In the United States there is a need to educate young children in science, technology, and agriculture. Through collaboration with many agricultural groups, the Southern Piedmont Agricultural Research and Education Center has set up a program that works with 3rd grade students and teachers to reinforce the science that has been taught in the…

The main areas of difficulty experienced by those teaching and learning organic chemistry at high school and introductory university level in Ireland have been identified, and the findings support previous studies in Ireland and globally. Using these findings and insights from chemistry education research (CER), the Organic Chemistry in Action!…

The acronym STEM--the teaching of science, technology, engineering, and math--now a familiar term in education, is evolving into STEAM--STEM plus "A" for art. Educational researcher Martin Storksdieck's studies have shown that infusing art into STEM allows for "a different way of perceiving and knowing and dealing with the world, as a means to…

This study contextualized the use of the engineering design process by providing descriptions of how each element in a design process was integrated in an eleventh grade industry and engineering systems course. The guiding research question for this inquiry was: How do students engage in the engineering design process in a course where technology…

This teaching guide contains part one of the four parts of the first year of the Portland Project, a three-year secondary integrated science curriculum sequence. This part involves the student in a series of activities intended to increase his understanding of his perceptual abilities and their limitations. Organization and classification as parts…

This teacher's guide contains part two of the four-part first year Portland Project, a three-year secondary integrated science curriculum sequence. This part involves the student with unifying principles essential for deeper understanding of the concept of energy. Confidence in the atomic nature of matter is built by relating heat in terms of…

This teacher's guide includes parts three and four of the four-part third year Portland Project, a three-year integrated secondary science curriculum sequence. The underlying intention of the third year is to study energy and its importance to life. Energy-related concepts considered in year one and two, and the concepts related to atomic…

This teacher's guide contains parts three and four of the four-part first year Portland Project, a three-year secondary integrated science curriculum sequence. Part three of the guide deals with topics such as the cell, reproduction, embryology, genetics, genetic diseases, genetics and change, populations, effects of density on populations,…

This teacher's guide includes parts one and two of the four-part third year Portland Project, a three-year integrated secondary science curriculum sequence. The Harvard Project Physics textbook is used for reading assignments for part one. Assignments relate to waves, light, electricity, magnetic fields, Faraday and the electrical age,…

Presents a project-based curriculum, Foundations of Science (FOS), that integrates the physical and biological sciences. Consists of three years of integrated science based on: integrating science disciplines, project-based science, inclusion of authentic problems, and routine uses of technology. (nine references) (JRH)

This teacher's guide is for the second year of the Portland Project, a three-year integrated secondary science curriculum sequence. The first of two parts in this volume, "Motion and Energy," begins with the study of motion, going from the quantitative description to a consideration of what causes motion and a discussion of Newton's…