Since nearly every science curriculum in the country contains a section on living and non-living things, Bill Robertson believes that pretty much anyone who has taught the subject has run into difficulties. It seems as if no matter what criteria you use to distinguish between the two you can nearly always find exceptions. This article provides a…

A major part of developing concept-based instruction is the use of an overarching idea to provide a conceptual lens through which students view the content of a particular subject. By using a conceptual lens to focus learning, students think at a much deeper level about the content and its facts (Erickson 2007). Therefore, the authors collaborated…

Space Week focuses on concepts that enable students to make concrete observations in the early grades (K-2) and move to concepts that help students develop their internet research and writing skills in middle and upper grades (Grades 3-5), and culminates with the development of science investigation design skills (Grade 6). To help launch your…

Introduces three science activities for elementary and middle school students on the concepts of heat transfer and temperature. Includes two learning cycles. The first learning cycle examines the effects of temperature on air movement, and the second learning cycle investigates heat movement in water. (YDS)

Describes an approach that motivates preservice teachers to become involved in the scientific experience. The approach involves a science demonstration or activity that is done both in and out of class in which students report observations using a Vee diagram. Includes assessment procedures. (DDR)

Presents a case for using wood frogs to study biology with students. Offers tips on where to find the eggs, how to care for them, what to expect as they hatch, and how to engage students in a study of their stages of development. (DDR)

Provides a set of macro-experiments designed to improve students' intuitive understanding of physics and motivation for learning physics. Students become part of the experimental apparatus and experience the physical phenomena firsthand. (DDR)

Describes a school's successful experiences with testing and evaluating the collaborative effort of a parental involvement program. (Author/KHR)

Focuses on hurricanes and tsunamis and uses these topics to address other parts of the science curriculum. In addition to a discussion on beach erosion, a poster is provided that depicts these natural hazards that threaten coastlines. (DDR)

Summarizes representative research relating to the critical role of attention in concept formation in science. Topics discussed include curing, manipulation of symbols, and directions for focusing attention on particular aspects of concepts. (Author/DS)

Presents follow-up activities to learning scientific concepts that utilize concepts from books obtained from the school library. Suggests seven books and related science activities involving shadows, force, animals, nature, dinosaurs, machines, and mirror reflections. (Contains 10 references.) (MDH)

Presents stories that illustrate how children learned lessons about the nature of science. These lessons include such ideas as observing closely and keep records, accessing resources, and collaborating with each other. Describes the use of a classroom bird station and nature walks in accomplishing the goals. (DDR)

Uses Columbus' journey to teach science concepts. Reports on a questionnaire for grade 4-8 students (n=279) designed to determine what basic information the students knew about Columbus' journey, peoples' beliefs about the earth at that time, what Columbus discovered, and the effect on Native Americans. Integrated science activities on the size…