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- The Hoosier Science Teacher, Volume 47, Issue 1
Authors: HASTI Board of Directors
Pages: i - 60
Abstract: The Hoosier Science Teacher is the official journal published by the Hoosier Association of Science Teachers, Inc. Volume 47, Number 1
PubDate: 2024-07-08
DOI: 10.14434/thst.v47i1.38729
Issue No: Vol. 47, No. 1 (2024)
- THST Front Matter 47-1
Authors: HASTI
Pages: i=ii - i=ii
Abstract: Editorial Board listing and Table of Contents
PubDate: 2024-07-08
DOI: 10.14434/thst.v47i1.14434
Issue No: Vol. 47, No. 1 (2024)
- President's Paragraph
Authors: Dawn Bick
Pages: 1 - 1
Abstract: In each issue of The Hoosier Science Teacher, we invite the president to share some thoughts as an introduction. In this issue, HASTI’s current President Dawn Bick offers a word of thanks to Indiana’s science teachers.
PubDate: 2024-07-08
DOI: 10.14434/thst.v47i1.38646
Issue No: Vol. 47, No. 1 (2024)
- 2025 HASTI Conference: Embracing the Future Together
Authors: Craig Williams
Pages: 2 - 3
Abstract: 2025 HASTI Conference Chairman Craig Williams gives an update on the theme and plans for the next HASTI Conference. This communication announces the theme of the 2025 conference, and answers three questions: Why are we focusing on the future, how will we do it, and how will having the conference at Noblesville High School provide a superior experience for attendees'
PubDate: 2024-07-08
DOI: 10.14434/thst.v47i1.38404
Issue No: Vol. 47, No. 1 (2024)
- The Art of Science and the Science of Art
Authors: Lael Williams
Pages: 4 - 5
Abstract: If the curriculum and assessment practices in schools focused on developing the thinking processes and skills related to each discipline/ subject, students would see themselves as practitioners of each discipline and develop a continuing understanding of what practitioners in the work force experience in their daily work. To be a practitioner of a discipline, an individual has moved from a novice through competent to practitioner and some times an expert. The vocabulary, concepts and processes used by practitioners in the arts and the sciences are critical to develop the thinking skills needed to solve complex problems. Those complex problems involve both the arts and the sciences in their solutions. With a focus on practitioner practices and performance assessment, students would be engaged and encountering satisfying experiences as learners in school.
PubDate: 2024-07-08
DOI: 10.14434/thst.v47i1.37806
Issue No: Vol. 47, No. 1 (2024)
- Elementary Explorations: Linking Art and Science
Authors: Kristen Poindexter
Pages: 6 - 8
Abstract: There are so many ways to bring art into science in the elementary classroom. That can be as simple as sketching a diagram of something a student notices in an outdoor space to designing and building models that show how a science topic works. As you look through the NGSS, there are many examples of this across the K-5 spectrum. Included are examples of NGSS standards that show where opportunities for art can be included along with several classroom examples.
PubDate: 2024-07-08
DOI: 10.14434/thst.v47i1.38343
Issue No: Vol. 47, No. 1 (2024)
- Enhancing Teaching and Learning: 14 Strategies for Boosting Effectiveness
and Joy
Authors: Joe Ruhl
Pages: 9 - 15
Abstract: Educational research along with 42 years of classroom teaching have taught me that establishing meaningful, appropriate relationships with students results in minimized classroom discipline problems, increased student engagement and joy, increased learning, and enhanced job satisfaction, sense of fulfillment, and joy for the teacher! Positive teacher to students relationships are dependent on the teacher being intentional about demonstrating to the students that they are cared for as individuals. This article will summarize 14 ways to demonstrate teacher caring.
PubDate: 2024-07-08
DOI: 10.14434/thst.v47i1.38011
Issue No: Vol. 47, No. 1 (2024)
- Assessing Science Learning Objectives with Nature Journals
Authors: Brooke Stewart, Kelly Book
Pages: 16 - 24
Abstract: Nature journals are an easy way to get your students outside and to practice making observations of the real-world around them. Teachers can formatively assess their student's understanding of learning objectives with nature journal prompts.
PubDate: 2024-07-08
DOI: 10.14434/thst.v47i1.37977
Issue No: Vol. 47, No. 1 (2024)
- Birdwatching: A field-based unit or short course
Authors: Donald Winslow
Pages: 25 - 30
Abstract: I taught Birdwatching for the Indiana Academy’s 2023 May Term. The latitude and flexibility of a standalone course provided opportunities for creative student expression. The focus was on recreational observation of birds with a modest introduction to the science of ornithology. Students gained skills in bird identification, interpretation of behavioral observations, and ecological study design. The only textbook was a field guide. Students were instructed to install and use the free mobile app Merlin. We met each morning for a total of 10 class sessions, each 3-4 hours long. Topics included binocular use, bird identification by sight and sound, the eBird project, avian physiology, notetaking, bird behavior, study design, North American birds, distribution ranges, bird nests, habitat, and subspecies. We took field excursions every morning, usually on foot but with two trips by van to nearby birding hotspots. Students demonstrated their identification skills every morning in field quizzes. Each student kept a journal of field observations. Students worked in pairs to design a study on behavior and one on ecology. The instructor developed a list of questions of interest, and students collected data to answer them by observing birds in the field. Each student wrote two research reports presenting the results of these investigations. On the last day, students completed a final examination. Scores on these assessments indicated that the student learning outcomes were achieved by most students. This course could be adapted as a unit at the end of a spring semester course in biology or zoology.
