Mary Colson is an eighth-grade Earth science teacher at Horizon Middle School, and Russ Colson is a professor of geology and Earth science education in the Department of Anthropology and Earth Science at Minnesota State University Moorhead, both in Moorhead, Minnesota. Since her first year in teaching eighth grade Earth science, in 1986,…

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…

The number of students majoring in science, technology, engineering, and math (STEM) is declining due in part to a lack of student interest (Fairweather 2008; NRC 2012; PCAST 2010). One reason may be the difference between how science is done in school and how it is done in the field (Osborne, Simon, and Collins 2003). An interdisciplinary…

To apply students' savvy internet skills in the science classroom--as well as capture their interest in science and investigation, and provide opportunities for authentic research--introduce them to real-time data from ocean-observing systems. Students can use data from these ocean-observing systems to discover the winds and waves from storms or…

Presents outstanding science trade books published in 2002 for students in grades K-12. Sections include Archaeology, Anthropology, and Paleontology; Biography; Environment and Ecology; Life Science; Physical Science; and Science-Related Careers. (KHR)

This article is an introduction to the international assessments Programme for International Student Assessment (PISA) and the Trends in International Mathematics and Science Study (TIMSS) and a review of results from 2003. International comparisons, especially in the media, have elevated interest in science education and stimulated discussions…

Discusses Paleolithic and Neolithic cave art and artifacts, stressing the degree of intellectual ability exhibited by the creators of this art. Topics discussed include some misunderstandings about cave art intellect shown by cave artists and the use of light and color. (DS)

Presents an effective way to start a technological revolution in schools by beginning with a single exciting project that incorporates new technologies and then letting interest in the project prompt others to action. (JRH)

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

Discusses the advantages of opening class sessions with demonstrations. Describes 11 demonstrations, including cloud formation, lather expansion, singing glassware, a flickering filament, balancing a fork and spoon, spinning an egg, television distortion, a roll race, a vortex generator, a suspended egg, and flight magic. (YP)

Reports ninth-grade students reactions to statements about science and how science affects their lives. Data taken from the questionnaires of the Second International Science Study indicated that students had a positive view of science but seemed to become more critical as science began to have an impact on their lives. (ML)

Explains the need for science training for many environmental careers and science related tasks required in performing their jobs. States that environmentalists are getting industries to change production methods and helping policymakers make regulations. (RT)

Describes teaching ecology by using highway travel. Provides an outline for the travel observation checklist. Discusses some practical information for using the activity. (YP)

Discusses an astronomy simulation activity introducing the concepts of rotation, revolution, and retrograde motion. Describes the activity procedures in classrooms. (YP)