JoinScience 101
Q: Why Do Certain Terms in The Language of Science Cause So Much Confusion?
Science and Children—November/December 2021 (Volume 59, Issue 2)
By Matt Bobrowsky
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The Language of Science
The Exploration of Shadows
Science and Children—November/December 2021 (Volume 59, Issue 2)
By Bridget Miller, Christie Martin, and Diane Ford
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STEM Education Needs STEM Talk
Lessons learned from an after-school enrichment program with multilingual children
Science and Children—November/December 2021 (Volume 59, Issue 2)
By Frances Nebus Bose, Megan E. Lynch, and Carla Zembal-Saul
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Don’t Force It!
Using guiding questions to scaffold kindergartner’s thinking of pushes and pulls
Science and Children—November/December 2021 (Volume 59, Issue 2)
By Jesse Wilcox, Naryah Moore, Sarah Nolting, Courtney Reyna, and Caitlyn Potter
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Touch, Talk, Text
Practices that support both reading and science instruction
Science and Children—November/December 2021 (Volume 59, Issue 2)
By Sarah J. Carrier, Jill F. Grifenhagen, and Danielle R. Scharen
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Mapping Vocabulary Onto Student Sense-Making
Strategies that encourage emergent bilingual students to make sense of science
Science and Children—November/December 2021 (Volume 59, Issue 2)
By Christa Haverly, Batoul Hossein, and Jennifer Richards
Early Childhood Resources Review
Young Architects at Play: STEM Activities for Young Children
Science and Children—November/December 2021 (Volume 59, Issue 2)
By Kelly Russell
The Poetry of Science
The Language of Science
Science and Children—November/December 2021 (Volume 59, Issue 2)
By Sylvia Vardell and Janet Wong
Teaching Through Trade Books
A Magnetic Attraction
Science and Children—November/December 2021 (Volume 59, Issue 2)
By Christine Anne Royce
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Is It Food?
Uncovering scientific vs. colloquial meanings of words