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Freebies and Opportunities for Science and STEM Teachers, November 5, 2024

By Debra Shapiro

Freebies and Opportunities for Science and STEM Teachers, November 5, 2024

 

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.
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