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Brain Research: Implications for Teaching and Learning
Book Chapter |
As knowledge of many aspects of the brain has exploded over the past few decades, there has been a strong desire to link the study of the brain, i.e., neuroscience, with education, the applied learning endeavor of…
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How Do Students Learn Science?
Book Chapter |
As we search for ways to improve classroom science experiences for students, we repeat the same question over and over: “How do students learn science?” In one sense, how students learn science falls within the realm of…
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Classroom Assessment in the Service of Student Learning
Book Chapter |
Science education reform literature acknowledges the close relationship between assessment and learning. This chapter takes a closer look at this tight link between assessment and learning, specifically at how classroom…
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Using Rubrics to Foster Meaningful Learning
Book Chapter |
Since its inception in the mid-1980s, the Science Education for Public Understanding Program (SEPUP) at the Lawrence Hall of Science (University of California-Berkley) has developed an array of “issue-oriented”…
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Active Learning in the College Science Classroom
Book Chapter |
Research has consistently shown that all students, including college science students, learn more when activity engaged. Engagement can occur through increased interaction with the content itself, or it may be coupled…
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Incorporating Primary Literature Into Science Learning
Book Chapter |
Recent educational initiatives call for changes in science education that promote the development of students’ scientific skills, such as interpreting data, applying concepts, and synthesizing information. Although…
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Toward More Equitable Learning in Science
Book Chapter |
This chapter examines some important questions about equity in the science classroom. It explores how a focus on practices is in line with goals we have to make science accessible, intelligible, and meaningful for all…
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Supporting Science Learning for All Students
Book Chapter |
This chapter includes activities that explore the Next Generation Science Standards (NGSS) Appendix D, “All Standards, All Students” and the case studies included with that appendix. These classroom case studies…
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Promising Professional Learning: Tools and Practices
Book Chapter |
This chapter, by Rodger W. Bybee, James B. Short, and Dora E. Kastel, explores professional learning strategies and emphasizes the importance of assessing instructional materials for both quality and Next Generation…
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Design Challenge Units and Research on Learning
Book Chapter |
Chapters 1–3 provide background information and introduce the particular engineering design process (EDP) used in the Cincinnati Engineering Enhanced Math and Science (CEEMS) program, as well as how the design challenge…
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A Natural Storyline for Learning About Ecosystems
Book Chapter |
Chapters 6–13 share grades 3–5 model lessons for putting the “explore-before-explain” mind-set into practice. In this chapter, the third-grade lesson is aimed at developing students’ ideas about living things and Earth’…
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Perspectives on Professional Learning for STEM Units
Book Chapter |
This chapter presents criteria for potential contemporary STEM units and the complementary professional learning. The discussion provides a foundation and context for a professional learning institute where teachers…
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Using Scenarios to Assess Student Learning
Journal Article |
The Next Generation Science Standards (NGSS) define science literacy as having the knowledge and understanding of scientific concepts and processes and the ability to question natural world phenomena (National Research…
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Social-Emotional Learning in the Science Classroom
Journal Article |
From the Editor's Desk
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Unlocking Expansive Learning in the Science Classroom
Journal Article |
Explore-Before-Explain
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