PubDate: 2024-07-08
DOI: 10.14434/thst.v47i1.37759
Issue No: Vol. 47, No. 1 (2024)
- Play-Doh Volumes: An Experience in Science/Math Lesson Integration
Authors: Shelly Engle, Patrick Eggleton
Pages: 31 - 37
Abstract: Demonstrates integration of mathematics and science lessons for 5th grade students with preservice teachers. The article shares a lesson where mathematics and science content are fully integrated, allowing students to make sense of conceptual understandings in both subject areas and the lesson also allows students to view mathematics and science as tools to question, analyze, represent, and communicate findings. The lesson is one the authors used in Spring 2022 and Spring 2023 with preservice elementary teachers. The description of the lesson includes lesson objectives and connections to relevant science, math, and cross-cutting concepts for 5th grade (although it could be adapted for various grade levels).
PubDate: 2024-07-08
DOI: 10.14434/thst.v47i1.37379
Issue No: Vol. 47, No. 1 (2024)
- Incorporating Climate Engineering into Secondary Education: A New
Direction for Indiana’s Science Classrooms
Authors: Paul Goddard, Ben Kravitz, Adam Scribner, Kirstin Milks, Catherine Peterson
Pages: 38 - 48
Abstract: Climate change represents a significant existential challenge in modern times, with widespread anxiety over its impacts. There's a growing desire among students to explore climate solutions and identify actions they can personally undertake to address climate change. Despite mitigation efforts, current greenhouse gas emission reduction measures are insufficient, and the development of negative emission technologies is both slow and costly. Consequently, the past two decades have witnessed an escalating interest in alternative strategies to temporarily and intentionally cool the planet. These strategies include injecting reflective particles into the stratosphere or increasing the reflectivity of low-lying ocean clouds. Collectively known as climate engineering, also called geoengineering, these approaches could serve as a temporary shield against the most severe outcomes of climate change, buying time while efforts to mitigate emissions and enhance carbon sequestration reach the required scale.
In line with the Indiana state science standards (HS-ESS3-4), this article presents the Climate Engineering Teaching Module (CETM) and recounts firsthand experiences from its application in high school settings. Launched over three years ago, the CETM has been effectively integrated into fifteen Indiana classrooms. As the future citizens and leaders of Indiana, it is crucial that students are well-informed on climate engineering. Educating them about the scientific, ethical, political, and economic facets of climate engineering is imperative for fostering responsible decision-making. By examining the trade-offs associated with climate engineering and encouraging students to conceptualize ways to implement these technologies beneficially while minimizing risks, the CETM offers an innovative and practical approach to teaching climate change and engineering design. This method not only prepares students for active engagement in future discussions on climate engineering but also equips them with a comprehensive understanding of its complexities.
PubDate: 2024-07-08
DOI: 10.14434/thst.v47i1.37892
Issue No: Vol. 47, No. 1 (2024)
- Where to Go
Authors: Arthur J Stewart
Pages: 49 - 49
Abstract: This summer's anicipated and rare two-brood cicada emergence event is very likely, but the fates of individual cicadas is far less certain.
PubDate: 2024-07-08
DOI: 10.14434/thst.v47i1.37956
Issue No: Vol. 47, No. 1 (2024)
- Class Notes from Geometric Physics 101
Authors: Arthur J Stewart
Pages: 50 - 52
Abstract: Long ago, the author took high school courses in Physics and Geometry. Our long-suffering teachers tended to talk somewhat faster than we could comfortably write, so inevitably some factual errors crept into our study notes. And we weren’t really very good students at that age, either, which I'm sure didn't help. In any case, in "Class Notes..." I try to capture my sense of things when trying to rapidly learn a lot of new information, while lacking good idea-distillation and writing skills. How many technical errors can you find in this poem'
PubDate: 2024-07-08
DOI: 10.14434/thst.v47i1.37232
Issue No: Vol. 47, No. 1 (2024)
- 2024 HASTI Award Recipients
Authors: Georgia Everett
Pages: 53 - 57
Abstract: Each year at the annual HASTI Conference we have an opportunity to recognize some amazing Science educators. Here, I will introduce the winners and include the words of support their colleagues offered during the nominations process.
PubDate: 2024-07-08
DOI: 10.14434/thst.v47i1.38721
Issue No: Vol. 47, No. 1 (2024)
- HASTI Calendar of Events
Authors: HASTI
Pages: 58 - 58
Abstract: The HASTI Board of Directors shares a calendar of upcoming events to help you see upcoming meetings, conference and professional developments.
PubDate: 2024-07-08
DOI: 10.14434/thst.v47i1.38724
Issue No: Vol. 47, No. 1 (2024)
- Freebies! Free resources for teachers
Authors: HASTI
Pages: 59 - 59
Abstract: This feature of THST will provide information for teachers aboutfree resources, PD activities, and materials.
PubDate: 2024-07-08
DOI: 10.14434/thst.v47i1.38723
Issue No: Vol. 47, No. 1 (2024)
- Open Call for Papers
Authors: HASTI
Pages: 60 - 60
Abstract:
PubDate: 2024-07-08
DOI: 10.14434/thst.v47i1.38725
Issue No: Vol. 47, No. 1 (2024)
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