Modeling Leeuwenhoek’s Tools With Disposable-Camera Microscopes

Journal Article | September 2007

When students design and build their own versions of instruments, they appreciate them more—and are more likely to appreciate how experimentation plays a critical role in explaining the world around them (NRC 1999). In…

FIRST: A Model for Developing New Science Faculty

Journal Article | April 2005

Developing education skills in future college faculty is challenging. At the postdoctoral level, Fellowships in Research and Science Teaching (FIRST) fellows effectively integrate research with mentored undergraduate…

SimRiver: Environmental Modeling Software for the Science Classroom

Journal Article | December 2010

While students may acknowledge the impact that land use and development have on our environment, they do not necessarily understand the relationship between human activities and ecosystem responses. Therefore, the…

Methods and Strategies: Modeling Problem-Based Instruction

Journal Article | November 2007

Students get excited about science when they investigate real scientific problems in the classroom, especially when the investigation extends over several weeks. This article describes a health-science problem-based…

Science Sampler: Modeling the effects of drugs on the brain

Journal Article | October 2007

The following activity teaches students about the neurobiological consequences of drug use on their brains and behavior. Students make clay models that allow them to visualize how drugs affect neural communication. If…

Mathematics in the Biology Classroom: A Model of Interdisciplinary Education

Journal Article | February 2005

This article describes an interdisciplinary course that develops essential mathematical modeling skills within an introductory biology setting. The course embodies recent recommendations regarding the need for…

Modeling Success during Earth Science Week

Journal Article | August 1999

If your students are going to learn about scientific inquiry and the nature of science, you must be explicit, or purposeful, in your planning, presentation, and assessment of these concepts. The activity and details…