This article describes how the Just-in-Time Teaching (JiTT) warm-up exercises were successfully adopted into a college-level physics course as a teaching tool. Students were found to be more engaged in lectures after completing the warm-up assignments. The results from anonymous student surveys showed their overwhelming appreciation for the exercises. The survey results also demonstrated that male and female students differed significantly on whether they felt the assignments were helpful in their understanding of the course material. In addition, student exam scores have improved since the warm-up exercises were adopted. [More]

Students are scientifically literate when they can read material about science and intelligently communicate their viewpoints, comments, and critiques, using scientific vocabulary and applying the ideas of the process and nature of science. As part of their normal class, 80 students were asked to find an article on the internet, read it, and then write one page of comments to hand in. From the collected papers, six categories of comments emerged: Emotion, Opinion, Knowledge, Society, Motivation, and Technical. The majority of the students wrote comments that suggest they were thinking about how the article fits in their world. [More]

Preservice preparation courses for elementary teachers of science can provide opportunities to build pedagogical content knowledge. One common concern of preservice teachers is how to cope with a preplanned lesson that does not proceed as planned. Providing opportunities for preservice teachers to experience the unexpected actually immerses them in creative problem solving that is a hallmark of scientific investigation. This lesson in a preservice science methods course requires future teachers to build problem-solving skills through scientific inquiry as they cope with a type of science-kit activity in which the experiment does not go as planned. [More]

A journal-club-based class has been developed to promote active and cooperative learning and expose seniors in biochemistry and cellular molecular biology to recent research in the field. Besides giving oral presentations, students also write three papers: one discussing an article of their own choosing and two, discussing articles presented by other groups. Several strategies to select the articles that students discuss have been tried. In the fall 2008 semester, the selection was based on the series of online seminars from the American Society for Cell Biology (iBioSeminars) and the Howard Hughes Medical Institute (Holiday lectures). Students watched a subset of these seminars and picked one as their topic of research. After a search for recent publications by the investigator who presented that seminar, the students chose one article in coordination with the instructor. This report describes how the class is organized as well as the different strategies tried and their results. [More]

In times of economic downturn, college enrollments often increase. Entering students may come from diverse educational backgrounds and bring variable skill sets. In this article, the authors describe a skills-focused course developed to ensure that transfer and nontraditional students returning to education are prepared to succeed in upper-division science courses. The course focuses on competence in scientific skills, but it also aims to develop learning communities, provide orientation to the science program, and promote student planning. To achieve these aims, they use formative surveys, assignments for skill acquisition and practice, cooperative learning experiences, goal-setting tasks, and portfolios. Student feedback indicates that the course has been valuable for improving scientific preparedness, with additional benefits of clarifying curriculum expectations and developing personal responsibility for success. [More]

An interdisciplinary and context-driven course focused on global water issues was developed and taught at the college level. Students designed a semester-long research project, collected and analyzed data, and ultimately presented their results and conclusions to the larger community. As a result of the course, students' science literacy improved as did their curiosity and confidence in the science field. Students self-reported that they were more interested in the topic and saw connections to the course and other disciplines and real-world issues. They concluded that their ability to think through a problem increased as a result of the course. Finally, students reported that their enthusiasm and appreciation for the subject increased over the semester. [More]

Creative exercises (CEs) are a form of assessment in which students are given a prompt and asked to write down as many distinct, correct, and relevant facts about the prompt as they can. Students receive credit for each fact that they include that is related to the prompt and distinct from the other facts they list. With CEs, students have an opportunity to demonstrate their knowledge and the opportunity to select the information that they believe is related to the prompt. In addition, CEs encourage students to connect concepts because any relevant information presented can assist them in completing the CEs. This paper describes the use of CEs in a college-level chemistry class, including student answers to the CEs and a survey of students' impression of CEs. [More]

Preservice elementary education students often do not have a good feel for the process of science. Many may be acquainted with the steps of the scientific method but have never been through the scientific process. An exercise was designed using temperature-logging iButtons (Thermochrons) to improve knowledge of and familiarity with the process of science, critical-thinking skills, and graph-interpretation skills. Students designed temperature-based experiments, made hypotheses, conducted their experiments, generated graphs using Microsoft Excel, conducted thorough data/graph analyses, evaluated the results of their hypotheses, provided written reports, and presented their results to the class. This article summarizes the results of this exercise over a two-year period. [More]

The introduction of chemical concepts through concrete examples and interest-arousing demonstrations and activities is well accepted as an engaging and effective pedagogical method (Ealy and Ealy 1995; Gilbert et al. 1994; Katz 1991; Shakhashiri 1983- 1992 ). However, there is a lack of demonstrations and activities that can be used to engage students in learning organic reaction mechanisms. This article describes a colorful and engaging demonstration that was developed and used to engage students and lead them to an exercise that provides them with additional practice writing mechanisms. The demonstration is based on the changes in structure and color that occur in the dye molecule of roses with changes in pH. [More]

If a picture is worth a thousand words, think about how long it takes your students to read a thousand words. Case studies are effective and stimulating ways to teach a variety of subjects, including the biological sciences. In learning the details of a particular case, students develop skills in both deductive and inductive reasoning, hypothesis forming, and developing tests for hypotheses, among others. Reading and developing case studies takes up a great deal of time, however, and this is not always practical in a class like introductory biology in which time is critical and large amounts of information must be covered. Here the authors present the use of photographs as case studies for biology teaching-not as a substitute for regular lecture time, but as a supplement to it. [More]

Diagrams and figures play a central role in science and science education. Research has indicated that, when presented and used properly in a classroom setting, these external representations can contribute to students' understanding of scientific concepts; however, it is apparent that students do not always use, understand, interpret, or value external representations as their instructors intend. In this paper, the authors examine how general chemistry students use and interpret an external representation in the form of a common energy-level diagram. The results include implications for any college science instruction that uses external representations. [More]

Despite years of formal education, approximately one-third of all undergraduate students still cannot explain the causes of the seasons. Student manipulation of a handheld model is one approach to teaching this concept; however, the large number of students in many introductory classes can dissuade instructors from utilizing this teaching strategy. Students in large (n = 150) Earth science classes used a small, inexpensive model to explore the key concepts pertaining to the seasons and answered conceptually based conceptest questions using a personal response system. The numeric data demonstrated that students who used the model significantly outperformed students from two comparable control classes. Furthermore, classroom observations indicated that students used the models as a conceptual scaffold, and student interviews indicated that students preferred the model activities to the typical interactive lectures. [More]

Paleontologists, scientists who study the history of life on Earth, work in a dynamic area of science. Think of putting together a jigsaw puzzle with most of the pieces missing-that's what creating the fossil record is like. Each time a new piece is discovered; ideas about the whole picture become clearer (and sometimes even change considerably). This month's column focuses on how we know what we know about prehistoric life, how scientists' ideas have changed over time, and what mysteries of the past remain to be solved. [More]

Play and science inquiry are essential parts of early childhood programs. Imaginative play, unscripted yet guided by children's own rules, allows students to use their imagination and develop self-regulation, symbolic thinking, memory, language, and social skills, as well as construct their knowledge and understanding of the world. Play can reflect what children learn while engaged in science inquiry. Like play, science inquiry helps children make sense of their world and appreciate the work of scientists. [More]

