The COVID-19 crisis has demonstrated the importance of being able to understand complex computational models for everyday life. To make sense of the evolving predictive models of the COVID-19 pandemic, global citizens need to have a firm grasp of both systems thinking (ST) and computational thinking (CT). ST is the ability to understand a problem…

In this article Campbell and Neilson discuss several design strategies developed or adopted that were found particularly helpful when sequencing a unit that focused on learning about motion and acceleration. Students were expected to predict, observe, and explain why a ball traveled down one ramp faster than the other. Before engaging students,…

The "Next Generation Science Standards" (NGSS Lead States 20103) identify evidence-based argumentation as a key practice in science education. This argumentation comes in many forms, each providing a unique theoretical perspective and area of educational research. Argumentation can help model aspects of scientific culture and…

In looking at successful inquiry activities, patterns in pedagogical approach emerge (Meyer et al. 2011). This article discusses one such approach--the design challenge. A design challenge can be defined as an activity in which students are given an explicit task to create a product that meets a defined goal. However, simply asking students to…

The world's greatest cities and centers of civilization arose near or along major waterways providing access to the sea. Many people, no matter where they live, find the ocean and the life associated with it a fascinating topic. Although the ocean is characterized by high taxonomic diversity (over 90% of the animal phyla are represented in the…

Presents a project in which 11th and 12th grade students from a high school Principles of Engineering course instruct 5th grade students in Newton's laws. (KHR)

Reports on student work with a local council to conduct a watershed analysis of a tributary in the Clackamas River in Oregon. (KHR)

Explores the process of curriculum mapping from the perspectives of the teacher, the department, and the district. Presents a four step process and an example of a curriculum map. (DDR)

Describes an activity for observing sunspots with binoculars and other readily available materials. Introduces students to daylight astronomy. (KHR)

Presents a holistic model of science curriculum which utilizes the student's science interest as a starting point. (SL)

Describes a yearlong school-based project involving the Maui Public Health Department to define mosquito behavior and distribution. (KHR)

Examines the importance of teaching for active learning. Describes teaching an interactive chemistry course to help students internalize their learning. Changes from a textbook teaching approach to an interactive learning experience. (SAH)

Discusses the need for K-12 energy education models that are interdisciplinary, relevant, value-oriented, and future-oriented. (MA)

Provides a brief outline of the topics covered in an astronomy syllabus including some broad goals. Discusses the design and implementation of this course in a ninth grade physical science program. Describes major problems that were encountered as well as the benefits that have been realized from the use of this approach. (CW)

Briefly describes the Individualized Science Instructional System (ISIS) originating from Florida State University, with support from the National Science Foundation, with emphasis on the design and development of the minicourses involved in the project. (PEB)