The Teaching-with-Analogies Model

4/1/2007 - Shawn Glynn

“Inquirize” Your Teaching

3/1/2007 - Susan Everett and Richard Moyer

Alternative Assessments for English Language Learners

1/30/2007 - Anne (Amy) Cox-Petersen and Joanne K. Olson

Discussion Maps Make Sense!

12/27/2006 - Mark Enfield

Science Homework Overhaul

11/30/2006 - Michelle Trueworthy
Improve students scientific literacy through homework

Literature Circles for Science

10/30/2006 - William Straits and Sherry Nichols
Mini book clubs enrich student discussion and increase student understanding of a wide range of science texts.

Thinking Metric

9/19/2006 - Donna R. Sterling

Think-Alouds in Inquiry Science

8/17/2006 - Lisa Martin-Hansen and Jill Caton Johnson
A think aloud is a cognitive coaching strategy that helps foster critical thinking in science.

Getting Creative with Assessment

6/13/2006 - Kenneth Peterson, Richard Ponzio, Pamela Castori, and Robin Galloway

The Cricket Crew

3/21/2006 - Roberta Aram, Deborah Powell, Elizabeth Burton, Amy Hopkins, and Shelley Shaver
Science enrichment projects motivate students and involve parents in school in a positive way.

The Science Beliefs Quiz

2/27/2006 - Mary Stein, Charles R. Barman, Michelle Haley, and Dolores Miller

Evidence Helps the KWL Get a KLEW

1/20/2006 - Kimber Hershberger, Carla Zembal-Saul, and Mary L. Starr

A New Use for Semantic Maps

12/8/2005 - Donna M. Wolfinger

Journals of Discovery

10/27/2005 - Cathy Livingston
Incorporating art and creative writing into science journals leads to meaningful reflections on learning for both students and teachers.

Understanding the True Meaning of Nature of Science

9/27/2005 - David T. Crowther, Norman G. Lederman, and Judith s. Lederman
Teaching suggestions to help you highlight nature of science.

Why Demonstrations Matter

8/31/2005 - Richard Black

Science First

6/14/2005 - Diane Comstock

Using Models Effectively

3/30/2005 - John Eichinger

The Art and Science of Building a Classroom Library

2/28/2005 - Sheryl K. Rop and Charles J. Rop

The Common Ground: A Rationale for Integrating Science and Reading

1/31/2005 - Christine Anne Royce and David A. Wiley
Building on the common ground between subjects through integration helps teachers address learning goals in both subjects without compromising either. This article addresses ways to integrate science with language arts objectives.

An Institute for Inquiry

12/31/2004 - Janet Kelly and R. Stephen Weis
The programs at the Institute of Math, Science, and Technology Education at Texas Christian University at Fort Worth, Texas, provide an array of professional development programs and workshops to benefit area teachers and improve mathematics, science, and technology education at the K–12 level.

The 6-E Learning Model

10/29/2004 - Debby A. Chessin and Virginia J. Moore
Most teachers are familiar with the 5-E model of science instruction—Engage, Explore, Explain, Expand, and Evaluate. This model adds a sixth "E" to the tool: "e-search." E-search encompasses any use of electronic media that provides students the opportunity to learn additional skills and extend their learning.

Reaching English Language Learners

9/30/2004 - Suzanne Keenan
The “hands-on” nature of science motivates and encourages students to interact with others, which can be especially good for English Language Learners (ELL). These basic strategies will benefit all students.

Strategy Makeover: K-W-L to T-H-C

8/31/2004 - David T. Crowther and John Cannon
The K-W-L strategy works well as a preassessment tool because it reveals what students know and want to learn about a topic before instruction and as a postassessment tool because it fosters reflection. Minor modifications to the strategy can incorporate elements essential to science inquiry: questioning, methodology, and evaluation. This new framework is called T-H-C, for the questions, What do you Think? How can we find out? and What do we Conclude?