Authors:Hans O Anderson Pages: 1 - 5 Abstract: This article provides insight into what should be taught in K-16 schools. A diagram is provided that illustrates eight overlapping domains. Intended learning outcomes are discussed related to skills, knowledge, and attitudes. PubDate: 2018-02-15 DOI: 10.14434/thst.v41i124534 Issue No:Vol. 41, No. 1 (2018)
Authors:Matthew Perkins Coppola Pages: 6 - 20 Abstract: Physics students learn to engage in argument-based inquiry through mathematical modeling and analysis of real-world data collected from a traffic intersection in their own neighborhood. In this first part of the lesson, students focus on a single traffic intersection. Groups of students used equations of motion to construct simple mathematical models to describe how a driver approaches a yellow light at a traffic intersection. Students tested these mathematical models with a fictitious data set, then as a group collected and analyzed data from an actual traffic intersection of their choosing. Students determined the safety of the traffic intersection and presented their findings to their peers and invited members of the community. This practical research project set the stage for students (in Part Two) to tackle the larger question of whether cameras should be used to enforce traffic laws. PubDate: 2018-02-15 DOI: 10.14434/thst.v41i123677 Issue No:Vol. 41, No. 1 (2018)
Authors:Frances H Squires Pages: 21 - 28 Abstract: An activity for elementary school children that simulates the moon’s cycle. The activity explains the reasons why we see the moon at different times of the day and in different parts of the sky. The activity may also be used to demonstrate moon rise, moon set, and the phases of the moon. PubDate: 2018-02-15 DOI: 10.14434/thst.v41i124542 Issue No:Vol. 41, No. 1 (2018)
Authors:Jeffrey Daniel Radloff, Anthony Chase Pages: 29 - 36 Abstract: Indiana science standards conceptualize science, engineering, and computer science towards two main goals: preparing students with adequate knowledge and skills to pursue science careers, and helping students develop into scientifically literate citizens capable of fully engaging with socio-scientific issues. Meeting these goals requires an understanding of how to contextualize science skills and content for application outside the classroom: teaching beyond the test towards students' future needs and interests. They need to make connections between science taught in the classroom with their own lives. One strategy for doing so is by utilizing expansive framing, a way of making this connection more tangible towards increasing relevancy and engagement with science. Here, we discuss expansive framing, how it works, and how it can be easily utilized in the K-12 science classroom. We follow up with considerations and implications for effective science teaching and learning. PubDate: 2018-02-15 DOI: 10.14434/thst.v41i123230 Issue No:Vol. 41, No. 1 (2018)
Authors:James E Hollenbeck Pages: 37 - 43 Abstract: Recommendations are provided regarding why informal education programming should be included in our schools. Eight recommendations are provided to help informal educators connect to individuals and organized groups. PubDate: 2018-02-15 DOI: 10.14434/thst.v41i123203 Issue No:Vol. 41, No. 1 (2018)
Authors:Arthur J Stewart Pages: 44 - 46 Abstract: A "science-flavored" poem about atmospheric phenomena is offered as a literacy-rich reading activity for all learners. PubDate: 2018-02-15 DOI: 10.14434/thst.v41i123181 Issue No:Vol. 41, No. 1 (2018)
Authors:Kevin D. Finson, Donna Farland-Smith, Cecile Arquette Pages: 47 - 63 Abstract: If you use trade books or picture books in your science teaching, how do you choose which books to use with your students' How important is that decision' Do you rely on someone else to evaluate the books so you are assured of their appropriateness and quality' We used the Draw-A-Scientist Test Checklist to examine the illustrations, images, or photographs of scientists portrayed in picture books promoted for use in elementary and middle school classrooms by the National Science Teachers Association in their NSTA Recommends book lists for the last three years. Results revealed that there was much consistency in how scientists were portrayed in the books across the three years, but there were also issues with appropriate numbers of representations of minorities, women, and age of scientists. PubDate: 2018-02-15 DOI: 10.14434/thst.v41i123186 Issue No:Vol. 41, No. 1 (2018)
Authors:Roshan Lamichhane, Amber Simpson Pages: 64 - 75 Abstract: The intersection of dialogue and concept map use is explored through this qualitative study. An introductory chemistry classroom for middle or high school students explores the combined effect of these two evidence-based teaching strategies. Following the lesson, students participated in a focus group to provide feedback on the lesson's use of discussing their concept maps. The results of that feedback and ideas for improvement and how to utilize this strategy in your own classroom is presented. Although this method may pose it's own unique set of challenges in the classroom, student understanding of basic foundational chemistry concepts was advanced. PubDate: 2018-02-15 DOI: 10.14434/thst.v41i123006 Issue No:Vol. 41, No. 1 (2018)
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