Volume 87, Number 4

Learning on Personal Devices

Tablets, cell phones, and other handheld devices have become increasingly popular tools to help students learn. In this issue we examine innovative ways teachers have incorporated handheld devices into lessons about climate change, wetlands, molecular motion, and bird populations. We also learn that handheld devices have actually been around since the 18th century!

Volume 87, Number 4

Learning on Personal Devices

Tablets, cell phones, and other handheld devices have become increasingly popular tools to help students learn. In this issue we examine innovative ways teachers have incorporated handheld devices into lessons about climate change, wetlands, molecular motion, and bird populations. We also learn that handheld devices have actually been around since the 18th century!

Volume 87, Number 4

Learning on Personal Devices

Tablets, cell phones, and other handheld devices have become increasingly popular tools to help students learn. In this issue we examine innovative ways teachers have incorporated handheld devices into lessons about climate change, wetlands, molecular motion, and bird populations. We also learn that handheld devices have actually been around since the 18th century!

Using technology to transform lessons into meaningful learning experiences means focusing on learning goals rather than the technology tool. Step outside of your comfort zone as you integrate technology into your classroom with the articles found in this issue of Science Scope.

Using technology to transform lessons into meaningful learning experiences means focusing on learning goals rather than the technology tool. Step outside of your comfort zone as you integrate technology into your classroom with the articles found in this issue of Science Scope.

Using technology to transform lessons into meaningful learning experiences means focusing on learning goals rather than the technology tool. Step outside of your comfort zone as you integrate technology into your classroom with the articles found in this issue of Science Scope.

When we listen to student conversations, we have a window into their thinking, and knowing what students think can help determine their needs and advance them toward deeper understandings. This month, we take a look at cultivating classroom conversations by asking questions, constructing explanations, and using visual thinking techniques, talk moves, and other strategies to encourage and promote student dialogue.

When we listen to student conversations, we have a window into their thinking, and knowing what students think can help determine their needs and advance them toward deeper understandings. This month, we take a look at cultivating classroom conversations by asking questions, constructing explanations, and using visual thinking techniques, talk moves, and other strategies to encourage and promote student dialogue.

When we listen to student conversations, we have a window into their thinking, and knowing what students think can help determine their needs and advance them toward deeper understandings. This month, we take a look at cultivating classroom conversations by asking questions, constructing explanations, and using visual thinking techniques, talk moves, and other strategies to encourage and promote student dialogue.

How do our bodies manage to heal wounds, build the stamina to run marathons, and give us the energy—even while we’re sleeping—to keep us alive and functioning? Matter and Energy for Growth and Activity prompts high school students to explore fascinating questions like these. It takes a new approach to teaching essential ideas about food, human body systems, matter and energy changes, and chemical reactions.

How do our bodies manage to heal wounds, build the stamina to run marathons, and give us the energy—even while we’re sleeping—to keep us alive and functioning? Matter and Energy for Growth and Activity prompts high school students to explore fascinating questions like these. It takes a new approach to teaching essential ideas about food, human body systems, matter and energy changes, and chemical reactions.

“I have been hoping for a volume like this for a long time. Making Sense of Science and Religion marshals the best scholarship on science and religion toward the deeply practical aim of helping science teachers understand what is at stake for both religion and science in the science classroom. This volume should be read by anyone who cares about making science more accessible."
—Elaine Howard Ecklund, author of Secularity and Science: What Scientists Around the World Really Think About Religion

“I have been hoping for a volume like this for a long time. Making Sense of Science and Religion marshals the best scholarship on science and religion toward the deeply practical aim of helping science teachers understand what is at stake for both religion and science in the science classroom. This volume should be read by anyone who cares about making science more accessible."
—Elaine Howard Ecklund, author of Secularity and Science: What Scientists Around the World Really Think About Religion

Gateways-ND is a 5-year, National Science Foundation–funded effort directed toward three goals: maximizing the instructional effectiveness of postsecondary STEM (science, technology, engineering, and mathematics) faculty by building expertise in learner-focused practice, positively impacting student success in STEMbased “gateway” courses, and developing student persistence in STEM learning.

Gateways-ND is a 5-year, National Science Foundation–funded effort directed toward three goals: maximizing the instructional effectiveness of postsecondary STEM (science, technology, engineering, and mathematics) faculty by building expertise in learner-focused practice, positively impacting student success in STEMbased “gateway” courses, and developing student persistence in STEM learning.

This article describes a a multiperspective video approach.

This article describes a a multiperspective video approach.

This article describes a quasi-experimental study conducted in two Organic Chemistry I classrooms at a diverse, urban, public university.

This article describes a quasi-experimental study conducted in two Organic Chemistry I classrooms at a diverse, urban, public university.

This study examines the initial integration of engineering design in an introductory preservice elementary biology content course using a life science design task focused on composting.

This study examines the initial integration of engineering design in an introductory preservice elementary biology content course using a life science design task focused on composting.