This article describes how using a variety of differentiation strategies, such as listening to stories, visualizing scenarios, and performing tactile activities, can help fourth-grade students to conceive of and express examples of energy transfer.

Even though many educators are becoming increasingly aware of the importance of STEM (science, technology, engineering, and math), science often does not receive the attention in elementary school that it should. One way to ensure that elementary school children have the science experiences they need and deserve is to use it as a context to teach…

In this article, the author describes two lessons in which students applied the scientific knowledge learned from studying offshore oil drilling to construct a fact-based argument on the topic and then communicate it to their policy makers, since public commentary was solicited. The students practiced using their scientific knowledge to…

Earth and space science deserve the same level of inclusion in early childhood curriculum as the other science disciplines, and research shows that the sooner children are introduced to concepts like those presented in planetarium programs, the stronger their lifelong interest in science will be. Much astronomy visualization outside of…

This article reports that as the need for students to be able to construct and critique scientific argumentation as emphasized in "A Framework for K-12 Science Education" (National Research Council 2012), teachers are wondering how to support students in this process. Scientific argumentation is defined as the interplay between…

Advocates using graphs with young children to express relationships in a visual form. Describes how to teach children about graphs to encourage them to develop the ability to quantify data and the confidence to use this tool for science learning. (NB)

Describes strategies that use trade books to teach science to primary students. Strategies include (1) developing concepts and vocabulary; (2) using concrete manipulatives to reinforce learning; (3) encouraging retelling; (4) developing class summaries; and (5) developing visual imagery. (MDH)

Emphasizes the importance of imagination in scientific discovery and science education and identifies three processes which increase the richness of the visualization experience: relaxing, concentrating, and seeing. Suggests topics for guided experiences and example models for earth/space, life, and physical sciences. (DC)