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Yanez, Juan; Journell, Heather; Bergman, Daniel – Science and Children, 2012
With the world population recently surpassing seven billion people, it is critical for students to consider how such growth can lead to limited resources. Both the idea of diminishing resources and the magnitude of enormous numbers can be difficult for children (and many adults) to fully comprehend. For this particular lesson, the authors chose to…
Descriptors: Biological Sciences, Learning Processes, Grade 4, Grade 3
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Sickel, Aaron J.; Lee, Michele H.; Pareja, Enrique M. – Science and Children, 2010
How can a teacher simultaneously teach science concepts through inquiry while helping students learn about the nature of science? After pondering this question in their own teaching, the authors developed a 5E learning cycle lesson (Bybee et al. 2006) that concurrently embeds opportunities for fourth-grade students to (a) learn a science concept,…
Descriptors: Scientific Principles, Learning Processes, Science Instruction, Scientific Concepts
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Hess, Karin K. – Science and Children, 2010
Learning progressions (LPs)--descriptive continuums of how students develop and demonstrate more sophisticated understanding over time--have become an increasingly important tool in today's science classrooms. Here the author discusses some of the research behind learning progressions and presents The Science Inquiry Profile for PreK-4. This is a…
Descriptors: Classrooms, Scientific Principles, Science Instruction, Elementary School Students
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Wilcox, Dawn Renee; Roberts, Shannon; Wilcox, David – Science and Children, 2010
With the 2010 Winter Olympic Games prominent in the media, children were exposed to images of athletes skiing down snow-covered slopes, coasting furiously on bobsleds, and skating gracefully across the ice. Therefore, the authors capitalized on their children's natural curiosity about the world around them by exploring the concept of motion in a…
Descriptors: Learning Processes, Science Instruction, Teaching Methods, Scientific Concepts
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Carrier, Sarah J.; Thomas, Annie – Science and Children, 2010
"Watch out, the stove will burn you," "Ooh, ice cream headache!" Students construct their conceptions about heat and temperature through their own intuitions about daily life experiences. As a result, misconceptions can be born from these constructed concepts. The activity described here addresses student misconceptions about thermal insulation…
Descriptors: Structural Elements (Construction), Misconceptions, Scientific Concepts, Problem Solving