This webinar explored how the Next Generation Science Standards (NGSS) provide an instructional framework to support professional growth and inform teacher evaluation systems for science instruction. This Q&A addressed the questions participants had for Dr. Wilson and Jody Bintz following the webinar. The webinar recording and PowerPoint…

The "community of inquiry" as formulated by C. S. Peirce is grounded in the notion of communities of discipline-based inquiry engaged in the construction of knowledge. The phrase "transforming the classroom into a community of inquiry" is commonly understood as a pedagogical activity with a philosophical focus to guide…

This document provides Q&A with webinar presenter, Susan Riley. Riley's presentation looks at broad ideas of clarifying best practices in using arts integration (AI) and/or STEAM at any grade level. Questions cover topics such as: the creativity crisis in US schools, integrating art into math adult education (GED and ESL), theater arts in the…

American science teachers in elementary and middle school face a dilemma as they prepare students for high school physics and advanced placement classes. The dilemma lies in ensuring that these students are equipped with the high-level science content they need to thrive in such classes. Aside from life sciences and chemistry sciences, how are our…

This special issue, Developing Social- Emotional and Behavioral Interventions with School Communities: Systematic and Collaborative Processes, reflects the current state of the science for improving schools to better educate children and adolescents and promote their behavioral health. The innovations described in this volume describe advancements…

Described are five activities using crayons to demonstrate the rock cycle including weathering, erosion and sedimentation, and sedimentary, metamorphic, and igneous rock formation. Discussed are materials, procedures, and probable results. (CW)

Discussed is the teaching of physics with an emphasis on the learning of concepts before problem solving. Examples of this approach are provided. (CW)

Offers guidelines for middle and junior high school science education that administrators and/or teachers may use to re-evaluate and upgrade their programs. Addresses concerns related to: special needs of early adolescents, model science programs, model science teachers, materials and resources, and the need for continuing professional…

In the rising tide of reports proclaiming the need to reform various aspects of education, middle level education has been frequently overlooked. The Study Panel on Curriculum and Instruction of the National Center for Improving Science Education recognizes the critical development that occurs during early adolescence and the current reform toward…

Argues that science should be taught in a conceptual manner in elementary and middle school, after which (and only after) formulas, concrete strategies, and specific, isolated facts should be taught. Discusses linear versus conceptual learning, how boys and girls learn, how middle school teachers can approach this, preparing new science teachers,…

This description of microcomputer-based laboratories (MBL) for science focuses on experiments with a motion detector by non-science majors at Tufts University. Exercises had been used previously with sixth grade middle school students, indicting the effectiveness of MBL for students with a wide range of abilities. (Author/LRW)

A definition of scientific literacy is proposed based on a person's ability to "use" science, not "do" science. Reasons why it is important to be scientifically literate are included. The kinds of knowledge educational institutions are equipped to impart and the kind of knowledge the citizen needs are discussed. (KR)

Examined are two aspects of science education--the nature of science and curriculum reform. Contemporary views on the tentative nature of science and a generative model of learning are synthesized. (KR)

This document is part of a second set of reports that focus on science and mathematics education for young adolescents. It addresses the salient issues of improving middle grade science education, emphasizing the importance of the teacher as learner and facilitator. If overall improvement is indeed to occur, the various parts of the system must…

Using information drawn from research studies, the literature, and personal experiences, selected physiological, cognitive, and affective differences among 10- to 15-year-old middle school science students are illustrated. A rationale is presented for K-12 school organization based on human brain growth studies, with particular emphasis on middle…