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Whigham, Ehren; Kruse, Jerrid; Galligan, Kate – Science Teacher, 2022
The authors teach in a large, urban school district in the Midwest and typically a few students have parents who work in the sciences. One year, the authors were fortunate to have the child of the owner and head brewer of a local microbrewery. That coincidence set the stage for a major collaboration to bring the real world of chemistry and biology…
Descriptors: Science Instruction, Scientific Concepts, Chemistry, Energy
Voss, Sarah; Kruse, Jerrid; Kent-Schneider, Isaiah – Research in Science Education, 2022
Explicit-reflective nature of science (NOS) instruction has demonstrated a positive impact on student learning. Although explicit-reflective NOS instruction often consists of questions that draw students' attention to NOS ideas, there are few recommendations in the science education literature about how the form of these questions might inform NOS…
Descriptors: Scientific Principles, Science Education, Science Instruction, Scientific Methodology
Gow, Ellen; Kruse, Jerrid; Wees, Susan; Dee, Kristy; Hernandez, Leslie – Science and Children, 2023
As an introduction to sound and vibration, the authors wanted their first-grade students to plan and conduct their own investigations. In this article, the authors share a series of investigations to help students explore the relationship between sound and vibration. By planning, creating, testing, adapting, and reflecting on the outcomes of the…
Descriptors: Science Education, Acoustics, Grade 1, Elementary School Students
Menke, Lucas; Voss, Sarah; Kruse, Jerrid; Zacharski, Kinsey – Research in Science Education, 2023
In an increasingly complex media environment, science educators must help prepare students to make decisions on science-related issues that are in the best interest of themselves and their communities. Researchers have suggested the use of socioscientific issues (SSI) to teach students how to think scientifically and to make good decisions…
Descriptors: Knowledge Level, Science Teachers, Cognitive Processes, Science and Society
Acosta, Alida; Kruse, Jerrid – Science and Children, 2022
Investigating stars can be difficult. The five-day unit presented in this article is designed for fifth graders to work toward Next Generation Science Standard (NGSS) performance expectation 5-ESS1-1, with each lesson lasting about 30 minutes. Students investigate the relationship between the brightness of light and distance, apply their…
Descriptors: Elementary School Students, Grade 5, Science Education, Astronomy
Kruse, Jerrid; Menke, Lucas; Solem, Libby – School Science and Mathematics, 2022
Inquiry-based lab experiences have been shown to be more effective than traditional lab experiences. Students' perceptions of the types of thinking required in science lab settings have implications for interest and persistence. This study compares students' perceptions about the thinking required in traditional and inquiry laboratory settings.…
Descriptors: Inquiry, Science Laboratories, Student Attitudes, Thinking Skills
Voss, Sarah; Kent-Schneider, Isaiah; Kruse, Jerrid; Daemicke, Ren – Science & Education, 2023
While much is known about teacher learning of nature of science (NOS) concepts, less is known about how teachers develop an understanding of how to effectively teach NOS or how instructional views might differ across levels of the Family Resemblance Approach (FRA) wheel. Therefore, this study investigated the NOS instructional views related to…
Descriptors: Preservice Teachers, Science Teachers, Scientific Principles, Science Instruction
Wilcox, Jesse; Kruse, Jerrid; Decker, Scott – Science and Children, 2021
What does a scientist do? What is an engineer? What is technology? What do mathematicians do? Questions about the nature of STEM are fundamental to help elementary students gain a deep understanding of the STEM disciplines. Yet, starting a lesson with such abstract questions can be difficult for any learner. Instead, teachers can use concrete STEM…
Descriptors: STEM Education, Elementary School Students, Elementary School Teachers, Teaching Methods
Kruse, Jerrid; Kent-Schneider, Isaiah; Voss, Sarah; Zacharski, Kinsey; Rockefeller, Molly – Research in Science Education, 2022
While the importance of explicit and reflective NOS instruction is clear in the literature, questions remain about how to enact such instruction. That is, literature is sometimes unclear in defining how to enact explicit and reflective NOS instruction. While some authors recommend using questions (e.g., Clough 2007) to enact effective NOS…
Descriptors: Scientific Principles, Science Instruction, Grade 6, Student Reaction
Edgerly, Hallie; Kruse, Jerrid; Wilcox, Jesse – Science & Education, 2023
During a 10-week professional physical science professional development (PD) course, elementary inservice teachers (n = 18) in a large urban district were engaged in explicit-reflective nature of science (NOS) instruction. Teachers were also explicitly engaged in reflection concerning NOS pedagogy (e.g., explicit-reflective, role of context).…
Descriptors: Faculty Development, Elementary School Teachers, Urban Schools, Scientific Principles
Roberts, Kean; Kruse, Jerrid – Science and Children, 2022
To combat environmental apathy, the authors seek to help students develop environmental knowledge, ethics, and "critical-thinking skills that will prepare them to evaluate issues and make informed decisions regarding stewardship of the planet". This article describes scientific, place-based investigations of local species and their…
Descriptors: Biology, Science Education, Environmental Education, Elementary School Students
Kruse, Jerrid; Kent-Schneider, Isaiah; Voss, Sarah; Zacharski, Kinsey; Rockefeller, Molly – Science & Education, 2021
The study seeks to explore the extent to which students think pedagogical activities exemplifying various degrees of contextualization accurately reflect the work of scientists. Arguing for scaffolding across multiple degrees of contextualization, Clough (2006) reasoned that different contextualization plays different, but complimentary, roles in…
Descriptors: Student Attitudes, Scientific Principles, Science Activities, Authentic Learning
Kruse, Jerrid; Wilcox, Jesse; Patel, Neal; Borzo, Sarah; Seebach, Colin; Henning, Joleen – Journal of Science Teacher Education, 2022
This study sought to determine the impact of a highly supported field experience (HSFE) by comparing two groups of preservice elementary teachers (PSETs) all taking the same methods course, from the same instructor, within the same program. Each group was required to complete a 10-hour field experience. One group was in a HSFE while the other…
Descriptors: Preservice Teachers, Elementary School Teachers, Science Instruction, Preservice Teacher Education
Kruse, Jerrid; Henning, Joleen; Wilcox, Jesse; Carmen, Katherine; Patel, Neal; Seebach, Colin – Journal of Science Teacher Education, 2021
A high self-efficacy in teaching is sometimes used as a kind of litmus test of science teaching practices. However, the connection between self-efficacy and teaching effectiveness is not well established. Therefore, this study sought to investigate the connections between self-efficacy and enacted science teaching of preservice elementary…
Descriptors: Correlation, Preservice Teachers, Science Instruction, Instructional Effectiveness