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Science and Religion in Higher Education
Book Chapter |
This chapter explores how religion surfaces in science teaching and learning in higher education contexts. First, it explores models of college student development in terms of epistemology, noting how college students…
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Lessons About Science and Religion From Informal Science Educators
Book Chapter |
Teaching evolution can be challenging whether you are a formal or informal educator. This chapter introduces information on visitor learning of evolution in informal education venues—particularly museums—and describes…
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Talking About Science and Religion Beyond the Classroom
Book Chapter |
This chapter provides a consolidated and modified list of advice that we find helpful for science-religion outreach. Many of the points are similar to what we already do as science teachers and educators, but with a few…
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Book Chapter |
The American Association for the Advancement of Science (AAAS) is the largest general science organization in the world. Among the range of initiatives sponsored by AAAS is the Dialogue on Science, Ethics, and Religion…
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The Future of Science and Religion in American Schools
Book Chapter |
While it is not usually the first thing that science educators focus on in our communication with students, colleagues, or community members, the act of teaching is underpinned by a belief in, and hope for, a better…
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Leave It to Beavers: Should We Relocate the Beaver Dam?
Book Chapter |
In this lesson, suggested for grades K-2, students examine the manner in which beavers change their environment to survive by building dams and lodges. Students engage in an engineering design challenge in which they…
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Swingy Thingy: What Makes a Great Playground?
Book Chapter |
In this lesson, suggested for grades K-2, students explore the way pushes and pulls affect the speed and direction of objects using both playground swings and model swings that they build and test. They experiment with…
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Take a (Farm) Stand: Can Plants Help Us Fight Hunger?
Book Chapter |
In this lesson, suggested for grades K-2, students conduct a series of experiments on bean plants to determine what plants need to live and grow. They also compare and contrast individual bean plants to recognize the…
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Monkey Business: Do We Need Zoos?
Book Chapter |
In this lesson, suggested for grades K-2, students take two virtual visits to a zoo—one by reading a book and the other by conducting online research. Students are asked to use their observational skills to spot the…
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Soaky, Doaky: What’s the Best Way to Clean Up Spills?
Book Chapter |
Is Bounty really the “quicker picker upper”? In this lesson, suggested for grades K-2, students have the opportunity to test advertisers’ claims through laboratory investigations. This lesson focuses on the two main…
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Bee-ing There for Bees: Are Bees Disappearing?
Book Chapter |
In this lesson, suggested for grades K-2, students learn about bee anatomy and behavior. They develop and test bee models to demonstrate their understanding of the interrelationships between plants and pollinators.…
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Weather or Not? Should We Rebuild in Twisterville?
Book Chapter |
In this lesson, suggested for grades K-3, students are introduced to tornadoes through a picture book. They make observations using water-filled bottles that function as “Tornadoes in a Bottle” when they create a…
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Eggstreme Sports: Is Football Too Dangerous for Kids?
Book Chapter |
In this lesson, suggested for grades 3-5, students learn about brain anatomy to reinforce the idea that the brain is an internal structure that has a specific role in the body’s functioning. They then create and test…
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Marsh Madness: What’s Your Plan for the Bullfrog Pond?
Book Chapter |
In this lesson, suggested for grades 3-5, students investigate the ecological relationships between living and nonliving components of a wetland and collaboratively determine the type, extent, and consequences of nearby…
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Finders Keepers?: Who Owns the Dinosaur Bones?
Book Chapter |
In this lesson, suggested for grades 3-5, students learn how fossils provide clues about Earth’s past. After being introduced to the concept of fossils, they examine various objects to determine whether they are fossils…
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