The 2019 "Minnesota Academic Standards in Science (Standards)" set the expectations for achievement in science for grades K-12 students in Minnesota. The standards are grounded in the belief that all students can and should be scientifically literate. Graduates should be prepared for career and college opportunities. The…

The 2019 "Minnesota Academic Standards in Science" (Standards) set the expectations for achievement in science for grades K-12 students in Minnesota. The standards are grounded in the belief that all students can and should be scientifically literate. The "Standards" describe a connected body of science and engineering…

In a society where technology plays an ever-increasing role, students' ability to understand the underlying science and make smart social and environmental decisions based on that knowledge is crucial. "Welcome to Nanoscience" helps biology, chemistry, and Earth science teachers introduce the revolutionary fields of nanoscience and nanotechnology…

Current high school Earth Science curricula and textbooks organize scientific content into isolated "units" of knowledge. Within this structure, content is taught, but in the absence of the context of fundamental understandings or the process of how the science was actually done to reach the conclusions. These are two key facets of scientific…

This study compared the efficacy of 3 approaches to professional development in middle school Earth science organized around the principles of Understanding by Design (Wiggins & McTighe, 1998) in a sample of 53 teachers from a large urban district. Teachers were randomly assigned to a control group or to 1 of 3 conditions that varied with…

An introduction to Earth systems education describes a need and framework for an earth-systems focus in precollege curriculum. Challenges teachers to include this focus in science curriculum by following the guidelines presented in the Earth systems approach to science education. (five references) (MCO)

The Learning in Science Project has adopted the view that science teaching might be improved if teachers can be given some appreciation of students' views of the world and the beliefs, expectations, and language that learners bring to new learning situations. This investigation compares and contrasts views that children and scientists have on…

The Learning in Science Project has adopted the view that science teaching might be improved if teachers can be given some appreciation of students' views of the world and the beliefs, expectations, and language that learners bring to new learning situations. This investigation compares and contrasts views that children and scientists have on…

The Learning in Science Project has adopted the view that science teaching might be improved if teachers can be given some appreciation of students' views of the world and the beliefs, expectations, and language that learners bring to new learning situations. This investigation focuses on the views that children (N=34) may have about rocks and…

Presented are the reasons why the earth sciences must play a major role in curriculum renovation. Philosophical, methodological, and conceptual contributions to K-12 curriculum content are discussed. (KR)

The Learning in Science Project has adopted the view that science teaching might be improved if teachers can be given some appreciation of students' views of the world and the beliefs, expectations, and language that learners bring to new learning situations. This investigation looks at the topic of soil, one of the basic resources of New Zealand…

This guide has been designed to help teachers, supervisors, and administrators set up a science or mathematics research program which should provide students with a set of basic "tools" for use in problem solving situations. The guide is organized into 17 chapters. The first 15 chapters focus on: organizing a research program; recruiting students;…

This curriculum guide, developed to establish statewide curriculum standards for the Louisiana Competency-based Education Program, contains the minimum competencies and process skills that should be included in an earth science course. It consists of: (1) a rationale for an effective science program; (2) a list and description of four major goals…

This syllabus is organized into 17 sections (or "maps") which focus on these topic areas: the earth in the universe; variety and adaptation; reproduction; growth; food and feeding; sensitivity; microscopic living things; movement, forces, and structures; heat; light and color; sound; magnets and magnetism; electricity; water and other…

This meeting initiates the planning of new guidelines and a framework for teaching the earth sciences from kindergarten through grade 12. The conference report serves as a discussion paper for a series of American Geological Institute (AGI) regional conferences scheduled for fall and winter, 1988-89. It also provides background for an advisory…