Tag Archives: inquiry

Misconceptions about the “doing” of science






Many teachers feel they are “doing” science when they teach what is in textbooks, laboratory manuals, and their lectures.  Such a focus on science teaching has existed for decades.  Teachers, school administrators, students, as well as parents, have generally accepted it as “doing” science.  But, expecting students to remember and recite what they have read […]

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Differences between “Inquiry” and “Practices”






“Inquiry” and “practices” are recognized actions in science teaching that are used in the Next Generation Science Standards (NGSS).  “Inquiry” was a term which was central to many science education reform efforts–certainly those indicated in the “old” 1996 National Science Education Standards (NSES).  In 1991 the NSTA President asked the National Research Council (NRC) to […]

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Following children’s interests–following a caterpillar over winter






It’s always interesting to hear how other early childhood educators make the most of children’s curiosity to teach science concepts. Guest blogger Maggie Posey is a mom to a curious two year old and preschool teacher to eight eager learners. She blogs about both athttp://www.mamasuerte.blogspot.com. In this guest post she writes about how her preschool students’ […]

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The way it’s supposed to be…






I have been trying to incorporate more inquiry-based investigations into my biology curriculum. But the students are upset. They want to stick with the cookbook labs where they follow the procedure and complete a data table that I give them. —T., Colorado It seems like you’ve noticed how high school students (and some of their […]

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Recommend a resource for early childhood science and engineering education






Guidance for effective science and engineering teaching can be found in the NSTA position statement on Early Childhood Science Education. Materials for science and engineering science explorations, such as teacher resource books, can support teachers and administrators in implementing the principles and declarations of the position statement. Many books claim to be that inquiry-based, well-researched, aligned […]

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Learn to engage students in scientific argumentation






In his popular workshops at last week’s NSTA conference in Orlando, Victor Sampson presented tips and strategies for engaging students in scientific argumentation, a key practice of science that helps students master content while they write about and discuss claims and evidence. This month’s Book Beat features classroom activities designed to foster students’ ability to […]

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The Vernier Motion Encoder System: Motion Encoding Made Personal

cart-n-sensor





The Vernier Motion Encoder System marks a significant shift in the science teacher’s ability to transition between the conceptual, formula-based physics of motion to the “real world” application of those concepts and formulas—and here’s the big news—without the need for disclaimers explaining away anomalous data, inconsistent graphs, and the general background noise of low resolution […]

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Sound






This is a wonderful themed issue, with all of the articles focusing on helping younger students investigate and understand the science of sound. Unfortunately for secondary students, the science of sound might not get a lot of attention in the curriculum, but as the editor notes, this is a popular and interesting topic for students. […]

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Early childhood science in preschool—a conversation on Lab Out Loud






Listen in on a conversation between early childhood educator and researcher Karen Worth and the science teachers hosts of Lab Out Loud, Dale Basler and Brian Bartel, as they delve into the new NSTA Early Childhood Science Education position statement, in Episode 108: Science in Early Childhood Education. This conversation is a mini-course on what […]

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Planning and carrying out investigations






According to the editor, “Although the practice of planning and carrying out investigations has always been a part of good science instruction, the student focus often has been more on carrying out than on planning, with teacher-structured investigations far outnumbering student opportunities to develop their own research questions. Giving students opportunities to design and plan […]

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