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From Wyoming to Florida, They Ask, “Why Wasn’t I Taught This Way?”
Book Chapter |
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…
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Student Outreach Initiative: Sowing the Seeds of Future Success
Book Chapter |
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…
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Developing Inquiry Skills Along a Teacher Professional Continuum
Book Chapter |
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…
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Promoting Inquiry With Preservice Elementary Teachers Through a Science Content Course
Book Chapter |
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…
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Developing a Relationship With Science Through Authentic Inquiry
Book Chapter |
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…
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Book Chapter |
The authors contend that preservice training in Project-Based Science (PBS) facilitates early faithful implementation of PBS, which in turn provides students with the opportunity to engage in the public discourse and…
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Using Socioscientific Issues as Contexts for Teaching Concepts and Content
Book Chapter |
This chapter focuses upon the conceptual development and implementation of a socioscientific issues (SSI) curriculum in two high school science classrooms. The scenarios and perspectives described in this chapter…
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Securing a “Voice”: The Environmental Science Summer Research Experience for Young
WomenBook Chapter |
Roland Park Country School is an urban college preparatory school for students in grades K–12 located in Baltimore, Maryland. An independent all-girls school, the institution maintains a commitment to community outreach…
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Book Chapter |
Two settings build the premise for this chapter and comprise the Connecting Humans and Nature through Conservation Experiences (CHANCE) program. The first setting is a summer field course in Costa Rica and the second is…
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Engaging Students in Content Learning
and Scientific Critique Through a Nanoscience ContextBook Chapter |
Nanoscience is increasingly visible in scientific endeavors, new technologies, and engineered products. Citizens and students must develop a sense of what constitutes scientific evidence of the positive and negative…
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Book Chapter |
As in many other education jurisdictions, environmental education in Ontario is infused throughout the science curriculum. This infusion requires students to not only understand the science behind environmental issues,…
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An “HOLA” Approach to Learning Science
Book Chapter |
Implementing classroom instructional strategies that lend themselves to both unidimensional assessments and alternative assessments provide evidence of proficiency that can satisfy both school and student learning…
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Project-Based After-School Science in New York City
Book Chapter |
In this chapter, the authors report on how inner city high school students learn science through participation in an after-school science program called Explore! Project-based science instruction (PBSI) was used as the…
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Students as Scientists: Guidelines for Teaching Science Through Disciplinary Inquiry
Book Chapter |
Teaching Science as Inquiry (TSI) provides a foundation for engaging both teachers and students in disciplinary inquiry. This chapter describes a framework of teaching and learning developed to help overcome the…
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“Who Ate Our Corn?” We Want to Know and So Should You!
Book Chapter |
“Who ate our corn?” sounds like a simple enough question but is designed to intrigue students and launch them on a quest to find answers and to ask more questions. That is the goal of the Future Scientists Program…
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