The "Framework" (NRC 2012) and "Next Generation Science Standards" (NGSS Lead States 2013) require science teachers to think differently. Specifically, NGSS's performance expectations now require that three domains (disciplinary core ideas (DCI), crosscutting concepts (CCC), and scientific and engineering practices (SEP)) be…

Students use manipulative models and small-scale simulations that promote learning of complex biological concepts. The authors have developed inexpensive wet-lab simulations and manipulative models for "Diagnosing Diabetes," "A Kidney Problem?" and "A Medical Mystery." (Contains 5 figures and 3 online resources.)

In 2007 and 2008, three science teachers participated in research "cruises" to the Juan de Fuca Ridge off the coast of Washington. This opportunity was made possible by a National Science Foundation (NSF) CAREER grant awarded to Daniela Di Iorio, an oceanographer at the University of Georgia in Athens. The cruises helped renew their…

Learning centers can help teachers assess students' content knowledge without penalizing them for language barriers. With the increasing number of English language learners (ELLs) in classrooms, the emphasis on mastery of content and inclusion of all students in class discussions and activities will provide all students a chance for scientific…

A rationale is presented placing the teaching of science in a more meaningful context for the layman and requiring new synthesis of subject matter, less oriented to emphasizing the structure of disciplines. (DF)

Describes general characteristics of enquiry - principle of enquiry, fact, problem, hypothesis, interpretation and outcome. These characteristics of enquiry give rise to five general characteristics of knowledge. (LS)

Contributions made by UNESCO are evaluated and a plan of action is presented. Accomplishments as measured by publications, conferences and workshops, and technical services are discussed, along with future plans. (DF)

Describes a Science-Technology-Society (STS) course implemented in Iowa that utilizes the National Science Teachers Association guidelines for STS courses. (PR)

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)

Argues that there are five domains of science education: knowing and understanding, exploring and discovering, imagining and creating, feeling and valuing, using and applying, and not just the two domains of content and process which many people view as being science. (RT)

Current reform documents place a strong emphasis on students' understandings of the nature of science (NOS). Interestingly, the importance of this educational outcome is not new and has been agreed upon as important by most scientists and science educators for the past 100 years. Despite numerous attempts, including the major curricular reform…