NSTA - National Science Teachers Association

Why Science? By: James Trefil NSTA Press Book Prize-winning scientist and bestselling author James Trefil contends that in order to participate fully in the democratic process, people must understand fundamental scientific concepts. In Why Science? Trefil details the concepts needed in order to be...  [view full summary] Prize-winning scientist and bestselling author James Trefil contends that in order to participate fully in the democratic process, people must understand fundamental scientific concepts. In Why Science? Trefil details the concepts needed in order to be “scientifically literate.” The concepts he explores range from understanding natural selection to grasping Maxwell’s Equations governing electricity and magnetism; from recognizing that the surface of the earth is constantly in flux to grasping the basic concepts of physics and chemistry. In addition, Trefil describes the state of science knowledge today; explains why he believes today’s science education is insufficient for tomorrow’s needs; confronts headline issues, including stem cell research, global warming, cloning, and “intelligent design;” and suggests a middle way between the two prevailing approaches to science education: “deep and narrow” vs. “broad but shallow.” [hide full abstract] Member Price: $15.96 Nonmember Price: $19.95 Grade Level: Elementary School, Middle School, High School, College

Science 101: Why do we classify things in science? By: William C. Robertson, Ph.D. Science and Children, Jan 08 Each year, in thousands of classrooms across the country, students classify animals, rocks, and other things as part of their science studies. Each year, thousands of students no doubt ask, “Why in the heck are we doing this?” Classifying things according...  [view full summary] Each year, in thousands of classrooms across the country, students classify animals, rocks, and other things as part of their science studies. Each year, thousands of students no doubt ask, “Why in the heck are we doing this?” Classifying things according to their properties and characteristics is a big part of science, but what’s the purpose? Why do it in science class, and why do scientists do it as part of their work? Discover the answers to these questions in this month’s column. [hide full abstract] Member Price: Free Nonmember Price: $0.99 Grade Level: Elementary School, Informal Education

Earth, Sun, and Moon SciPack Average User Rating: SciPacks are 10 hour online learning experiences teachers can use to enhance their understanding of a particular scientific concept. Teachers access topics “on demand” from the Internet. Topics are based on science literacy goals in the national standards...  [view full summary] SciPacks are 10 hour online learning experiences teachers can use to enhance their understanding of a particular scientific concept. Teachers access topics “on demand” from the Internet. Topics are based on science literacy goals in the national standards and tied to state standards. Pedagogical Implications also address student misconceptions. Expert content help is available via email as well as a final assessment to demonstrate understanding of the SciPack content. The Earth, Sun, and Moon SciPack explores the phenomena that can be explained by the position and motion of Earth, the Moon, and the Sun. The focus is on topics supporting Standards and Benchmarks related to the heating of Earth’s surface by the Sun, phases of the Moon, and the apparent changes in the position of objects in the night sky. This SciPack also includes some of the basic details about Earth, including the characteristics that make it unique in our solar system, its composition, and its capacity to support life. [hide full abstract] Member Price: $31.99 Nonmember Price: $39.99 Grade Level: Elementary School, Middle School, High School

Chemistry Basics: Stop Faking It! Finally Understanding Science So You Can Teach it By: William C. Robertson, Ph.D. NSTA Press Book Average User Rating: Do the words “periodic table” send chills down your spine? Are you anxious about atomic structure? Confounded by chemical equations? Relax! The cure for chemistry confusion is within reach, courtesy of this newly available book in the Stop Faking It!...  [view full summary] Do the words “periodic table” send chills down your spine? Are you anxious about atomic structure? Confounded by chemical equations? Relax! The cure for chemistry confusion is within reach, courtesy of this newly available book in the Stop Faking It! series. Best-selling author Bill Robertson takes a fresh approach to chemistry fundamentals by helping you understand them from the ground up. Instead of hounding you to memorize the characteristics of atoms and the periodic table, Chemistry Basics will help you see those characteristics as a natural consequence of our understanding of atomic structure. You will learn not just that atoms behave in certain ways, but why they behave in that way. You will learn not just how to balance chemical equations, but why in the world you would want to! You will also learn not just that carbon is a building block of thousands of organic compounds, but why carbon is suited for this purpose. [hide full abstract] Member Price: $19.16 Nonmember Price: $23.95 Grade Level: Middle School, High School, Informal Education

Science 101: Why are oceans salty and lakes and rivers not? By: William C. Robertson, Ph.D. Science and Children, Apr 09 For starters, lakes and rivers do contain salt, just not as much as the oceans. A large portion of those salts and minerals washes downstream into other rivers, or through the outlet stream or river of a lake, and eventually winds up in the oceans. So,...  [view full summary] For starters, lakes and rivers do contain salt, just not as much as the oceans. A large portion of those salts and minerals washes downstream into other rivers, or through the outlet stream or river of a lake, and eventually winds up in the oceans. So, the answer to why rivers and lakes are not as salty as the oceans is that salts and minerals that enter have an avenue for escape, which is a path to the oceans. Oceans don’t have an outlet though. The primary way that water leaves the oceans is through evaporation, and that process leaves salts and minerals behind. No outlet means a buildup of those things, and a salty ocean. So, it appears that the oceans began as slightly salty, and the “fresh” water from rivers just continues to make them saltier. [hide full abstract] Member Price: Free Nonmember Price: $0.99 Grade Level: Elementary School