The "Doing Science" probe from <em>Uncovering Student Ideas in Science: Another 25 Formative Assessment Probes</em> (Keeley, Eberle, and Dorsey 2008) can reveal some surprising ideas your students have about how scientists do their work. In order to build conceptual understanding that leads to a deep appreciation of the way science is practiced, you must start by uncovering the preconceived ideas your students bring to the science classroom. The "Doing Science" probe is designed to elicit commonly held ideas students have about the way scientists go about their investigations. [More]

Most children enjoy being in gardens. To capitalize on this interest, the authors designed a pea project in which second- and third-grade students would discover how plants grow under different conditions while also developing observation and nonfiction writing skills. As a result of this inquiry-based project, students learned how to think and act like scientists. [More]

A fear of snakes developed into an opportunity to teach students about the process of science: formulating questions, collecting and analyzing data, and communicating findings to the public. By using snakes to help students "think like a scientist," the authors engaged students in a five-day unit on inquiry while providing information about snakes found in their local community. As a result of this unit, students were encouraged to keep thinking like ssssscientists! [More]

<em>Science Friday's</em> motto "Making Science User-Friendly" was the authors' inspiration, as was its format for a segment on the morning broadcast at Forest View Elementary School. Patterned after National Public Radio's <em>Science Friday</em>, this special feature was designed to provide an opportunity for budding scientists to communicate their discoveries to the entire school community. It features student scientists who share their research, observations, class projects, experiments, and natural history collections. [More]

In an activity sequence that took place over several days, the class learned about sound and how people hear sounds. Following each activity, students engaged in whole-group sharing sessions and individual journal-writing sessions that were designed to help them see the patterns that emerged from their explorations. The activities were carefully chosen to illustrate these patterns using the Experiences-Patterns-Explanations (EPE) model of science. In this article, the author describes how EPE can be used to help students connect explanations to patterns in experiences. [More]

Using an adapted version of a recently published scientific article, a group of sixth graders worked together identifying conclusions, deciding on appropriate evidence, suggesting improvements for the study, and recommending further investigations for scientists. This experience provided opportunities for these students to use reading to decide on the quality of a scientific study-just like scientists do when they read. [More]

How can a teacher simultaneously teach science concepts through inquiry while helping students learn about the nature of science? After pondering this question in their own teaching, the authors developed a 5E learning cycle lesson (Bybee et al. 2006) that concurrently embeds opportunities for fourth-grade students to (a) learn a science concept, (b) develop an inquiry skill, and (c) learn about scientific inquiry (an aspect of the nature of science). This approach has been found to be particularly useful to help students think like scientists. [More]

Insect vision is an area of active research that allows fruitful exploration into the nature of the scientific endeavor because of the bias our own vision brings. As scientists, we use our senses to make observations, but we can't assume that what we see is what insects see; we are forced to think outside of our own senses when we ask questions about insect vision. The authors considered these concepts as they guided a first- and second-grade integrated class in thinking about what scientists currently know about insect eyesight, the complex issues scientists face when trying to understand what insects see, and how students as scientists can begin to investigate eyesight. [More]

One way to help elementary students see connections more easily and to make their thinking more visible is to teach them to approach scientific investigation and problem solving as scientists do-from the framework of "finding evidence to support claims." In this article, the authors begin by introducing students to the concept of evidence, then build on that idea by introducing the concepts of cause and effect and the need for accuracy in evidence (i.e., measurement), and finally by introducing the ideas of variables and control in an investigation. [More]

Unless they are biting us-or wowing us in some way-insects are often overlooked, despite vastly outnumbering us and being vital to our existence. Fortunately, there are many ways to focus the curiosity of children about insects and get some quality outside time. Let these projects guide your students into the world of insects as they learn about pollination and the astounding diversity of insects. When students gain identification skills and begin monitoring insect species and reporting data, they are performing authentic research for scientists-and learning to function as scientists as well. [More]

Curriculum top study (CTS) action research is a specific type of inquiry that combines curriculum topic study (Keeley 2005) with an examination of students' thinking using formative assessment probes (Keeley, Eberle, and Farrin 2005; Keeley, Eberle, and Tugel 2007; Keeley, Eberle, and Dorsey 2008; Keeley and Tugel 2009) and a variety of data-collection techniques designed to reveal alternative ideas students have about science concepts. This article describes how to combine CTS with formative assessment probes to create a revealing form of action research. [More]

Formative assessments are usually informal and can range from oral question-and-answer sessions in class to performance events or quizzes. Stiggens and DuFour (2009) state that teachers and schools should use formative assessments to clarify what students are supposed to be learning, improve the instructional practices of individual teachers, and allow for reteaching of concepts to reach struggling students. This article examines the results of an action research project and describes how it improved teaching and learning in one school district. [More]

This article describes a study funded by the Research on Gender in Science and Engineering (GSE) Program of the National Science Foundation (NSF). The study focused on gaining a better understanding of how middle school students perceive television depictions of scientists. This study involved collaboration between a major research university and local middle schools and is a good example of how education and social science research can take place in schools. The findings of this research also have implications for middle school science curricula and the ways in which science teachers engage middle school students in science. [More]

This article describes a lesson where students explore the absorbency of several towels with different weaves and weights. The lesson follows the 5E learning-cycle model and incorporates engineering in the sense of product testing with a focus on the relationship between the weave of a towel and its absorbency. The National Science Education Standards indicate that middle-level students should understand "a substance has characteristic properties, such as density, boiling point, and solubility" (NRC 1996). [More]

This article explains how the sky would look from different locations, specifically from other locations within our solar system. Answers to the following questions are addressed: Do the constellation patterns we see from Earth look different from another planet in our solar system? What would the Sun look like from greater distances? [More]

Global Positioning System receivers (GPSr) are an indispensible classroom bridge between maps and the physical world as students go back and forth between projections and Earth. When using a GPSr, the spatial-relations skills students employ can help improve conceptual thought in areas such as physics, chemistry, Earth science, biology, and math. This column describes some of the magical properties of GPSr and other examples of what is loosely termed <em>GeoEverything</em>. [More]

Although science is a creative endeavor (NRC 1996, p. 46), many students think they are not encouraged-or even allowed-to be creative in the laboratory. When students think there is only one correct way to do a lab, their creativity is inhibited. Park and Seung (2008) argue for the importance of creativity in science classrooms and for the teacher's role in enhancing students' creativity. This article describes several quick, inexpensive ways to encourage creativity and problem-solving skills in the lab. [More]

In his book, <em>A Whole New Mind</em>, Daniel Pink champions the benefits of right-brained thinking: creativity, flexibility, empathy, and meaning. He stresses the need to not only be logical, but also aware of emotion; to not only be sequential, but also conceptual; and to not only be calculating, but also recognize value. The project described in this article is designed to expose students to some of the right-brained-or R-directed-concepts that Pink proposes and inspire them to view genetics and other disciplines in a more creative light. [More]

Students-and just about everyone else-tend to have a wide range of misconceptions about microbes. This article is aimed at changing how students view microbes by engaging them in two hands-on activities that are fun and creative and align with both the National Science Education Standards (NRC 1996) and the Essential Principles of Ocean Literacy (NGS and NOAA 2006). By taking a microbe personality quiz and designing their own microbe models, students uncover the critical roles that microbes play in our environment. [More]

This article presents a projectile motion lesson for high school physics that guides students through phases of exploration, concept development, and application. Students release a marble on a toy race-car track and model its range as a function of velocity and launch angle. Then, in an authentic assessment, they use their newly developed knowledge and engineering judgment to solve a real-world problem. [More]

