NSTA - National Science Teachers Association

Linking Science, Technology, and Society by Examining the Impact of Nanotechnology on a Local Community Joseph Muskin, Janet Wattnem, and Barbara Hug A chapter from Exemplary Science for Resolving Societal Challenges 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...  [view full summary] 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. [hide full abstract] Member Price: Free Nonmember Price: Free Grade Level: College, Elementary School, High School, Middle School

Project-Based After-School Science in New York City Kabba E. Colley and Wesley B. Pitts A chapter from Exemplary Science for Resolving Societal Challenges In this chapter, the authors report on how inner city high school students learn science through participation in an after-school science program called Explore! Project-based science instruction (PBSI) was used as the main method of instruction in which...  [view full summary] In this chapter, the authors report on how inner city high school students learn science through participation in an after-school science program called Explore! Project-based science instruction (PBSI) was used as the main method of instruction in which students had the opportunity to plan, implement, and present their own scientific investigations of urban ecosystems in Queens, New York City. The authors are convinced that with proper funding and support, project-based after-school science programs such as the one described in this chapter could bridge the science achievement gap, particularly among underrepresented groups. [hide full abstract] Member Price: $2.79 Nonmember Price: $3.49 Grade Level: College, Elementary School, High School, Middle School

Tahoma Outdoor Academy: Learning About Science and the Environment Inside and Outside the Classroom Oksana Bartosh, Amy E. Ryken, Margaret Tudor, and Jolie Mayer-Smith A chapter from Exemplary Science for Resolving Societal Challenges Taking students outside of the classroom is recognized as a valid and important pedagogical practice; however, teachers at all levels feel challenged when faced with integrating informal, outdoor, and community settings with subject-specific curricula...  [view full summary] Taking students outside of the classroom is recognized as a valid and important pedagogical practice; however, teachers at all levels feel challenged when faced with integrating informal, outdoor, and community settings with subject-specific curricula and mandated learning outcomes (Falk and Balling 2001; Michie 1998; Price and Hein 1991; Simmons 1998; Smith and Williams 1999). There is a need for models of integration that also address engaging students in field investigations and civic participation. In this chapter, the authors describe a high school program that uses the environment as an integrating context for science, language arts, health and fitness, and service-learning. They explore how the program influences students’ understanding of science, environmental concepts, and inquiry skills,and inquiry skills. [hide full abstract] Member Price: $2.79 Nonmember Price: $3.49 Grade Level: College, Elementary School, High School, Middle School

Communic–Able: Writing to Learn About Emerging Diseases Andrew J. Petto A chapter from Exemplary Science for Resolving Societal Challenges High school students in a seven-week writing-intensive project at the University of Wisconsin School of Medicine and Public Health serve as research apprentices. This project focuses on students in need of additional development in communication, computation,...  [view full summary] High school students in a seven-week writing-intensive project at the University of Wisconsin School of Medicine and Public Health serve as research apprentices. This project focuses on students in need of additional development in communication, computation, or scientific background, and creates a research group that carries out original research on a mock epidemic. The project uses a problem-based learning (PBL) approach (Chin and Chia 2008; Massa 2008), applying research and writing skills to the problem of the emergence of a mock communicable disease on the University of Wisconsin campus. Students in this project form an epidemiological task force called U-WHO (University of Wisconsin Health Organization) and design their own projects to study the spread of this imaginary disease, based on research approaches that they have explored in the scientific literature. [hide full abstract] Member Price: $2.79 Nonmember Price: $3.49 Grade Level: College, Elementary School, High School, Middle School

Developing Students’ Sense of Purpose With a Driving Question Board David Fortus, Yael Shwartz, and Ayelet Weizman A chapter from Exemplary Science for Resolving Societal Challenges The Driving Question Board (DQB) is an organizing tool used in the project-based curriculum described in this study, which serves as a visual organizer for all the curriculum’s contextualizing features. In this chapter, the authors report on the pilot...  [view full summary] The Driving Question Board (DQB) is an organizing tool used in the project-based curriculum described in this study, which serves as a visual organizer for all the curriculum’s contextualizing features. In this chapter, the authors report on the pilot of a sixth-grade project-based unit on light at three different schools—urban, suburban, and rural—and follow the use of the DQB by students and teachers at three sites. It was found to foster students’ learning of both content and processes. The results provide strong evidence for improving student content knowledge in all the classes, regardless of social and economic conditions, as well as teacher instruction. [hide full abstract] Member Price: $2.79 Nonmember Price: $3.49 Grade Level: College, Elementary School, High School, Middle School

