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Deep in the Weeds of Organic Farming

By Matthew S. Taylor, Mariëlle H. Hoefnagels, Mark E. Walvoord

Deep in the Weeds of Organic Farming

Archive: Book Beat Live! Social Justice in the Science Classroom, March 16, 2022

Science classes are diverse places where students bring many identities to the learning experiences being shared by their science teachers. All students bring different lived experiences to our classrooms. It is imperative we honor their identities and positionalities to provide them with science lessons that make science an engaging place for all.

Science classes are diverse places where students bring many identities to the learning experiences being shared by their science teachers. All students bring different lived experiences to our classrooms. It is imperative we honor their identities and positionalities to provide them with science lessons that make science an engaging place for all.

Science classes are diverse places where students bring many identities to the learning experiences being shared by their science teachers. All students bring different lived experiences to our classrooms. It is imperative we honor their identities and positionalities to provide them with science lessons that make science an engaging place for all.

Science classes are diverse places where students bring many identities to the learning experiences being shared by their science teachers. All students bring different lived experiences to our classrooms. It is imperative we honor their identities and positionalities to provide them with science lessons that make science an engaging place for all.

Archive: Science Update: Exploring Seamounts of the Atlantic and Pacific, June 23, 2022

Our ocean is filled with numerous seamounts, guyots, and other volcanic features that profoundly influence tectonics, ecosystems, and ocean currents. NOAA Ocean Exploration seeks to characterize these features and their influences on our planet’s ocean, and understand their impact on human lives and the natural world. Join us as we explore seamounts of the Atlantic and Pacific Ocean basins, share what we’ve discovered and provide education resources to guide student understanding of these amazing hotspots of biologic and geologic diversity.

Our ocean is filled with numerous seamounts, guyots, and other volcanic features that profoundly influence tectonics, ecosystems, and ocean currents. NOAA Ocean Exploration seeks to characterize these features and their influences on our planet’s ocean, and understand their impact on human lives and the natural world. Join us as we explore seamounts of the Atlantic and Pacific Ocean basins, share what we’ve discovered and provide education resources to guide student understanding of these amazing hotspots of biologic and geologic diversity.

Our ocean is filled with numerous seamounts, guyots, and other volcanic features that profoundly influence tectonics, ecosystems, and ocean currents. NOAA Ocean Exploration seeks to characterize these features and their influences on our planet’s ocean, and understand their impact on human lives and the natural world. Join us as we explore seamounts of the Atlantic and Pacific Ocean basins, share what we’ve discovered and provide education resources to guide student understanding of these amazing hotspots of biologic and geologic diversity.

Our ocean is filled with numerous seamounts, guyots, and other volcanic features that profoundly influence tectonics, ecosystems, and ocean currents. NOAA Ocean Exploration seeks to characterize these features and their influences on our planet’s ocean, and understand their impact on human lives and the natural world. Join us as we explore seamounts of the Atlantic and Pacific Ocean basins, share what we’ve discovered and provide education resources to guide student understanding of these amazing hotspots of biologic and geologic diversity.

 

From the Field: Events and Opportunities, February 8, 2022

By Debra Shapiro

From the Field: Events and Opportunities, February 8, 2022

cover
Volume 51, Number 3
This issue includes a special section on the shift to online instruction due to the COVID-19 pandemic.
cover
Volume 51, Number 3
This issue includes a special section on the shift to online instruction due to the COVID-19 pandemic.
cover
Volume 51, Number 3
This issue includes a special section on the shift to online instruction due to the COVID-19 pandemic.
 

Safety Blog

Safety Awareness and Pandemic Learning Loss

By Ken Roy

Posted on 2022-01-31

 

Freebies for Science Teachers, February 1, 2022

By Debra Shapiro

Freebies for Science Teachers, February 1, 2022

Science Notebooks in Student-Centered Classrooms

Thinking made visible: That’s what happens when elementary students record their thoughts in science notebooks. This practical guide shows how notebooks can become a tangible record of their emerging understanding of and proficiency in science. Students can use their notebooks to pose questions, write down observations, work through puzzling data, or think through new ideas. You can use them to ascertain each student’s strengths and challenges in participating in the academic work of science.

Science Notebooks in Student-Centered Classrooms offers the following:
Thinking made visible: That’s what happens when elementary students record their thoughts in science notebooks. This practical guide shows how notebooks can become a tangible record of their emerging understanding of and proficiency in science. Students can use their notebooks to pose questions, write down observations, work through puzzling data, or think through new ideas. You can use them to ascertain each student’s strengths and challenges in participating in the academic work of science.

Science Notebooks in Student-Centered Classrooms offers the following:
 

The Dutch Hunger Winter

Epigenetic Effects on Metabolic and Heart Health

By Kuei-Chiu Chen

The Dutch Hunger Winter

 

Point of view

Is a Framework of Support Enough?

Undergraduate Research for Online STEM Students

Journal of College Science Teaching—January/February 2022 (Volume 51, Issue 3)

By Emily Faulconer, Brent Terwilliger, Robert Deters, and Kelly George

While undergraduate research is known as a high-impact practice, little research has been conducted for the online educational setting. Early research suggests that online students and faculty have similar interest in undergraduate research as their residential (face-to-face) counterparts. This point of view presents the framework of support developed for fully online students distributed globally and shares some of the challenges faced in online undergraduate research, including the issue of low recruitment (despite stated interest) that could be exacerbated by the COVID-19 pandemic.

 

While undergraduate research is known as a high-impact practice, little research has been conducted for the online educational setting. Early research suggests that online students and faculty have similar interest in undergraduate research as their residential (face-to-face) counterparts.
While undergraduate research is known as a high-impact practice, little research has been conducted for the online educational setting. Early research suggests that online students and faculty have similar interest in undergraduate research as their residential (face-to-face) counterparts.
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