It is no secret that many high school students are fascinated with automobiles. The activities in <em>Fueling the Car of Tomorrow</em>-a free high school science curriculum, available online-(see "On the web")-capitalize on this heightened awareness and provide relevant learning opportunities designed to reinforce basic physics, chemistry, biology, and mathematics principles. The curriculum consists of 17 activities that can serve as a resource for science classes or as the basis of an entire course; each activity is also explicitly tied to state and national science standards (NRC 1996). [More]

Electrospinning has been used to create nanofibers for filtration devices, tissue engineering, and protective clothing. Although electrospinning is now widely studied, because of the expensive equipment required and the advanced nature of this topic, it is not commonly found in high school science labs. Through grants from the Ohio State University and the National Science Foundation (NSF), the author was able to obtain the necessary equipment and adapt it for use in the high school science classroom. This article describes the authors' experience with electrospinning in an 11th- and 12th-grade Honors Physics class. [More]

In this Idea Bank, the author provides two classroom activities that integrate argumentation, explanation, and the use of evidence with biology content. The first example fits within an ecology unit; the second works well in one on evolution. These examples not only help students better understand the natural world, but also demonstrate the ever-changing nature of scientific understanding. [More]

If the entropy of a liquid is greater than that of its solid, why do solids ever form? Why can salts be used to melt ice in winter and cool old-fashioned ice-cream makers in summer? The answers to these questions (and many more) are tied up in the interplay of entropy, energy, and temperature. In this web seminar, we extend the molecular level entropy model introduced in the previous seminar to include energy and temperature effects. This molecular level view of entropy provides a more physically understandable and concrete picture than is often taught. We begin with a model that is simple enough to visualize and count how entropy changes involving energy are characterized. We then extrapolate the results to understand macroscopic, observable systems like phase changes for pure substances and solutions. These topics may be especially useful for honors, AP, or IB courses. You and your students can apply the model to understand how entropy, energy, and temperature can result in ice cream. Register Today! This web seminar is one of a series designed to provide secondary teachers insights into presenting difficult chemistry concepts in the context of everyday experiences students can relate to. These seminars are sponsored by the American Chemical Society (ACS) Education Division, Office of High School Chemistry. For more information about ACS resources for high school teachers, please visit <a href="http://www.acs.org/highschool" target="_blank">http://www.acs.org/highschool</a>. [More]

All are favored by increases in entropy as they are formed. Entropy is the key to understanding the changes that we observe in the world around us, but often seems to be a very abstract concept. A molecular level view of entropy provides a more physically understandable and concrete picture than is often taught. Our approach will begin with a model that is simple enough to visualize and count how entropy changes are characterized. We then extrapolate the results to understand macroscopic, observable systems. These topics may be especially useful for honors, AP, or IB courses. You and your students can apply the model to understand how entropy changes explain spreading oil slicks, salad dressing, and mayonnaise. This web seminar is one of a series designed to provide secondary teachers insights into presenting difficult chemistry concepts in the context of everyday experiences students can relate to. These seminars are sponsored by the American Chemical Society (ACS) Education Division, Office of High School Chemistry. For more information about ACS resources for high school teachers, please visit <a href="http://www.acs.org/highschool" target="_blank">http://www.acs.org/highschool</a> [More]

Boost students' understanding of science with literacy strategies! Research has long supported the positive effects of integrating literacy practices into the science curriculum; now this helpful and timely resource offers science educators effective strategies that they can implement immediately. Teachers of students in Grades 3-8 will find innovative ideas-aligned with national science education standards-for incorporating language analysis and science literature into inquiry-based science classrooms. Included are activities as well as sample lessons to help students: - Read and comprehend science texts - Find related resources to explore particular interests - Build their science vocabulary - Write to learn science concepts This volume is valuable for teachers, leaders of professional development workshops, institutes, topical seminars in science and literacy, science and reading methods courses and study groups. [More]

Goal 3 of the National Science Education Standards (NSES) calls for students to "engage intelligently in public discourse and debate about matters of scientific and technological concern" (NRC 1996, p. 13). The unit described in this chapter, "Clean-At What Cost?" focuses on addressing this goal through a series of activities that allow students to develop an understanding about the use of nanotechnology that has potentially direct effects on their lives. The unit was developed for middle and high school students for integration into the science curriculum at a variety of possible locations (such as in lessons on microbiology, properties of matter, or impact of science and technology). This free selection includes the Table of Contents, Foreword, and Index. [More]

- My curriculum is already full. - We don't have time to teach what we must. - I don't know what green chemistry is or how it fits with high school chemistry. Given these and other issues, is there a place for green chemistry in high school chemistry? We need to include information about sustainable practices in all our science classes and it is much easier than you might think. In this Web Seminar, we explain the basic principles of green chemistry and explore how they can be applied to typical high school courses. Few teachers have room for a special unit to be added to their curriculum. We also present a number of alternatives to typical labs, which have a green message embedded them. [More]

NSTA debuted its new strategic plan, <a href="http://www.nsta.org/pdfs/StrategicGoals2010.pdf" target="_blank">Strategic Goals 2010</a>, in July at its annual National Congress on Science Education. A comprehensive guide to help drive the association's efforts for the next five years, Strategic Goals 2010 was created to reflect the changes in science education. A yearlong, multiphase project, Strategic Goals 2010 is the successor to Strategy 2005. In this Web seminar, members of the Strategic Goals 2010 Task Force will explain the background, purpose, and development process of the new 2010 strategic goals. Discussion of each of the four goals will describe how each addresses current issues in science education and how NSTA's current and future initiatives will achieve these goals. Join us in this interactive Web seminar to be better informed about the future direction of NSTA as a leader in the science education community. After the presentation, there will be a question and answer session in which members of the task force will answer any questions that you may have about the document. To submit questions to be answered during the question and answer portion of the Web seminar, send an email to <a href="mailto:strategicgoals2010@nsta.org">strategicgoals2010@nsta.org</a>. Please include your name, where you are from, and your question in the body of the email. [More]

Now in its 19th year, ExploraVision encourages K-12 students of all interest, skill and ability levels to create and explore a vision of future technology by combining their imaginations with the tools of science. With the entry deadline approaching, this Web Seminar will focus on how to avoid disqualification in this year's ExploraVision competition. Past winning coaches will address the rules and required entry components of ExploraVision and how to avoid the most common mistakes that get up to 25% of teams disqualified every year. Join ExploraVision ambassadors, classroom teachers like you, who have participated successfully in this program as they share valuable information and their perspective regarding this exciting opportunity. This Web Seminar is designed for prospective ExploraVision coaches of grades K-12. [More]

Now in its 19th year, ExploraVision encourages K-12 students of all interest, skill and ability levels to create and explore a vision of future technology by combining their imaginations with the tools of science. This web seminar will focus on how you can help your students win in ExploraVision. Past winning coaches will provide tips on the basic components of ExploraVision entries, the various ways you and your students can submit entries, and some tips and pointers on how you can help your students produce higher quality entries. Join ExploraVision ambassadors, classroom teachers like you, who have participated successfully in this program as they share valuable information and their perspective regarding this exciting opportunity. This Web Seminar is designed for prospective ExploraVision coaches of grades K-12. [More]