The CHANCE Program: Transitioning From Simple Inquiry-Based Learning to Professional Science Practice Jacqueline S. McLaughlin and Kathleen A. Fadigan A chapter from Exemplary Science for Resolving Societal Challenges Two settings build the premise for this chapter and comprise the Connecting Humans and Nature through Conservation Experiences (CHANCE) program. The first setting is a summer field course in Costa Rica and the second is the regular school classroom during...  [view full summary] Two settings build the premise for this chapter and comprise the Connecting Humans and Nature through Conservation Experiences (CHANCE) program. The first setting is a summer field course in Costa Rica and the second is the regular school classroom during the academic year. The first setting builds the foundation for the second. Both elements of the CHANCE program, the field course and the modules, offer teachers an up-to-date alternative to traditional professional development and curriculum opportunities. Based upon ongoing research and evaluation findings, the CHANCE program continues to evolve. The program supports the learning of scientific inquiry skills and the vision of the National Science Education Standards (NSES). [hide full abstract] Member Price: $2.79 Nonmember Price: $3.49 Grade Level: College, Elementary School, High School, Middle School

Using Socioscientific Issues as Contexts for Teaching Concepts and Content Scott Applebaum, Dana L. Zeidler, and Kristy Loman Chiodo A chapter from Exemplary Science for Resolving Societal Challenges This chapter focuses upon the conceptual development and implementation of a socioscientific issues (SSI) curriculum in two high school science classrooms. The scenarios and perspectives described in this chapter exemplify fundamental examples of best...  [view full summary] This chapter focuses upon the conceptual development and implementation of a socioscientific issues (SSI) curriculum in two high school science classrooms. The scenarios and perspectives described in this chapter exemplify fundamental examples of best practices in the SSI tradition. Teachers enter the science education program at the University of South Florida for several reasons, including satisfaction of certification requirements and job performance improvement. As expected, students in master and doctoral programs enter the science education programs with differing personal views about education in general, and science teaching in particular. A look at these differences and their effects on teaching are explored. [hide full abstract] Member Price: $2.79 Nonmember Price: $3.49 Grade Level: College, Elementary School, High School, Middle School

Engaging Students in Content Learning and Scientific Critique Through a Nanoscience Context Clara Cahill, Minyoung Song, and Cesar Delgado A chapter from Exemplary Science for Resolving Societal Challenges Nanoscience is increasingly visible in scientific endeavors, new technologies, and engineered products. Citizens and students must develop a sense of what constitutes scientific evidence of the positive and negative effects as well as side effects of...  [view full summary] Nanoscience is increasingly visible in scientific endeavors, new technologies, and engineered products. Citizens and students must develop a sense of what constitutes scientific evidence of the positive and negative effects as well as side effects of nanotechnology on human health and wellbeing, the environment, and technological products. As such, nanotechnology provides a rich and rigorous context for the development of scientific literacy, one that is especially exciting because it can offer insights into the nature of science as new discoveries are made. In this chapter, the authors present a curriculum focused on helping middle school students build conceptual understanding of topics essential to nanoscale science through engagement in the evaluation of scientific claims. [hide full abstract] Member Price: $2.79 Nonmember Price: $3.49 Grade Level: College, Elementary School, High School, Middle School

An “HOLA” Approach to Learning Science Theodora Pinou, Marjorie Drucker, and Elizabeth Studley A chapter from Exemplary Science for Resolving Societal Challenges Implementing classroom instructional strategies that lend themselves to both unidimensional assessments and alternative assessments provide evidence of proficiency that can satisfy both school and student learning evaluations. Barnard Environmental Magnet...  [view full summary] Implementing classroom instructional strategies that lend themselves to both unidimensional assessments and alternative assessments provide evidence of proficiency that can satisfy both school and student learning evaluations. Barnard Environmental Magnet School’s collaboration with Solar Youth offers one such learning and assessment opportunity. Solar Youth’s Hands-On Outdoor Learning Adventure (HOLA) method of instruction uses hands-on inquiry strategies in combination with kinesthetic-based cognitive questioning and is the basis for this chapter. The HOLA approach is an example of how kinesthetic assessment can help improve student experiences with multiple-choice test-taking skills while also engaging students with socially important scientific issues. This learning strategy retains student engagement inasmuch as the student is actively presenting and thinking about what is being discussed. [hide full abstract] Member Price: $2.79 Nonmember Price: $3.49 Grade Level: College, Elementary School, High School, Middle School

Issues-Based Learning and Inquiry in Environmental Science: Meeting the Third Goal of the National Science Education Standards Doug Jones, Wayne Melville, Anthony Bartley, and Jason Pilot A chapter from Exemplary Science for Resolving Societal Challenges As in many other education jurisdictions, environmental education in Ontario is infused throughout the science curriculum. This infusion requires students to not only understand the science behind environmental issues, but also be provided with “meaningful...  [view full summary] As in many other education jurisdictions, environmental education in Ontario is infused throughout the science curriculum. This infusion requires students to not only understand the science behind environmental issues, but also be provided with “meaningful contexts for applying what has been learned about the environment, for thinking critically about issues related to the environment, and for considering personal action that can be taken to protect the environment” (Ontario Ministry of Education 2008, p. 38). In this chapter, the authors share the experiences of one secondary school and its community in developing these “meaningful contexts.” [hide full abstract] Member Price: $2.79 Nonmember Price: $3.49 Grade Level: College, Elementary School, High School, Middle School