In this secondary-level lesson, students will generate and prioritize questions about the novel coronavirus and evaluate scientific and/or technical information from multiple authoritative sources, assessing the evidence and usefulness of each source for answering their prioritized questions. This lesson consists of three segments: (1) connecting…

Students come to class with ideas about science content and the practices used to generate knowledge. Their lived experience provides them with basic ideas about how the world works. Tapping into their innate understandings and testing their ideas allows them to construct a more accurate understanding. Research shows that all students are ready to…

Making and recording scientific observations is a fundamental activity of the scientific community. Scientists use their senses and tools (e.g., magnifying glasses, rulers, colored pencils) to make records of the phenomena (e.g., light energy, ecosystems) they are investigating. These observations often serve as evidence in the scientific…

Direct experience is a powerful learning and teaching tool. However, when trying to teach students about natural hazards such as earthquakes, direct experience is not the best idea. Depending on location, it might be difficult to help young students understand the impact of natural hazards on their lives. Students will naturally find it…

As the ethnic and racial diversity in U.S. classrooms continues to grow, myths about the education of English Language Learners (ELLs) persist, while many teachers feel ill-prepared to meet these students' academic needs. This article focuses on myths shared by in-service science teachers enrolled in a master's program at the University of Texas…

Cellular respiration and metabolism are topics that are reportedly poorly understood by students and judged to be difficult by many teachers. Although these topics may not be required learning areas in some high school biology curricula, a grasp of fundamental concepts of cellular metabolic processes is advantageous for students undertaking (or…

Asserts that students' inaccurate prior knowledge in science can hinder the learning process. Presents instructional strategies for elementary and secondary school students that have been proved effective by research, such as augmented activation activities, refutational text, nonrefutational text, and the discussion web. (PRA)

Argues that children develop knowledge in layers, increasing those layers each time the topic is covered. Reviews three sets of materials that provide a background of experience, vocabulary, and text structure for use in science instruction. (FL)

This report describes the role of analogies in science instruction and presents research on a model for teaching with analogies. This model is being developed from research studies of textbooks and exemplary teachers; it provides guidelines for the strategic use of analogies during science instruction to explain fundamentally important concepts in…

Describes an approach to science instruction that motivates students by tapping into their prior knowledge and by employing specific questioning techniques. Provides information on matching the questioning technique to the instructional goal. (DDR)

The Science Writing Heuristic (SWH) is an instructional technique that combines inquiry, collaborative learning, and writing to change the nature of the chemistry laboratory for students and instructors. The SWH provides a format for students to guide their discussions, their thinking, and writing about how science activities relate to their own…

Presents a study where astronomy teachers (n=66) try to predict student (n=330) outcomes on astronomy and related topics pre- and posttest. Suggested findings include a course in astronomy did not result in an overall knowledge gain, teachers fared well at predicting prior student knowledge, and teachers vastly overestimated student gain in…

Explains the process of creating a curriculum based on the National Science Education Standards (NSES). Introduces an activity where students experience flowers and their environments. Focuses on Content Standard C of the NSES. (YDS)

Describes a schema-theoretic view of how analogies enhance students' prior knowledge; reviews some of the recent studies using analogies to assist students' comprehension of science text; and illustrates the use of an analogical study guide in biology. (HOD)

Discusses how the Science Activity Filter can facilitate elementary school teachers' choices of appropriate science activities for their classrooms. The filter is a process for choosing activities that considers seven factors: (1) meaningful learning; (2) the amount of time required; (3) cost of materials; (4) safety; (5) level of difficulty; (6)…