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Zhang, Lin; Van Reet, Jennifer – Research in Science Education, 2022
Despite recommendations from science educational standards which claim that science teaching should engage students in scientific investigations the same way scientists practice their profession to discover the unknown, thereby allowing students to actively construct their own knowledge, a growing body of empirical evidence suggests that this may…
Descriptors: Science Activities, Interaction, Teacher Guidance, Kindergarten
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Nolting, Sarah; Wilcox, Jesse; Moore-Dilworth, Naryah; Grenko, Mackenzie – Science and Children, 2021
The "Next Generation Science Standards" call for engaging students in practices that scientists and engineers use (NGSS Lead States 2013), but it's also important to explicitly teach thinking approaches that scientists and engineers use. One way to help children think and act like scientists and engineers is to engage them with…
Descriptors: STEM Education, Thinking Skills, Problem Solving, Computation
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Glen, Nicole; Moukhtarian, Amber – Science and Children, 2019
Scientists' writing includes organized data, calculations, sketches and models, inventories and lists, timelines, detailed descriptions, locations, conditions, actions, schedules, information about variables, goals, hypotheses, research, notes, summaries of experiments, and reports to others (Fulton and Campbell 2014). By using scaffolded science…
Descriptors: Writing (Composition), Notetaking, Writing Skills, Scientists
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Miller, Bridget; Martin, Christie; Ford, Diane – Science and Children, 2021
This article explores how Ms. Ford, a first-grade teacher, integrated literary tools to engage students in higher-level thinking and meaning making. Through the use of teacher talk, eliciting responses, asking for clarity, and expanding on student responses, she utilized discourse to support students in making meaning. Ms. Ford's first-grade…
Descriptors: Science Instruction, Teaching Methods, Grade 1, Elementary School Students