Now in its 19th year, ExploraVision encourages K-12 students of all interest, skill and ability levels to create and explore a vision of future technology by combining their imaginations with the tools of science. This Web Seminar will focus on how you can get your class started in the ExploraVision competition. Past winning coaches will address the benefits of utilizing the ExploraVision program in your classroom, how you can use ExploraVision to put into practice many of the National Science Education Standards, and the prizes that you, your students, and your school can win. Join ExploraVision ambassadors, classroom teachers like you, who have participated successfully in this program as they share valuable information and their perspective regarding this exciting opportunity. This Web Seminar is designed for prospective ExploraVision coaches of grades K-12. [More]

Now in its 19th year, ExploraVision encourages K-12 students of all interest, skill and ability levels to create and explore a vision of future technology by combining their imaginations with the tools of science. This Web Seminar will focus on ExploraVision's online resources. Past winning coaches will address the online resources available to ExploraVision coaches including lesson plans, timelines, and testimonials, as well as a detailed look at how coaches can use the ExploraVision online registration/submission system to submit entries. Join ExploraVision ambassadors, classroom teachers like you, who have participated successfully in this program as they share valuable information and their perspective regarding this exciting opportunity. This Web Seminar is designed for prospective ExploraVision coaches of grades K-12. [More]

When it comes to making science relevant for students, what better way than to apply it to something that is a big and relevant part of their everyday lives-FOOD? In this symposium, participants will learn the basics of nutrition science, nutrition-related health trends in the U.S., the scientific basis for the percentage daily values (%DV) on the Nutrition Facts Label, what teaching resources FDA has developed, and much, much more. FDA scientists and master educators will lead participants in activities-some of which are inquiry oriented and hands-on-that can be used in the classroom to enable students to experience several of the National Science Education Standards, including those for Science in Personal Health and Social Perspectives. The Symposium will be held at NSTA's Area Conference on Science Education in Baltimore, Maryland. Topics to be covered include careers, nutrition, the food label, and daily percentage values. This event is part of a blended professional development opportunity that includes two NSTA Web Seminars-that extend the interactivity with FDA staff. All participants receive a $60 stipend upon completion of the program. Refreshments will be provided. A drawing of door prizes will take place at the end of the program. [More]

This summer, eleven teams of teachers from all across the country flew science experiments aboard NASA's Reduced Gravity Aircraft to learn about the effects of microgravity. Join us in the third of three web seminars and learn about NASA's Teaching From Space Reduced Gravity Opportunity program. <a href="http://learningcenter.nsta.org/products/SeminarRegistration.aspx">Register Today!</a> Each web seminar will feature at least three of the teams and their experiments. Participants will learn and ask questions about the design, development, and results of the experiments. Participants will also learn about the students' involvement in the project and how teachers can implement the experiments in the classroom. Visit NASA's Microgravity University web site <a href="http://microgravityuniversity.jsc.nasa.gov/se/currentweekabstract.cfm" target="_blank">http://microgravityuniversity.jsc.nasa.gov/se/currentweekabstract.cfm</a> to see the experiments' abstracts. This web seminar is designed for educators of grades K-12. An archive of this program and related PowerPoint presentation may be available at the end of the program. [More]

This summer, eleven teams of teachers from all across the country flew science experiments aboard NASA's Reduced Gravity Aircraft to learn about the effects of microgravity. Join us in the first of three web seminars and learn about NASA's Teaching From Space Reduced Gravity Opportunity program. <a href="http://learningcenter.nsta.org/products/SeminarRegistration.aspx" target="_blank">Register Today!</a> Each web seminar will feature at least three of the teams and their experiments. Participants will learn and ask questions about the design, development, and results of the experiments. Participants will also learn about the students' involvement in the project and how teachers can implement the experiments in the classroom. Visit NASA's Microgravity University web site <a href="http://microgravityuniversity.jsc.nasa.gov/se/currentweekabstract.cfm" target="_blank">http://microgravityuniversity.jsc.nasa.gov/se/currentweekabstract.cfm</a> to see the experiments' abstracts. This web seminar is designed for educators of grades K-12. An archive of this program and related PowerPoint presentation may be available at the end of the program. [More]

This summer, eleven teams of teachers from all across the country flew science experiments aboard NASA's Reduced Gravity Aircraft to learn about the effects of microgravity. Join us in the second of three web seminars and learn about NASA's Teaching From Space Reduced Gravity Opportunity program. <a href="http://learningcenter.nsta.org/products/SeminarRegistration.aspx">Register Today!</a> Each web seminar will feature at least three of the teams and their experiments. Participants will learn and ask questions about the design, development, and results of the experiments. Participants will also learn about the students' involvement in the project and how teachers can implement the experiments in the classroom. Visit NASA's Microgravity University web site <a href="http://microgravityuniversity.jsc.nasa.gov/se/currentweekabstract.cfm" target="_blank">http://microgravityuniversity.jsc.nasa.gov/se/currentweekabstract.cfm</a> to see the experiments' abstracts. This web seminar is designed for educators of grades K-12. An archive of this program and related PowerPoint presentation may be available at the end of the program. [More]

What do telling stories and teaching chemistry have in common? Both are necessary for students to understand what they are studying. In this Web Seminar, we examine how magazine articles about science can be used to help students understand basic chemistry concepts and enrich their ability to apply what they have learned to everyday life. An article on the production of "green gasoline" is used to illustrate and enhance basic chemistry concepts. ChemMatters magazine is an award winning publication that presents articles about how science works in everyday life and is written for high school level students. Each article has an exhaustive amount of teacher support material, including tools to help students read technical material, understand what they read and apply it to what they know. [More]

Join us in this web seminar and see how the NSTA Learning Center's free resources and professional development tools can help you in the classroom and in your career. With over 5,000 resources, 25% of which are free, NSTA can help! The NSTA Learning Center (NLC), the "home base" for e-learning and professional development opportunities is a repository of online learning experiences and resources for science educators. It features SciPacks, self-paced, mini-courses and SciGuides, resources with lesson plans and URLs ready for classroom use. Also available at the NLC are tools, like <i>My Library</i> that can be used to store NLC and your own resources and to create and share collections. This program is designed for educators of grades K-12. An archive of this program and related PowerPoint presentation may be available at the end of the program. All participants will receive one free SciPack (value: $40) for attending and completing an evaluation at the end of the program. [More]

The Podcast: Sodium in the Diet is a production of the entire Web Seminar: <a href="http://learningcenter.nsta.org/products/symposia_seminars/Philadelphia10/Nutrition/webseminarI.aspx" target="_blank">Sodium in the Diet</a>, April 15, 2010. The podcast is 45 minutes in duration. Click, Sodium in the Diet, April 15, 2010 to place this web seminar archive in you Learning Center Library now. This is the first of two Web Seminars scheduled as a follow-up to the Teaching Nutrition Science and the Food Label Symposium that took place at the NSTA National Conference on Science Education in Philadelphia, PA. In this program, Crystal Rasnake talked about Americans getting to much sodium (salt) in their diets. She explained the recommended amounts of sodium and showed that the American average far exceeds this recommendation. Ms. Rasnake talked about the sources of additional sodium in the diet and reminded people of how the food label can be used to help make wise dietary choices. She also provided some educational links that can be used in the classroom. [More]

