Project-based learning (PBL) is an instructional approach to science teaching that supports the "Next Generation Science Standards" (Krajcik 2015; NGSS Lead States 2013). In a PBL lesson, students design and solve real-world problems or explain scientific phenomena. Students using a PBL model learn and retain more than those not using…

Scientists, science teachers, and serious students recognize that success in science classes requires consistent practice--including study at home. Whether balancing chemical equations, calculating angular momentum, or memorizing the steps of cell division, students must review material repeatedly to fully understand new ideas--and must practice…

Teaching new biology concepts to ninth graders can be tough, and teaching students with disabilities even tougher--but we are accountable for "all" students. These authors used a cooperative learning strategy called "Collaborative Strategic Reading" in an inclusive ninth-grade biology class to see whether they could "hook" students and, at the…

Too often, teachers scratch their heads and ask, "What were my students thinking?" then answer, "I don't want to know." But teachers should want to know, and students should question their own thinking, as well. Critical thinking involves not just problem solving, creativity, analysis, and synthesis but also self-awareness of learning and learning…

Self-regulated learning (SRL) encourages students to learn using metacognition, strategic action, and motivation. This nontraditional approach to education relies on the student's active role in learning and the instructor's facilitatory role in teaching. This article provides a comprehensive analysis of an SRL instructional model the author…

The National Science Education Standards are designed to provide a vision of scientific literacy for "all" students--regardless of age, race, ethnic background, English-language proficiency, socioeconomic status, disability, or giftedness. One of the most powerful strategies in science instruction--which aligns with the Standards--is the use of…

Conceptual change instruction recognizes that students bring personal, or naive, conceptions to the classroom, which they use to explain their world, interpret situations, and create meaning (Driver et al. 2007). But what happens when students' personal conceptions are inconsistent with experts' views of scientific knowledge? Even after direct…

Problem solving is a valuable skill in the science classroom. Students often use a variety of inquiry strategies to identify problems and their implications; develop action plans; locate relevant sources, information, and data; and formulate solutions. Problem solving is a logical, analytical, and sometimes creative process. The less tangible,…

When students understand content deeply, they recognize main concepts and understand the relationships among ideas. But the typical processes students use to study are generally not designed to generate conceptual understandings. Instead, they tend to become passive learners. In this article, the authors present three commonly used classroom…

Recent legislation, such as the No Child Left Behind and the Individuals with Disabilities Education Act amendments of 1997 and 2004, emphasizes the importance of teaching students with mild disabilities in the general education classroom using the general curriculum. Consequently, students with learning problems take a variety of science courses,…

Presents an activity on waves that addresses the state standards and benchmarks of Michigan. Demonstrates waves and studies wave's medium, motion, and frequency. The activity is designed to address different learning styles. (YDS)

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…

To help make science relevant to student's everyday lives, the authors required their 10th-grade summer school students to read selections from a popular nonfiction science book. By doing so, they were able to promote literacy and provide an authentic portrayal of the nature of science in a way that was fun and interesting for their students. This…

Discusses learning modalities and learning styles in science education. Learning modalities characterize the way the brain takes in information (input) and restructures/expresses the information (output). Learning styles are ways that information is processed once it is obtained. Examples (including Kolb's "Learning-Style Inventory") are included.…

Describes the effectiveness of cooperative learning on discipline problems, interdependence between students, and teacher-student interactions. Explains how to group students and introduces a laboratory activity on covalent and ionic bonds. (YDS)