“Colony collapse disorder” or “mad bee disease” either of these topics would make for an interesting read. There is a decline, rapid decline, in the bee population worldwide. As we know, bees are essential in the food cycle. An article appearing in the April 24, 2007 edition of The New York Times Science section offers a glimpse into the world of insect toxicology. (It is CSI for bugs.) The terminology is difficult because of the chemical terms, but the vocabulary relating to bees and their environs can be fostered. I offer it for consideration because it could be useful as an extension of a unit on plants or the environment. Who knows, it might spark the interest of a child to want to explore a science related career!
This e-Book suggests ways parents can interest their children from about 3 to 10 years old in science. It includes: some basic information about science; a sampling of activities for children to do – some alone, some with supervision – in both the home and the community; and an Appendix with practical tips on how to encourage schools to develop good science programs, a brief description of nine scientific concepts, and a list of recommended science books and magazines. Many of the activities cost little or nothing and require no special equipment.
In How People Learn, the authors summarize three key ideas about learning based on an exhaustive study of the research. These three findings about student learning have parrallel implications for classroom instruction, which then suggest a translation of those implications into curriculum materials.
In this activity-laden resource book, the author outlines learning/literacy strategies that require students to communicate using visual texts. Over one hundred student examples illustrate how students can communicate some concepts better with visual texts than with conventional, word-only texts. These strategies will be espeically helpful for students who struggle with wirting and who are visual learners.
Americans agree that our students urgently need better science education. The Standards offers a coherent vision of what it means to be scientifically literate, describing what all students should understand and be able to do in science. The volume reflects the principles that learning science is an inquiry-based process, that science in schools should reflect the intellectual traditions of contemporary science, and that all Americans have a role in science education reform.
This important tool for teachers and education professionals updates the messages of NCTM's previous Standards and shows how students' learning should grow across four grade bands–pre-K–2, 3–5, 6–8, and 9–12. It incorporates a clear set of principles and a sharper focus on how students' knowledge grows as shown by recent research. It also includes ways to incorporate the use of technology to make mathematics instruction relevant and effective in a technological world.
“Now is an exciting and pivotal time to be an educator” begins the text. This little text (125 pages) shares strategies developed against research around how the brain gathers, integrates, stores, and remembers information. The short, stand-alone chapters are about memory and test taking, captivating student attention, stress and emotion and their affect on learning, and assessment that builds the brain’s capacity to integrate, retrieve and use information.
As a teacher, I was always struggling with ways to work effectively and efficiently because time had a way of moving fast. Through the years my teaching evolved ways to maximize time through integration of subjects. If I could have my students write interesting stories incorporating the concepts while using the vocabulary, I would feel that the transfer of information to learning was occurring. One approach I used was notebooks, or journals. The text that helped me develop the strategies and methods for incorporating notebooks as a thread for subject integration is Science Notebooks.
Mary Ibe and Rebecca Deutscher
The Impact of Varying Levels of Science Inquiry Instruction on Student’s Abilities and Understandings of the Nature of Science.
What's Worth Fighting for Out There?
“Teaching has always been an emotional profession. The difference nowadays is that it is transparently emotional, open for all to see and criticize. In the short run, this new visibility can be destructive. In the long run, we believe that it is both inevitable and desirable because it holds open the promise of mobilizing resources, without which the job of teaching can no longer be done.”