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Yes, a science teachers' conference IS the place for early childhood teachers
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I’m looking forward to the NSTA Regional Conference in Portland, Oregon, in November, a cornucopia of a conference so full of interesting presentations that each of my time slots is double (sometimes triple)…
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Little children love to ask questions such as Why? How come? But it seems that in school, it’s the teacher who asks most of the questions. This issue provides some suggestions and examples for helping students to apply…
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Do you have any suggestions for a brand-new science department chairperson? —Derek, Chillicothe, Ohio First of all, congratulations on assuming a leadership role in your school! This is a wonderful…
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Research in science classrooms
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Wow — students doing real research! This adds a different dimension to the “labs” that students do. There is certainly a time and place for replication or follow-the-directions activities (for example, to learn how to…
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Observing, Learning about, Appreciating, and (Maybe) Holding Small Animals Such As Insects
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In the fall we may begin to see more spiders in our houses and schools. Why is that? Are they moving indoors as the weather cools? The Burke Museum of Natural History and Culture dispels this myth with some spider facts…
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I’ve been asked to chair a committee to look into using science “kits” for our elementary classes. We’re interested in this, but where do we start? —Mariana, Manchester, New Hampshire…
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Understanding and using symbols
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It was Monday morning and a sharp corner on a large immovable object (left by another group sharing the space used by the preschool…sound familiar?) unexpectedly turned into a chance to assess the understanding of…
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It’s interesting in this issue to see how teachers can incorporate inquiry learning into topics such as Bernoulli’s Principle, bridge design, photosynthesis, a beach clean-up program, rocks, paper airplanes, maple seeds…
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As a preschool teacher I try to be aware of how my work might introduce or reinforce misconceptions in my students’ understanding of concepts. In the Perspectives column in the September issue of Science and Children,…
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At our inservice last month, we learned several strategies for writing in science classes. But when I tried one in my classroom, it went over like a lead balloon. What was I doing wrong? —Rosalind, Denver,…
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The big fish died. The constant silent presence of the plecostomus—now hiding in the cave, now sucking algae off the aquarium wall—is gone. Donated by a parent who has moved on to high school PTSA duties, the odd fish…
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Who hasn’t looked into the night sky and wondered about the stars and the universe? But upper elementary and middle school may be the last chance for many students to study or be exposed to concepts in astronomy. Earth…
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The S&C astronomy issue article Sky Observations by the Book (NSTA membership required) presents lessons specifically for teaching young children astronomy concepts with picture books. Authors Kathy Cabe Trundle and…
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Walking fieldtrips to draw nature
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A walking fieldtrip can bring much needed outdoor time and opportunity for scientific observation to a class schedule. The objective can be to view the sky, look for birds, find seeds, or to inventory the surrounding…
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Planting flower bulbs in the fall
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Planting spring-flowering bulbs connects the seasons of Fall and Spring in the minds of young children as they wait all winter for the bulbs to sprout and to see the flowers blooming in the spring. Following the growth…
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