In this course, you will: - Learn about chemical reactions, acid rain, natural, synthetic and bio polymers, recycling, sustainable energy sources. - Take a qualitative look at heat and energy. - Discuss the quantitative aspects of chemistry such as measurement, uncertainty, the use and limitations of mathematical modeling, dimensional analysis, quantitative laboratory skills, and others. - Develop a lasting qualitative understanding of basic chemical concepts. - Gain an accurate picture of the scientific processes and the skills that are needed to understand and solve individual, local and global chemistry-based problems. Visit our web site at: <a href="http://www.umassulearn.net/seo" target="_blank">http://www.umassulearn.net/seo</a> for additional information. [More]

In this course, you will: - Develop a solid grasp of how we know "where'' and "when'' we are in the universe, the ways in which we are able to explore remote objects, and how to convey these ideas to students through projects and activities. - Explore how peoples throughout history, from different historical and cultural settings, have made sense of the sky and how people today, from diverse backgrounds, think about and interact with celestial phenomenon. - Examine the many ways in which astronomy relates to the world of work in order to enable elementary and middle school teachers to help their students think about their knowledge of the universe in relation to careers. - Undertake inquiry-based projects to understand how learning can be enhanced through personal discovery of astronomical phenomena. - Apply scientific and mathematical reasoning to interpret phenomena we observe. - Work collaboratively in teams to apply critical thinking and the scientific method to solve problems. - Learn to adapt advanced scientific topics for use in the middle-school classroom. Visit our web site at: <a href="http://www.umassulearn.net/seo" target="_blank">http://www.umassulearn.net/seo</a> for additional information. [More]

In this course, you will: - Gain a foundation in physics content. - Work in an inquiry-based mode with hands-on investigations and lab activities. - Learn to recognize and utilize the skills of inquiry learning in the design and implementation of science curricula in your own classroom. - Develop skills such as: designing investigations; collecting, organizing and presenting data; identifying patterns; using math as a tool for analysis, and a basis for making inferences; communicating with others using "scientific language"; learning to ask new questions and to redesign investigations based on new, but perhaps incomplete understanding. Visit our web site at: <a href="http://www.umassulearn.net/seo" target="_blank">http://www.umassulearn.net/seo</a> for additional information. [More]

In this course, you will: - Gain a thorough understanding of several key concepts and processes of meteorology. - Develop the ability to effectively present the meteorology topics appropriate for the middle school science classroom. - Acquire the tools necessary to develop a meteorology pedagogy using inquiry based learning in the middle school classroom. Visit our web site at: <a href="http://www.umassulearn.net/seo" target="_blank">http://www.umassulearn.net/seo</a> for additional information. [More]

The Podcast: Application of Nanotechnology to Cosmetics and Foods is a production of the entire Web Seminar: <a href="http://learningcenter.nsta.org/products/symposia_seminars/fall09/fda/webseminar2.aspx" target="_blank">Application of Nanotechnology to Cosmetics and Foods</a>, November 24, 2009. The podcast is 1 hour 2 minutes in duration. Click, Application of Nanotechnology to Cosmetics and Foods, November 24, 2009 to place this web seminar archive in you Learning Center Library now. This is the second of four Web Seminars scheduled as a follow-up to the Teaching Science with Food Safety and Nutrition Science and the Food Label Symposia that took place at the NSTA Area Conference on Science Education in Ft. Lauderdale, Florida. In this program, Dr. Bronaugh talked about FDA's regulatory role, current uses, and areas of research relating to the use of nanotechnologies in food and cosmetics. [More]

Chart a course to excellence in science teaching and learning at the NSTA Baltimore Area Conference on Science Education. Conference strands include: - Teaching Science in the 21st-Century Classroom - Embracing the World from Our Own Backyard: Environmental Education - Building Tomorrow's Workforce: Science, Technology, Engineering, and Mathematics (STEM) The conference headquarters hotel is the Hilton Baltimore. Conference registration and sessions will be at The Baltimore Convention Center, as will the exhibits and the NSTA Science Bookstore. Additional sessions/events will be held at the Hilton. The conference will begin with concurrent sessions on Thursday, November 11, at 8:00 AM and end on Saturday, November 13, at 12 Noon. Visit <a href="http://www.nsta.org/conferences/2010bal" target="_blank">http://www.nsta.org/conferences/2010bal</a> for more information about the NSTA Area Conference in Baltimore, 2010. Open to member and nonmember science educators, NSTA conferences offer the latest in science content, teaching strategy, and research to enhance and expand your professional growth. Take advantage of this unique opportunity to collaborate with science education leaders and your peers. Each year NSTA hosts a national conference on science education and three area conferences on science education. NSTA conferences are jam-packed with innovative presentations and hands-on workshops as well as special invited speakers, educational field trips, short courses, NSTA Symposia (which provide online follow-up after the conference online), and exciting social events. The Exhibition of Science Education Materials is the largest exhibition of its kind and is an invaluable source of curriculum and other products. Topics include: Life Science, Physical Science, and Earth and space Science. Presentations also include pedagogical topics such as: Assessment, science safety, classroom management, educational research, online learning, professional development. Visit <a href="http://www.nsta.org/conferences" target="_blank">http://www.nsta.org/conferences</a> for more information about NSTA Conferences on Science Education. [More]

Join your colleagues on the banks of the Missouri River for the first of NSTA's 2010 fall conferences. Conference strands include: - Data-driven Learning - Developing and Communicating Conceptual Understanding for All Students - Scientific Innovation: Applying Science in the Real World The conference headquarters hotel is the Kansas City Marriott Downtown. Conference registration and sessions will be at the Kansas City Convention Center, as will the exhibits and the NSTA Science Bookstore. Additional events will be held at the Marriott. The conference will begin with concurrent sessions on Thursday, October 28, at 8:00 AM and end on Saturday, October 30, at 12 Noon. Visit <a href="http://www.nsta.org/conferences/2010kan" target="_blank">http://www.nsta.org/conferences/2010kan</a> for more information about the NSTA Area Conference in Kansas City, 2010. Open to member and nonmember science educators, NSTA conferences offer the latest in science content, teaching strategy, and research to enhance and expand your professional growth. Take advantage of this unique opportunity to collaborate with science education leaders and your peers. Each year NSTA hosts a national conference on science education and three area conferences on science education. NSTA conferences are jam-packed with innovative presentations and hands-on workshops as well as special invited speakers, educational field trips, short courses, NSTA Symposia (which provide online follow-up after the conference online), and exciting social events. The Exhibition of Science Education Materials is the largest exhibition of its kind and is an invaluable source of curriculum and other products. Topics include: Life Science, Physical Science, and Earth and space Science. Presentations also include pedagogical topics such as: Assessment, science safety, classroom management, educational research, online learning, professional development. Visit <a href="http://www.nsta.org/conferences" target="_blank">http://www.nsta.org/conferences</a> for more information about NSTA Conferences on Science Education. [More]

