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Book Chapter |
Life thrives or perishes depending upon its ability to adapt to changes in the environment. Over time, living organisms develop adaptive strategies that enable them to meet the demands precipitated by those changes. In…
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Advocacy and the Planning Process
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Science educators believe that students construct their knowledge of the natural world best in safe, secure, and stimulating learning environments. In order to achieve these goals, teachers, researchers, and planners…
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Current Trends and Future Directions in Science Education: Breaking Down the Walls
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The simplest educational concept—and perhaps the most significant—to consider in designing tomorrow’s science programs is inquiry. In keeping with the Standards’ strong emphasis on inquiry-based programs, students…
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Book Chapter |
In order for students to inquire confidently, we must create safe classroom environments. Safety is not just a set of rules but a state of mind, and perhaps, most importantly, it is an attitude and a set of skills that…
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Designing Facilities for the Middle School (6-8)
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A high-quality middle school science program requires science classrooms with safe, well-designed laboratory space, and school designers must consider the distance students will have to travel to these classes. Trying…
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Designing Facilities for the High School (9-12)
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When we participate in a school building program, we create learning environments that will last for many decades. So a major principle of good science facilities planning is to avoid building for a single curricular…
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Book Chapter |
While everyone in a school community should share responsibility for the “greening” of a school, it is often the science teachers who make the best use of these facilities, basing their lessons on the components of a…
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Book Chapter |
A periodic table on the ceiling of a chemistry lab/classroom, footprints and fossils of amphibians and animals in a courtyard sidewalk, a 60-foot slinky suspended from the ceiling, and a tessellation pattern in the…
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Book Chapter |
We say it often, and the phrase appears in the National Science Education Standards and many state and local documents as well. “All students should have opportunities in science.” But that vision is harder to achieve…
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Celebrating Cultural Diversity: Science Learning for All—An Introduction
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What is a “multicultural” classroom? Classrooms, even if they are filled with non-majority students, are not necessarily multicultural. There are three elements necessary for a truly multicultural science-learning…
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What Should Students Learn About the Nature of
Science and How Should We Teach It?
Book Chapter |
The purpose of this article is to: 1) explicate the central pattern of scientific reasoning, 2) show that the pattern has been applied by scientists to help answer a wide range of scientific questions, and 3) argue that…
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How Students Learn and How Teachers Teach
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In this chapter, the author explores the relationship between learning theories and teaching practices. It compares three features of scientific and educational theories, provides an overview of some historically…
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Book Chapter |
Assessment involves an ongoing investigation of student learning that influences teachers’ planning and instruction. Multiple assessment strategies should be used to provide feedback to students and teachers. Such…
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Curriculum Reform, Professional Development, and Powerful Learning
Book Chapter |
The authors consider the important relationship between standards-based curriculum implementation and professional development. They begin by looking at the key recommendations about student learning and then discuss…
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Professional Development and How Teachers Learn: Developing Expert Science Teachers
Book Chapter |
Groundbreaking research on learning and cognition has produced many new insights into how people learn. These findings conclusively dispel the idea that short-term and isolated learning experiences can produce powerful…
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