiry-centered science, they discover a need for new assessments. In response to this need, a group of 125 elementary teachers embarked on a three-year investigation of science assessment. This project was a component of the professional development provided by the Partnership for Systemic Change, which includes the Rahway, Linden, and Readington Township Public Schools in New Jersey; the North Penn School District in Pennsylvania; and the Merck Institute for Science Education.
As teachers make the transition to inquiry-centered science, they discover a need for new assessments. In response to this need, a group of 125 elementary teachers embarked on a three-year investigation of science assessment. This project was a component of the professional development provided by the Partnership for Systemic Change, which includes the Rahway, Linden, and Readington Township Public Schools in New Jersey; the North Penn School District in Pennsylvania; and the Merck Institute for Science Education.
Use protozoa to model macroscopic ecological and biological processes—such as symbiosis, succession, and feeding strategies—with these 28 hands-on investigations. This innovative resource will facilitate understanding and learning through inquiry, assessment, and real-life applications of lab science. Includes reproducible materials and the text is linked to the Standards.
Use protozoa to model macroscopic ecological and biological processes—such as symbiosis, succession, and feeding strategies—with these 28 hands-on investigations. This innovative resource will facilitate understanding and learning through inquiry, assessment, and real-life applications of lab science. Includes reproducible materials and the text is linked to the Standards.
Questions, questions, questions! They are a large part of a teacher’s stock-in-trade. We use questions to help students review, to check on comprehension, to stimulate critical thinking, to encourage creativity, to emphasize a point, to control classroom activities, reduce disruptive behavior, to help determine grades, to encourage discussion, to discourage inattentiveness, and for other reasons and purposes. Questioning style and content varies from teacher to teacher, student group to student group, and situation to situation.
Questions, questions, questions! They are a large part of a teacher’s stock-in-trade. We use questions to help students review, to check on comprehension, to stimulate critical thinking, to encourage creativity, to emphasize a point, to control classroom activities, reduce disruptive behavior, to help determine grades, to encourage discussion, to discourage inattentiveness, and for other reasons and purposes. Questioning style and content varies from teacher to teacher, student group to student group, and situation to situation.

How to ... Ask the Right Questions

Questions, questions, questions! They are a large part of a teacher’s stock-in-trade. We use questions to help students review, to check on comprehension, to stimulate critical thinking, to encourage creativity, to emphasize a point, to control classroom activities, reduce disruptive behavior, to help determine grades, to encourage discussion, to discourage inattentiveness, and for other reasons and purposes. Questioning style and content varies from teacher to teacher, student group to student group, and situation to situation.
Questions, questions, questions! They are a large part of a teacher’s stock-in-trade. We use questions to help students review, to check on comprehension, to stimulate critical thinking, to encourage creativity, to emphasize a point, to control classroom activities, reduce disruptive behavior, to help determine grades, to encourage discussion, to discourage inattentiveness, and for other reasons and purposes. Questioning style and content varies from teacher to teacher, student group to student group, and situation to situation.

The Creation Controversy and The Science Classroom

Organized into three practical parts, The Creation Controversy provides teachers with insights into modern science and the Book of Genesis, effective strategies for teaching evolution and other controversial topics, and the NSTA Position Statement on Evolution.

Organized into three practical parts, The Creation Controversy provides teachers with insights into modern science and the Book of Genesis, effective strategies for teaching evolution and other controversial topics, and the NSTA Position Statement on Evolution.

 

What College Science Faculty Can Learn About Change: The K-16 Continuum—Viewing School Teachers as Partners in Change

Journal of College Science Teaching—November 1999

K–12 teachers, who sometimes know more about teaching and learning than college professors, can be a great source of information about effective teaching strategies. This paper presents a synopsis of typical K–12 experiences that college educators can emulate, from taking risks in the classroom to participating in teaching workshops to joining support groups or institutional teaching centers.
K–12 teachers, who sometimes know more about teaching and learning than college professors, can be a great source of information about effective teaching strategies. This paper presents a synopsis of typical K–12 experiences that college educators can emulate, from taking risks in the classroom to participating in teaching workshops to joining support groups or institutional teaching centers.
K–12 teachers, who sometimes know more about teaching and learning than college professors, can be a great source of information about effective teaching strategies. This paper presents a synopsis of typical K–12 experiences that college educators can emulate, from taking risks in the classroom to participating in teaching workshops to joining support groups or institutional teaching centers.
 

Sizing Up Science Competitions: Guidelines for choosing a science contest for students

Science and Children—September 1999

Each fall, teachers receive many packets in the mail announcing exciting science contests for students. Because many of these contests promise prizes, trips, and awards for winning students and their teachers, it is tempting for teachers to try to enter each contest. But the whole process can be overwhelming. If you feel overwhelmed by the sheer number of science competitions cluttering your desk, read on to find out how to determine which competition will be best for your students.
Each fall, teachers receive many packets in the mail announcing exciting science contests for students. Because many of these contests promise prizes, trips, and awards for winning students and their teachers, it is tempting for teachers to try to enter each contest. But the whole process can be overwhelming. If you feel overwhelmed by the sheer number of science competitions cluttering your desk, read on to find out how to determine which competition will be best for your students.
Each fall, teachers receive many packets in the mail announcing exciting science contests for students. Because many of these contests promise prizes, trips, and awards for winning students and their teachers, it is tempting for teachers to try to enter each contest. But the whole process can be overwhelming. If you feel overwhelmed by the sheer number of science competitions cluttering your desk, read on to find out how to determine which competition will be best for your students.
 

Wrinkles in Time

Science Scope—May 1999

Wrinkles can be a good thing. The more corrugated the brain, the better. This unit on the brain features some activities to help get this fascinating information to middle school students without their eyes glossing over.
Wrinkles can be a good thing. The more corrugated the brain, the better. This unit on the brain features some activities to help get this fascinating information to middle school students without their eyes glossing over.
Wrinkles can be a good thing. The more corrugated the brain, the better. This unit on the brain features some activities to help get this fascinating information to middle school students without their eyes glossing over.
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