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| By: Brittany Christian and Ellen Yezierski |
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Science Scope, Apr 12
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By using a preassessment of chemical and physical change, teachers can become better equipped to bridge conceptual gaps through instruction.
By using a preassessment of chemical and physical change, teachers can become better equipped to bridge conceptual gaps through instruction. [hide full abstract]
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| By: Rommel J. Miranda and Ronald S. Hermann |
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Science Scope, Apr 12
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In this article we provide an approach that integrates the Know-Learn-Evidcence-Wonder (KLEW) instructional teaching strategy within the 7E learning-cycle model to help teachers immerse students in a range of inquiry-based science experiences—particularly... [view full summary]
In this article we provide an approach that integrates the Know-Learn-Evidcence-Wonder (KLEW) instructional teaching strategy within the 7E learning-cycle model to help teachers immerse students in a range of inquiry-based science experiences—particularly open inquiry—and demonstrate evidence of student reflection, learning, and understanding of a science topic. [hide full abstract]
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| By: Yue Yin |
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Science Scope, Apr 12
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Using sinking and floating as an example, this article introduces a method to guide students to solve misconception problems by using scientific principles.
Using sinking and floating as an example, this article introduces a method to guide students to solve misconception problems by using scientific principles. [hide full abstract]
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| By: Martha Day, Rebecca Stobaugh, Janet Tassell, and Nicholas Neiman |
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Science Scope, Apr 12
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This article discusses the resources available for teachers to apply higher-level thinking and cognitive complexity to their instruction and assessments.
This article discusses the resources available for teachers to apply higher-level thinking and cognitive complexity to their instruction and assessments. [hide full abstract]
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| By: Inez Liftig |
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Science Scope, Apr 12
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Science Scope’s editor shares thoughts regarding the current issue.
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| By: Brian J. Reiser, Leema K. Berland, and Lisa Kenyon |
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Science Scope, Apr 12
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This article examines the sixth and seventh practices concerning explanation and argumentation, found in A Framework for K–12 Science Education.
This article examines the sixth and seventh practices concerning explanation and argumentation, found in A Framework for K–12 Science Education. [hide full abstract]
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| By: Richard H. Moyer and Susan A. Everett |
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Science Scope, Apr 12
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This column provides an inside look at the marvels of engineering in everyday life. This month's issue takes a closer look at adhesive bandages.
This column provides an inside look at the marvels of engineering in everyday life. This month's issue takes a closer look at adhesive bandages. [hide full abstract]
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| By: Julia Gooding and Bill Metz |
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Science Scope, Apr 12
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Learn how to convert teacher-directed, highly structured lessons into more open-ended inquiry experiences that allow for student input, wonder, and individual exploration.
Learn how to convert teacher-directed, highly structured lessons into more open-ended inquiry experiences that allow for student input, wonder, and individual exploration. [hide full abstract]
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| By: Page Keeley |
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Science Scope, Apr 12
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An opinion piece about the different ways teachers view misconceptions.
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| By: Melanie Taylor, Kimberley Cohen, R. Keith Esch, and P. Sean Smith |
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Science Scope, Apr 12
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In this article we describe strategies for eliciting student thinking, common responses to elicitation prompts, and implications for moving students' thinking forward.
In this article we describe strategies for eliciting student thinking, common responses to elicitation prompts, and implications for moving students' thinking forward. [hide full abstract]
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| By: Michellle Scribner-MacLean |
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Science Scope, Apr 12
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The author discusses the different meanings of the words prediction and hypothesis. Recognizing the difference can help students approach the inquiry experience in a way that teaches them to communicate their reasoning and rationales. Better... [view full summary]
The author discusses the different meanings of the words prediction and hypothesis. Recognizing the difference can help students approach the inquiry experience in a way that teaches them to communicate their reasoning and rationales. Better understanding of these two terms can also help teachers create more effective assessments of process skills. [hide full abstract]
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| By: Ken Roy |
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Science Scope, Apr 12
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This column shares safety information for your classroom. This month’s issue discusses OSHA's new publication Laboratory Safety Guidance.
This column shares safety information for your classroom. This month’s issue discusses OSHA's new publication Laboratory Safety Guidance. [hide full abstract]
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| By: Bob Riddle and Edna DeVore |
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Science Scope, Apr 12
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This column focuses on astronomy throughout the year. This month’s issue centers on Venus, the Kepler Mission, and the annular solar eclipse.
This column focuses on astronomy throughout the year. This month’s issue centers on Venus, the Kepler Mission, and the annular solar eclipse. [hide full abstract]
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