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Fact or Faux?

Inquiry into Expertise

The Science Teacher—November/December 2024 (Volume 91, Issue 6)

By Gábor Zemplén, DOUGLAS ALLCHIN

Fact or Faux? November/December 2024
Fact or Faux? November/December 2024
Fact or Faux? November/December 2024
 

Right to the Source

Joyfully Asking Why

The Science Teacher—November/December 2024 (Volume 91, Issue 6)

By Michael Apfeldorf

Right to the Source November/December 2024
Right to the Source November/December 2024
Right to the Source November/December 2024
 

Career of the Month

Gemologist Nathan Renfro

The Science Teacher—November/December 2024 (Volume 91, Issue 6)

By Luba Vangelova

Career of the Month November/December 2024
Career of the Month November/December 2024
Career of the Month November/December 2024
 

Editor's Corner

Differentiation and Inclusivity for All

The Science Teacher—November/December 2024 (Volume 91, Issue 6)

By Brooke Whitworth

Editor's Corner Novermber/December 2024
Editor's Corner Novermber/December 2024
Editor's Corner Novermber/December 2024
 

Establishing a Writing Center and Why Science Teachers Need to Be in On It

The Science Teacher—November/December 2024 (Volume 91, Issue 6)

By Althea Roy, Brooke Whitworth

To support the development of scientific literacy and student confidence in expressing their ideas and receiving feedback, the first author established a writing center in a large urban fringe high school. Using the peer-assisted learning (PAL) model, the center fostered leadership, emotionally supported students as they developed peer collaborations, and built student self-confidence while they learned to engage in rich science discourse and communicate in multiple ways. This article outlines some of the benefits and logistics of creating and running a writing center.
To support the development of scientific literacy and student confidence in expressing their ideas and receiving feedback, the first author established a writing center in a large urban fringe high school. Using the peer-assisted learning (PAL) model, the center fostered leadership, emotionally supported students as they developed peer collaborations, and built student self-confidence while they learned to engage in rich science discourse and communicate in multiple ways. This article outlines some of the benefits and logistics of creating and running a writing center.
To support the development of scientific literacy and student confidence in expressing their ideas and receiving feedback, the first author established a writing center in a large urban fringe high school. Using the peer-assisted learning (PAL) model, the center fostered leadership, emotionally supported students as they developed peer collaborations, and built student self-confidence while they learned to engage in rich science discourse and communicate in multiple ways. This article outlines some of the benefits and logistics of creating and running a writing center.
 

Unleashing the Power of Differentiation and Inclusivity: Designing a Multidisciplinary Exhibit for Children

The Science Teacher—November/December 2024 (Volume 91, Issue 6)

By Hoda Ehsan, Abeera Rehmat

This paper describes the design and implementation of a human-centered multidisciplinary engineering course for high school students. The course was implemented and modified for both in-person and online modalities. Students worked in small groups and designed exhibits for children. They engaged in understanding the design thinking principles, and delivered a low-fidelity physical prototype or a conceptual design, depending on the format of the classes. Below, we describe the design and implementation of the course and share areas of improvement.
This paper describes the design and implementation of a human-centered multidisciplinary engineering course for high school students. The course was implemented and modified for both in-person and online modalities. Students worked in small groups and designed exhibits for children. They engaged in understanding the design thinking principles, and delivered a low-fidelity physical prototype or a conceptual design, depending on the format of the classes. Below, we describe the design and implementation of the course and share areas of improvement.
This paper describes the design and implementation of a human-centered multidisciplinary engineering course for high school students. The course was implemented and modified for both in-person and online modalities. Students worked in small groups and designed exhibits for children. They engaged in understanding the design thinking principles, and delivered a low-fidelity physical prototype or a conceptual design, depending on the format of the classes. Below, we describe the design and implementation of the course and share areas of improvement.
 

We're all in this together: Collaborative modeling tasks for the chemistry classroom

The Science Teacher—November/December 2024 (Volume 91, Issue 6)

By Destinee Cooper, Brooke Whitworth

This article describes four collaborative activities that we facilitate to engage high school chemistry students in the scientific practice of developing and using models in a chemical bonding unit. The activities presented incorporate both collaborative group work and kinesthetic methods to promote active student learning of chemical bonding concepts. These activities also support the development of essential skills such as teamwork and communication. We discuss how we have adapted these activities to be accessible for students and how these activities can also be used as a form of formative assessment within a larger unit on chemical bonding. We have found that these collaborative activities foster a more connected and joyful learning environment for us as educators and for the students in our classrooms.
This article describes four collaborative activities that we facilitate to engage high school chemistry students in the scientific practice of developing and using models in a chemical bonding unit. The activities presented incorporate both collaborative group work and kinesthetic methods to promote active student learning of chemical bonding concepts. These activities also support the development of essential skills such as teamwork and communication.
This article describes four collaborative activities that we facilitate to engage high school chemistry students in the scientific practice of developing and using models in a chemical bonding unit. The activities presented incorporate both collaborative group work and kinesthetic methods to promote active student learning of chemical bonding concepts. These activities also support the development of essential skills such as teamwork and communication.
 

Scaffolding an Inquiry-Based Spring Constant Activity for Differentiated Physics Instruction

The Science Teacher—November/December 2024 (Volume 91, Issue 6)

By Eric Lindley

This activity gives students the opportunity to design an experiment, collect data, and solve for the spring constant of different springs. The use of low-cost materials and the inquiry-based structure makes it more accessible for teachers and more engaging for students. It can be scaffolded in several different ways, so that each teacher can differentiate according to the needs of their physics students. Some common student misconceptions are also addressed to assist teachers in their preparation for leading this activity.
This activity gives students the opportunity to design an experiment, collect data, and solve for the spring constant of different springs. The use of low-cost materials and the inquiry-based structure makes it more accessible for teachers and more engaging for students. It can be scaffolded in several different ways, so that each teacher can differentiate according to the needs of their physics students. Some common student misconceptions are also addressed to assist teachers in their preparation for leading this activity.
This activity gives students the opportunity to design an experiment, collect data, and solve for the spring constant of different springs. The use of low-cost materials and the inquiry-based structure makes it more accessible for teachers and more engaging for students. It can be scaffolded in several different ways, so that each teacher can differentiate according to the needs of their physics students. Some common student misconceptions are also addressed to assist teachers in their preparation for leading this activity.
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