Join us in Music City for NSTA's December conference on science education. Conference strands include: - Building Capacity to Lead Professional Learning - The Brain-considerate Classroom - Understanding a Designed World The conference will begin with concurrent sessions on Thursday, December 2, at 8:00 AM and end on Saturday, December 4, at 12 Noon. Visit <a href="http://www.nsta.org/conferences/2010nas" target="_blank">http://www.nsta.org/conferences/2010nas</a> for more information about the NSTA Area Conference in Nashville, 2010. Open to member and nonmember science educators, NSTA conferences offer the latest in science content, teaching strategy, and research to enhance and expand your professional growth. Take advantage of this unique opportunity to collaborate with science education leaders and your peers. Each year NSTA hosts a national conference on science education and three area conferences on science education. NSTA conferences are jam-packed with innovative presentations and hands-on workshops as well as special invited speakers, educational field trips, short courses, NSTA Symposia (which provide online follow-up after the conference online), and exciting social events. The Exhibition of Science Education Materials is the largest exhibition of its kind and is an invaluable source of curriculum and other products. Topics include: Life Science, Physical Science, and Earth and space Science. Presentations also include pedagogical topics such as: Assessment, science safety, classroom management, educational research, online learning, professional development. Visit <a href="http://www.nsta.org/conferences" target="_blank">http://www.nsta.org/conferences</a> for more information about NSTA Conferences on Science Education. [More]

Join us in the "City by the Bay" for NSTA's 2011 national conference. Conference strands include: - Embracing Technology in the 21st-Century Classroom - Accessing Language Through Science and Mathematics Content - Exploring Earth, Wind, and Fire - Building Scientific Minds: Inspiring Teaching and Effective Learning The conference will begin with concurrent sessions on Thursday, March 10, at 8:00 AM and end on Sunday, March 13, at 12 Noon. Visit <a href="http://www.nsta.org/conferences/2011san" target="_blank">http://www.nsta.org/conferences/2011san</a> for more information about the NSTA National Conference in San Francisco, 2011. Open to member and nonmember science educators, NSTA conferences offer the latest in science content, teaching strategy, and research to enhance and expand your professional growth. Take advantage of this unique opportunity to collaborate with science education leaders and your peers. Each year NSTA hosts a national conference on science education and three area conferences on science education. NSTA conferences are jam-packed with innovative presentations and hands-on workshops as well as special invited speakers, educational field trips, short courses, NSTA Symposia (which provide online follow-up after the conference online), and exciting social events. The Exhibition of Science Education Materials is the largest exhibition of its kind and is an invaluable source of curriculum and other products. Topics include: Life Science, Physical Science, and Earth and space Science. Presentations also include pedagogical topics such as: Assessment, science safety, classroom management, educational research, online learning, professional development. Visit <a href="http://www.nsta.org/conferences" target="_blank">http://www.nsta.org/conferences</a> for more information about NSTA Conferences on Science Education. [More]

Many schools are implementing Professional Learning Communities (PLC) to examine practice and ensure student learning. This session provides tools, models and strategies to focus PLCs on science content and science learning. Through a combination of plenary and breakout sessions, participants will learn: - The key features of effective Professional Learning Communities - (PLCs) for science teachers - Tools and protocols PLCs can use to strengthen their focus on science learning - A model for teacher collaboration focused on improving science lessons and gathering formative assessment information that can be used by PLCs - How to use Science Curriculum Topic Study within PLCs In addition participants will have the opportunity to: - Engage in a simulation game on how to implement effective school-based professional development and build a learning community focused on science education - Develop a plan for applying your learning in your own schools and districts This session is designed for science teacher leaders, department chairs, administrators, and teams of science teachers working in or starting PLCs. [More]

In this course, you will: - Engage in discussions about the nature and practice of middle school science education. - Identify elements of inquiry and implement them in your science classrooms. - View video clips of real-life classrooms, student interviews focusing on conceptual understanding, and case studies of teachers trying to make changes in their teaching and you will reflect on the teaching strategies you see. - Engage in conversations on topics such as questioning, conceptual change, group work, materials management, and classroom culture. - Explore the topic of inquiry-based science instruction by focusing on student learning, meaning making, conceptual change, and assessment. - Conduct several scientific investigations in order to experience the inquiry process firsthand. - Collaborate with the entire class on a simple investigation into the rusting of nails. - Conduct your own individual classroom study addressing a topic of your choice. This course is based on the Science K-6: Investigating Classrooms video series (developed by WGBH and funded by the National Science Foundation) and the Case Studies Series and the Private Universe Series (developed by the Media Group of the Harvard Smithsonian Institution for Astrophysics and funded by the Annenburg Foundation). Visit our web site at: <a href="http://www.umassulearn.net/seo" target="_Blank">http://www.umassulearn.net/seo</a> for additional information. [More]

In this course, you will: - Observe local chemical phenomena that allow you to then examine more complex chemical systems like global warming, ozone depletion, and the greenhouse effect; air and water quality; ecosystems; environmental factors in evolution and biodiversity; the earth, and the food web. - Address the need to make careful observations, collect data, formulate conclusions and make predictions based on those findings. - Be exposed to modeling, both developing and using physical and mathematical models to describe observed chemical phenomena. - Practice inquiry methods. - Enhance your critical thinking skills. - Learn to use a variety of technical and laboratory skills to design, perform and interpret experiments. This is the first course of a two-semester chemistry program that provides teachers with everyday experiences that are directly related to fundamental chemical concepts. Visit our web site at: <a href=" http://www.umassulearn.net/seo" target="_Blank">http://www.umassulearn.net/seo</a> for additional information. [More]

In this course, you will: - Explore Earth systems, focusing on significant environmental issues that affect the air, water, solid Earth, and biosphere. - Investigate global warming, acid rain, ozone, volcanoes and other topics. - Explore how these topics fit within the context of global processes and cycles in the Earth system. Visit our web site at: <a href="http://www.umassulearn.net/seo" target="_blank">http://www.umassulearn.net/seo</a> for additional information. [More]

The authors engage students in inquiry-based learning by presenting laboratory exercises as mini-journal articles that mirror the format of a scientific journal article, including a title, authors, abstract, introduction, materials and methods, results, discussion, and citations. Students develop and carry out their follow-up investigation, then present their findings in the form of their own mini-journal. Mini-journals replace traditional cookbook laboratories with a format that more directly encourages scientific practice. [More]

Research service-learning (RSL) is an emerging pedagogy in which students engage in research within a service-learning context. This approach has great potential to promote science literacy because it teaches students how to use scientific knowledge and scientific ways of thinking in the service of society and helps them to better appreciate the strengths and limitations of the scientific method. The authors used RSL to promote science literacy in an introductory course for nonmajors, Conservation Biology of the Eno River. In this paper, they describe RSL, explain how they used it to design this course, and describe some lessons learned. They also describe the benefits of RSL for students, faculty, the community, and universities. Their hope is to provide science educators with another useful strategy for promoting science literacy. [More]

The geology program at Clemson University has instituted a new, six-semester-long undergraduate research course sequence that requires student participation in ongoing departmental research projects from their sophomore through senior years. As a part of a university-wide initiative focusing on undergraduate research, termed Creative Inquiry at Clemson University, the experience provides students with the opportunity to address real research problems in Earth science, gather their own data, and interact with a diverse group of students through interdisciplinary group projects that culminate in group presentations and the publication of research results. Students may choose from a variety of research project options, most of which involve environmental monitoring of selected parcels of an extensive tract of university-owned forest land near campus. Assessment of the pilot offering of the sophomore research experience indicated that students recognized the effectiveness of these courses in fostering better inquiry, analysis, and presentation skills. [More]

Cross-curricular programming offers unique opportunities to connect non-majors with science. In this article, the author describes personal experiences related to a novel initiative uniting science, civics, and citizenship that may serve as a model for course and program development at other colleges. In this model, students from multiple majors explored several historical and contemporary disease events. The primary pedagogical goals were to examine how both social and scientific forces shaped those events and how they have shaped society today; and to reflect on how those experiences can inform future scientific and social decisions. [More]

