JoinAll Resources
Book Chapter
Learning Science With Inquiry in the Clark County School District
In 2005, Project PASS—Proficiency And Success in Science—was funded as a Mathematics and Science Partnership by the Nevada Department of Education. This three-year collaborative project was initiated with the goals of improved quality of instruct...
Book Chapter
Natural Scientists: Children in Charge
This chapter discusses how the authors refined their teaching practices to allow young children to begin to develop inquiry process skills. In previous years, the process skills of science were addressed because educators felt they were vital to all ...
Book Chapter
Science Is Not a Spectator Sport: Three Principles From 15 years of Project <em>Dragonfly</em>
Project Dragonfly at Miami University was founded on the premise that the most powerful way to engage children in learning is to celebrate their voices, to invite them into the community of discovery, and to allow them to see themselves as agents of ...
Book Chapter
Student Inquiry and Research: Developing Students’ Authentic Inquiry Skills
In the 2005 NSTA monograph Exemplary Science in Grades 9–12: Standards-Based Success Stories, the authors present and discussed student inquiry at the Illinois Mathematics and Science Academy (IMSA) (Scheppler et al. 2005). This monograph focused o...
Book Chapter
From Wyoming to Florida, They Ask, “Why Wasn’t I Taught This Way?”
As educators recognize the power of inquiry in the classroom, the Conceptual Change Model (CCM) is gaining popularity across the country. Those who are using CCM are reporting that students are highly engaged and excited about learning and they are g...
Book Chapter
Student Outreach Initiative: Sowing the Seeds of Future Success
This chapter features the Student Outreach Initiative project developed as a collaborative research community between USDA/Agricultural Research Service/Southern Plains Area (ARS/SPA) laboratories and their local communities and schools (grades 4–1...
Book Chapter
Developing Inquiry Skills Along a Teacher Professional Continuum
The setting for this chapter is Bradley University—a midsize, private, comprehensive university in a Midwestern community of approximately a quarter million people. In the past decade, new faculty members have brought philosophies of teaching that ...
Book Chapter
Promoting Inquiry With Preservice Elementary Teachers Through a Science Content Course
Inquiry science teaching is effective at all levels, from elementary classes to higher education. It is important, therefore, that preservice education majors who will be teaching science understand the differences between inquiry instruction and ins...
Book Chapter
Developing a Relationship With Science Through Authentic Inquiry
In this chapter, the authors first describe the theoretical framework they have developed for understanding and developing their work as teachers. They start by articulating their own understanding of teaching and learning. Following this discussion,...
Book Chapter
The purpose of this assessment probe is to elicit students' ideas about systems. The probe is designed to find out whether students can recognize that things with parts that interact or influence each other are systems....
Book Chapter
The purpose of this assessment probe is to elicit students' ideas about the digestive system. The probe is designed to find out whether students realize a main function of the digestive system is to break food down into molecules that can be used by ...
Book Chapter
The purpose of this assessment probe is to elicit students' ideas about the distribution of land, oceans, freshwater, and ice. The probe is designed to find out whether students realize that most of the Earth is covered by oceans....
Book Chapter
The purpose of this assessment probe is to elicit students' ideas about light and the Moon. The probe is designed to find out what students think is the source of a full Moon's light....
Book Chapter
The purpose of this assessment probe is to elicit students' ideas about eclipses. The probe is designed to find out what students think causes a lunar eclipse....
Book Chapter
The purpose of this assessment probe is to elicit students' ideas about weight and pressure. The probe is designed to determine whether students think their weight changes when the force exerted per unit area (pressure) on a scale changes....
Book Chapter
The purpose of this assessment probe is to elicit students' ideas about magnetism. The probe is specifically designed to determine whether students believe air is necessary for magnets to work....
Book Chapter
The purpose of this assessment probe is to elicit students' ideas about dissolving. The probe is designed to find out what students think happens to sugar when it dissolves in water....
Book Chapter
The purpose of this assessment probe is to elicit students' ideas about food, transformation of matter, growth and development, conservation of mass, and systems. The concepts underlying this probe are complex. It is not important that students know ...
Book Chapter
The purpose of this assessment probe is to elicit students' ideas about biological adaptation. The probe is designed to find out if students think animals intentionally adapt to a change in their environment....
Book Chapter
The purpose of this assessment probe is to elicit students' ideas about crystalline solids.The probe is specifically designed to determine how students think atoms are arranged and move in a crystalline lattice....
Journal Article
Scope on the Skies: Tracking the messenger
During April and May, the innermost planet, Mercury, will have its greatest apparition (morning or evening viewing opportunity) for the year as it graces the evening skies over the western horizon after sunset. Considering that Mercury, the fastest-o...
NSTA Press Book
Extreme Science: From Nano to Galactic
Whether we are imagining microbes or mammoths, dinosaurs or diatoms, molecules or stars, people of all ages are fascinated with the very large and the very small. New technologies have enabled scientists to investigate extremes of science previously ...
By M. Gail Jones, Amy R. Taylor, Michael R. Falvo