Why Biodegradation? By: Nancy M. Trautmann and Environmental Inquiry Team A chapter from Decay and Renewal (Teacher Edition) Decay and Renewal presents an inquiry-based approach to studying biodegradation, the assortment of biological processes that cause organic matter to decay. Biodegradation occurs in nature and in human-engineered systems to prevent or clean...  [view full summary] Decay and Renewal presents an inquiry-based approach to studying biodegradation, the assortment of biological processes that cause organic matter to decay. Biodegradation occurs in nature and in human-engineered systems to prevent or clean up environmental contamination. Why study biodegradation? Because it provides a wealth of opportunities for students to learn basic biological and ecological concepts while engaging in investigations about environmental issues of relevance in their everyday lives. This free selection also includes the bonus section—Levels of Inquiry, the Table of Contents, and Introduction. [hide full abstract] Member Price: Free Nonmember Price: Free Grade Level: High School

Why Do They Have to Gum Everything Up With Those Letters? By: William C. Robertson, Ph.D. A chapter from Math: Stop Faking It! Finally Understanding Science So You Can Teach It Often people who are relatively comfortable doing math with numbers completely freak out when variables (you know, those letters that take the place of numbers) come into the picture. Things start looking much more abstract and complicated. You don't...  [view full summary] Often people who are relatively comfortable doing math with numbers completely freak out when variables (you know, those letters that take the place of numbers) come into the picture. Things start looking much more abstract and complicated. You don't balance your checkbook with letters, do you? Nah. Numbers are just fine. Why do we need those letters? Wouldn't it be easier to just do without them? In some cases, the answer is yes, it would be easier to do without the letters. In many cases, though, the answer is no. Things can be much simpler when we deal with letters, as you'll see in this chapter. In addition to providing examples of when variables are useful, you'll learn how to develop general expressions for most of the procedures covered in the first four chapters. [hide full abstract] Member Price: $2.79 Nonmember Price: $3.49 Grade Level: Elementary School, Middle School

Editorial: Why I Want to Slug My Neighbor By: Ann Cutler Journal of College Science Teaching , Jul 08 “So, are you enjoying your summer off?” This innocuous question can be a source of frustration for educators during the summer months. It implies that educators are tranced-out in their mp3 feed while munching on fair-trade chocolate if they are not holding...  [view full summary] “So, are you enjoying your summer off?” This innocuous question can be a source of frustration for educators during the summer months. It implies that educators are tranced-out in their mp3 feed while munching on fair-trade chocolate if they are not holding the PC remote to a PowerPoint lecture. Most folks outside academia think that all educators do is teach. And the corollary is, of course, if they aren’t teaching, they aren’t doing anything. Nothing of real value, anyway. In this month’s column, the editor explains why this common misconception couldn’t be further from the truth. She encourages educators to “enlighten” their neighbors about their so-called summer off rather than “slug” them. [hide full abstract] Member Price: Free Nonmember Price: Free Grade Level: College

SCST: Society for College Science Teachers—We Know How to Improve Science Understanding in Students, So Why Aren’t College Professors Embracing It? By: Thomas Lord Journal of College Science Teaching , Sep 08 It’s difficult for most professors to realize that what’s worked in the past won’t necessarily work with today’s students. Adopting new strategies and technologies is always hard, yet it’s amazing how quickly professors take to new instructional technologies....  [view full summary] It’s difficult for most professors to realize that what’s worked in the past won’t necessarily work with today’s students. Adopting new strategies and technologies is always hard, yet it’s amazing how quickly professors take to new instructional technologies. So the question arises, why haven’t advances in the verbal delivery of information to students caught on the same way? This month’s column provides some insight into this critical issue. [hide full abstract] Member Price: Free Nonmember Price: Free Grade Level: College

Science 101: Why does a color change indicate a chemical change? By: William C. Robertson, Ph.D. Science and Children, Feb 06 There are a a number of indicators you can use to determine whether or not a chemical reaction has occurred. Among them are a change in color, the evolution of a gas, and the production or absorption of heat. To understand why any of these indicators...  [view full summary] There are a a number of indicators you can use to determine whether or not a chemical reaction has occurred. Among them are a change in color, the evolution of a gas, and the production or absorption of heat. To understand why any of these indicators work you must understand what is meant by a chemical reaction. [hide full abstract] Member Price: Free Nonmember Price: $0.99 Grade Level: Elementary School, Middle School, High School