In this article, a comparison of student learning outcomes is made in sophomore-level physical science classes using a "traditional" pedagogical approach versus a "modern" approach. Specifically, when students were taught the electromagnetic spectrum using diagrams and examples that incorporate technological advances and electronic devices of our time, their learning outcomes increased significantly when compared with student learning outcomes from classes taught using a traditional pedagogical approach. An electromagnetic spectrum incorporating today's most modern devices used by college students as well as a pedagogical approach that uses these devices is presented. The data presented here support the use of such examples for teaching the electromagnetic spectrum and its applications in the college physical science classroom to students born after 1982. [More]

With no big television presence or golden statues, the awards given for outstanding science writing are certainly less well-known recognitions of achievement. However, several prestigious and sizable monetary awards honor science writing. This short review highlights the most recent winners of the major English language awards for outstanding popular science writing. These books, written for general readers, provide opportunities for nurturing science literacy and appreciation. [More]

One of the concepts taught to our science students is the use of hemocytometer. Students in microbiology, genetics, and anatomy and physiology (A&P) classes use the hemocytometer in a variety of activities. In microbiology and genetics classes, it is used to quantify yeast cells, while in A&P classes; students learn how to count blood cells. This activity provides instructors with a simple way to assist students in understanding the hemocytometer before students use it in later experiments that require cell counting. [More]

Kids today have a dizzying array of food choices, but choosing healthily is a challenge. Making wise choices is essential in maintaining a healthy lifestyle. This month's topic of healthy foods fits into science nicely when students start to consider the value of what they are eating and experiment to determine the makeup of some of their favorite foods. [More]

You have no doubt seen it in your classrooms and heard it in the news: Childhood obesity is an epidemic in the United States. Obesity may predispose children to health issues later in their lifetime, including type 2 diabetes and heart disease. Weight loss intervention in obese children may prevent the onset of these diseases later in life (Wunsch et al. 2006), so it is imperative that children and families be educated in incorporating healthy habits that will have long-lasting effects. The lesson described here helps students to understand how they can make healthy food choices by interpreting food labels. [More]

This monthly feature contains facts and challenges for the science explorer. [More]

While diagrams make the text more visually appealing and provide an image of the text, they also do much more. Subsequently, the authors designed a series of lessons for students to discover the many purposes of graphics in science. A particular utility of these interdisciplinary lessons is that they are used with any science text featuring visual images. [More]

Mendel and his peas. Goodall and her chimpanzees. Bentley and his snowflakes. Pasteur and his sheep. Not only do these stories intrigue students, but they also demonstrate the trials and tribulations associated with scientific inquiry. Using scientists' biographies piques student interest while providing an added dimension to their understanding of scientific inquiry and the nature of science. In the unit presented here, students learn about important skills used in scientific undertakings while developing positive dispositions necessary for employing them. Moreover, by reading about scientists' struggles and challenges and the impact of their scientific discoveries, students develop an awareness of science as a human endeavor that takes place in a historical and cultural context. [More]

Fishbone diagrams, also known as Ishikawa diagrams or cause-and-effect diagrams, are one of the many problem-solving tools created by Dr. Kaoru Ishikawa, a University of Tokyo professor. Part of the brilliance of Ishikawa's idea resides in the simplicity and practicality of the diagram's basic model-a fish's skeleton. This article describes how you can use Fishbone diagrams to organize reading content with this "bare bones" strategy. [More]

It often seems that as the school year draws to a close, students lose their enthusiasm for learning. So the question becomes, how do we design meaningful curricula that places students at the heart of the learning? After all, intrinsically motivating young adolescents can be a challenge. In this article, the author describes how she addressed this challenge by designing a unit that takes into account students needs for socialization by utilizing a project-based, technology-supported space unit that incorporated student-centered instruction and hands-on exploration with blogging. [More]

One exercise that challenges students' stereotypical perception of scientists is the Scientist Match-Up Activity. In this interactive lesson, students are asked to match a person to a profession based on three sets of clues. These clues include a picture, a description of particular skills, and personality traits/accomplishments. A wide array of scientists and nonscientists (actors, sports stars, and less famous professionals such as teachers, journalists, and so on) are included to highlight the similarities among working professionals and to exploit potential misconceptions students have about the perceived traits of scientists. In addition, this lesson informs the teacher about students' knowledge of science and science-related careers and serves as a teaching tool for introducing specialized scientific disciplines. [More]

To teach scientific literacy to eighth graders, the authors created a yearlong project that emphasizes the various components and skills required to be a scientifically literate citizen. This project is broken into four separate components: skeptical thinking (pseudoscience), current-event article analysis, fiction and nonfiction literature, and long-term observations (observing your world). [More]

While news articles are commonly used as resources for teaching and learning in language arts classes, their use in science classrooms is often limited. In this article, the authors share their experiences (in Ming's class) using a newspaper report to help a class of grade 6 students appreciate the relevance of what they had learned about food webs, habitats, and the environment to a current and real-life issue, the declining bee population. This article is written in the voice of author Fui Ming Toh. [More]

The phrase "21st-century skills" suggests that our students will need a new batch of skills and tools in order to be prepared for the next century. However, many teachers would say that they already incorporate these skills in their lessons, such as global awareness, creativity, media literacy, and cross-cultural skills, to name just a few. While all of these skills seem to be inherent in our lesson plans, the new framework attempts to provide a greater emphasis on global education and creative problem solving. This article describes how teachers at an independent, college preparatory school strive to prepare their students for the challenges and opportunities that await them in the 21st century by using an interdisciplinary collaboration and communication among its teachers. [More]

Many teachers continue to teach the scientific method not only because they too were taught to believe in it, but also because it is still emphasized in many textbooks. However, it was just such mechanical teaching of science that prompted education associations and scientists to explicitly repudiate the concept of a "one size fits all" scientific method. This article explains how using inquiry-type activities in middle school to challenge and encourage students to question as well as co-construct with their peers their own methods of resolving science questions helps promote and develop scientific thinking and practices. [More]

In some schools, cell phones have to be turned off or perhaps kept in lockers to avoid misuse. But the authors hope to demonstrate in this article how they can be used under supervision to assist learning. There is no question that the uninitiated will at first look upon the use of phones in learning with suspicion, but this is often the case when new technologies emerge in schools. However, the sheer proliferation of mobile phones in today's world makes it likely that they will soon find a spot in the classroom alongside personal computers, whiteboards, and the internet. [More]

The University of Colorado's Physics Education Technology (PhET) website offers free, high-quality simulations of many physics experiments that can be used in the classroom. The Circuit Construction Kit, for example, allows students to safely and constructively play with circuit components while learning the mathematics behind many circuit problems. This article describes the author's experience using the Circuit Construction Kit with his 11th- through 12th-grade physics students. [More]

The Generate an Argument instructional model was designed to engage students in scientific argumentation. By using this model, students develop complex reasoning and critical-thinking skills, understand the nature and development of scientific knowledge, and improve their communication skills (Duschl and Osborne 2002). This article describes the focus and purpose of each step of the model, the nature of classroom activity during each step, and how to support and guide students as they work. [More]

The 20th century saw some of the most important technological and scientific discoveries in the history of humankind. The space shuttle, the internet, and other modern advances changed society forever, and yet many students cannot imagine what life was like before these technologies existed. In the project described here, students take a firsthand look at the history of science through the eyes of those who lived it. They use digital recorders to interview senior citizens in their communities and create podcasts of their interviews. [More]

