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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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Applications of Biology as Part of a Preservice Program for Science
TeachersBook Chapter |
The Applications of Biology course provides students with the opportunity to apply scientific information in making decisions about real-world issues. Within the context of the course, students are introduced to an…
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Book Chapter |
Goal 3 of the National Science Education Standards (NSES) calls for students to “engage intelligently in public discourse and debate about matters of scientific and technological concern” (NRC 1996, p. 13). The unit…
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Tahoma Outdoor
Academy: Learning About Science and the Environment Inside and Outside the ClassroomBook Chapter |
Taking students outside of the classroom is recognized as a valid and important pedagogical practice; however, teachers at all levels feel challenged when faced with integrating informal, outdoor, and community settings…
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Developing Students’ Sense of Purpose With a Driving Question Board
Book Chapter |
The Driving Question Board (DQB) is an organizing tool used in the project-based curriculum described in this study, which serves as a visual organizer for all the curriculum’s contextualizing features. In this chapter…
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