To promote teaching science through inquiry, the author wanted to use his experience in the Galápagos to design a lesson that allows students to immerse themselves in the essential science and engineering practices identified in the "Next Generation Science Standards," as they ask questions; analyze and interpret data; engage in argument…

Allowing a student to "see" through touch what other students see through a microscope can be a challenging task. Therefore, author Joan Bradley created three-dimensional (3-D) models with one student's visual impairment in mind. They are meant to benefit all students and can be used to teach common high school biology topics, including the…

Teachers know what a daunting job it can be to ensure that all students in a class learn effectively. In addition to the usual difficulties of gaining everyone's attention at once, instructors also run into the issue of preferred learning styles. In any classroom environment, the same topic is taught to multiple students, and each student may…

Even though much has been written about cooperative learning in recent years, busy high school teachers contending with heavy curricular and teaching demands might not know much about the instructional method. Equipped with only a partial understanding of cooperative learning, some teachers may view it as a series of forced artificial constructs…

Discusses the positive and negative aspects of outcome-based education. Also included in the discussion are recommendations for the successful implementation of outcome-based education. (ZWH)

Using the Topic of electromagnets as an example, describes how science teachers can benefit from the work of Hilda Taba and her co-workers in the area of instructional design and in classroom techniques for developing concepts. (JR)

Presents several models to describe the instructional approaches adopted by many teachers, and analyzes the roles of the teacher and students that seem to be implicit in each model. (JR)

Suggests that an event-based science curriculum can provide the framework for deciding what to retain in an overloaded science curriculum. Provides examples of current events and the science concepts explored related to the event. (MDH)

Science teachers continually search for effective ways to help students make sense of science concepts and principles. For students to learn to think more like scientists, science teachers must decrease the number of lectures and "follow-the-recipe" laboratory experiments and increase the use of activities that incorporate student inquiry.…

Presents several instructional techniques. Discusses cueing, set, continuous reinforcement, and using positive feedback. Considers the learning styles of students and the type of classroom that is conductive to learning. Provides examples. (MVL)