"Engineering Challenge for the 21st Century," a weeklong teacher workshop sponsored by the National Science Foundation, uses project-based learning (PBL) to help students and teachers build science, technology, engineering, and math (STEM) skills. The workshop, hosted by the U.S. Coast Guard Academy in New London, Connecticut, features the Coast Guard Academy Robotics on Water (CGAROW) project. The goal of CGAROW is to stimulate teamwork, foster creativity, encourage strategic planning, and develop practical scientific and engineering aptitude while building robotic crafts. This article describes the teacher workshop, the CGAROW project, and its application to the classroom. [More]

As practitioners, it can be difficult to incorporate reading and writing into the science classroom. Although linking science fiction to relevant research is hardly a new idea (Pierce 2001; ReadWriteThink 2009; Raham 2004), helping students learn to think critically and find relevant research can be a challenge. This struggle-along with a love of science fiction-led this author to develop the "Researching Science in Science Fiction" project. This activity not only addresses the need for literacy and writing in the field of science, but can be adapted for use at any level-from grades 6 through 12-based on the books, requirements, and amount of instruction given. [More]

With summer upon us, now is a good time to think about incorporating green practices in the year ahead. This Idea Bank presents a few tips to help decrease your classroom waste, increase recycling, and make students more knowledgeable about green practices. [More]

If you like being outside and have a fondness for trees, this may be the career for you. Professional arborists are trained in the art and science of planting, caring for, and maintaining trees. Arborist Tchukki Andersen provides care and management for trees and woody plants (e.g., shrubs and vines) in residential, commercial, and public landscapes. Through her work, she helps make the world a greener place! [More]

No matter what I tell my students, they insist it's safe to go to the tanning salon. What are the real effects of tanning beds? [More]

Thousands of science educators interested in learning more about using technology in education and the ease of using web-based tools to communicate and collaborate attended the ISTE Annual Conference and Exposition in Denver, CO, June 27-30, 2010. NSTA developed a series of lectures and poster as part of a Science Education Technology Strand with an Online Professional Development theme. The lectures took place June 29, 10:00 am - 4:30 pm. Presenters included: Dr. Eric Wiebe, NC State University, Chris Dede, Harvard University, Mike Hannafin, University of Georgia, Dr. Francis Eberle, Al Byers, and Flavio Mendez from NSTA. See their PowerPoint presentations, articles published, and the presenters' biographical information. [More]

Nationally known science educator Page Keeley-principal author of the hugely popular, four-volume NSTA Press series Uncovering Students Ideas in Science-has teamed up with physicist and science educator Rand Harrington to write this first volume in their new series on physical science. They begin with one of the most challenging topics in physical science: force and motion. The 45 assessment probes in this book enable teachers to find out what students really think about key ideas in force and motion. The Teacher Notes, which can be used before and after administering the probe, provide background information on - the purpose of the probe; - related concepts; - an explanation-for the teacher-of the force and motion idea being taught; - related ideas in Benchmarks for Science Literacy and the National Science Education Standards; - research on typical student misconceptions related to the force and motion concept; and - suggestions for instruction and assessment. The book specifies grade spans-K-4, 5-8, 9-12-for each probe, based on state and national standards, and suggests ways to adapt a probe for a different grade span or context. [More]

Professional Development Institutes (PDIs) are focused, content-based programs that explore key topics in significant depth. Each institute begins with a full-day preconference session, followed by two days of pathways sessions that offer further exploration of the topics covered. PDIs are presented by experts in science education, professional development, and materials development. Institutes are offered in conjunction with the NSTA National Conference on Science Education and require conference registration. Districts are encouraged to send a team of educators. To inquire about a group discount, contact Wendy Binder at wbinder@nsta.org. Go to http://learningcenter.nsta.org/products/PDI/PDI.aspx for more information about past Professional Development Institutes. [More]

Learners develop understandings of the differences between observations and inferences by analyzing Dr. Xargle's comical, yet misguided, attempts to teach his students about human babies. Learners then make observations and inferences of "mystery samples" collected from Planet Earth by Dr. Xargle. This free chapter includes several science lessons that use children's books to guide inquiry, along with several activity pages. Also included are the Table of Contents, the Preface, and the Index of the book. [More]

How do you improve upon perfection? For years, new and experienced elementary school teachers alike have extolled the virtues of <em>Picture-Perfect Science Lessons</em>-the expertly combined appeal of children's picture books with Standards-based science content. The award-winning, bestselling book presents ready-to-teach lessons, complete with student pages and assessments, that use high-quality fiction and nonfiction picture books to guide hands-on science inquiry. This newly revised and expanded 2nd edition of <em>Picture-Perfect Science Lessons</em> manages to surpass the original. Classroom veterans Karen Ansberry and Emily Morgan, who also coach teachers through nationwide workshops, know elementary educators are usually crunched for science instructional time and could often use refresher explanations of scientific concepts. So the authors added comprehensive background notes to each chapter and included new reading strategies. They still show you exactly how to combine science and reading in a natural way with classroom-tested lessons in physical science, life science, and Earth and space science. And now they offer five brand-new lessons-"Batteries Included," "The Secrets of Flight," "Down the Drain," "If I Built a Car," and "Bugs!"-bringing the total to 20. As always, the appropriate National Science Education Standards are clearly identified throughout. <em>Picture-Perfect Science Lessons</em> draws on such diverse-and engaging-books as <em>Dr. Xargle's Book of Earthlets, A House for Hermit Crab, Rice Is Life, Oil Spill!, Sheep in a Jeep, The Perfect Pet,</em> and <em>Weird Friends: Unlikely Allies in the Animal Kingdom.</em> As a result, both reluctant scientists and struggling readers will quickly find themselves absorbed in scientific discovery. You'll love how effective this book is, and your students will love learning about science. [More]

Many middle school teachers across the United States use student science notebooks as part of their classroom instruction. Some middle school teachers have a systematic approach for their use and some do not. Many who are not using student science notebooks would like to but are not sure exactly how to start. This book is designed to assist middle school teachers who are currently using student science notebooks as a part of their classroom science instruction by providing them with a systematic research-based approach to extend and build upon what they are presently doing. This book is also designed to assist middle school teachers who may be just starting using student science notebooks in their classrooms. The purpose of this book is threefold: (1) to provide middle school science classroom teachers with a deeper understanding on the use of student science notebooks as an effective means for students to make meaning and to develop a deep understanding of science content from their classroom instruction; (2) to provide middle school teachers with research-based best practices on how to implement student science notebooks in their classrooms; and (3) to provide teachers with effective research-based strategies to use student science notebooks as an effective assessment tool. [More]

Reading skills and life science come together in this engaging new book for middle school teachers. <em>Once Upon a Life Science Book</em> makes it easy for teachers to improve their students' reading abilities and teach science content simultaneously through clearly outlined, inquiry-based lessons. Author Jodi Wheeler-Toppen offers science activities for students and explains how these activities relate to the National Science Education Standards. Topics as varied as the cell cycle, skeletal and muscular systems, genetics, and food chains are covered in a concise manner that will appeal to teachers and students alike. She doesn't stop there, however. She follows these activities with reading strategies such as comprehension coding, chunking, and previewing diagrams and illustrations that students can apply to science lessons and other subjects. The reading passages on science content are more student friendly