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Science students learn about deceptive tactics in the media in a game format. [ABSTRACT FROM AUTHOR]

However, motivated teachers who want success for BVI students are the most critical factor in their BVI students' success. In some cases, a specialized Teacher of students with Visual Impairments (TVIs) may be available and can be a valuable resource for general education teachers who have BVI students in their classes. Translating the course text into one usable by BVI students Textbooks can be translated into braille or may already be available in audiobook from places such as Bookshare (www.bookshare.org) that provides digital texts to all U.S. students with qualifying disabilities or Learning Ally (www.learningally.org) that lends recorded textbooks to BVI students. Orienting BVI students to the classroom We recommend that the classroom teacher meet with the BVI student prior to the start of classes to orient the student to the classroom environment. [Extracted from the article]

Getting messy with authentic data: Exploring the potential of using data from scientific research to support student data literacy. The onset of COVID-19 accelerated technology use in our society to a whole new level-what was already integrated into the fabric of our modern life evolved to become the central component of our every activity. [Extracted from the article]

By making our science classrooms authentic places to engage in doing science, we increase the chance that science will not be seen as something done to them but something that needs their attention in meaningful ways. Making science engaging for ALL students requires each of us to know our students as learners with individual interests and identities. [Extracted from the article]

However, neither the NGSS nor state standards had immunology standards that directly aligned with our lessons to help students understand the science of COVID-19, vaccine development, and pandemics. Note: Students who had more stable brain development prior to the pandemic are more resilient than those students experiencing trauma throughout their developmental stages of growth. [Extracted from the article]

During a 5E learning cycle, the teacher helps students grapple with the experience by posing questions like "What is your evidence?" Envision a third-year science teacher and her students exploring a real scientific event, "The Tortoise (Not Turtle!) that Crossed the Indian Ocean", that she located on NOAA's phenomenon-based learning website. As a result of this learning cycle, students began to build neural pathways into their long term memory because they can relate to the tortoise and, as a result, all the factors had significant meaning for them. [Extracted from the article]

The article discusses the study of genetics dealing with the understanding of the nature of genetic information, difficulties that science teachers encounter when using scientific language in the classroom, and linguistic challenges faced by students when studying genetics.

The article focuses on a project-based learning activity for science students to determine how best to redevelop a site of a demolished shopping mall in the U.S. Topics discussed include contacting city planner to discuss about site; showing pictures of site to students and asking them to brainstorm questions about site; and need for discussing about city zoning and using regulations and focusing on environmental impacts to be mitigated.

The article explores how science students in the U.S. can complete their lab reports. It mentions need for students to exchange contact information with their lab partner and encourage them to create a shared Google document to foster collaboration and need for science teachers to assign lab partners using pairing based upon heterogeneous academic performance of students. It also mentions that science talk is a core practice among scientists identified in Next Generation Science Standards.

The article reports on the historical case studies which address both the history of science and the history of technology and their relationship. Discussed are the students' views about the relationship of science and technology such as they think that they are both one and the same; technologies are developed through science ideas and science creates new technologies.

The article presents a novel set of activities that foster understanding of scientific phenomena aligned with the Next Generation Science Standards to study water quality using diatoms. Topics discussed include helping students successfully identify diatoms by matching their appearance with images from a light microscope by online resource SimRiver; collecting and processing diatoms of water; and visualizing diatoms with the desktop scanning electron microscope Phenom Pro.

The article describes a series of lessons in which science students investigate the technological and engineering ingenuity involved in making materials and the environmental ramifications. Topics discussed include helping students to make informed choices about materials use and disposal; engaging students in learning about material use and recycling; and calculating of ecological footprint.

The article offers information on the Family Science Night (FSN), which is a collaborative effort of students, families and authors who teaches ninth-grade science to English language learners (ELLs) and the other who teaches professional development (PD) courses to make students more vocal, successful, and interactive in science class. Topics discussed include importance of family involvement in education, Earth Day as the topic of FSM and several new procedures to increase attendance.

The article informs that possibility for a more multilogical science education on climate change. Topics discussed include collaborations between Inuit elders and Western scientists working to understand how climate change alters bird migration patterns, possibilities for integrating indigenous knowledge in science education and observations of birds and bird behaviors by students.

The article offers helpful tips for discussing misconceptions of students then making corrections through sense-making activities as to the vision of the Next Generation Science Standards (NGSS). Topics covered include examples of strategies to support sense-making activities for students and the response of teachers to improve the reasoning of students. Also mentioned are sense-making discussions with the whole class or with a smaller group of students.

The article offers information on the three dimensions--disciplinary core ideas (DCIs), science and engineering practices (SEPs), and crosscutting concepts (CCs)--of the Next Generation Science Standards (NGSS) in the U.S. The three dimensions were headliners at National Science Teachers Association's (NSTA's) national conference in Chicago, Illinois. The major differences in how the new standards portray science education are discussed.

The article describes a framework called SOURCES that science teachers can follow to help students address the question of whether Earthlings are alone in the universe. The activity can be used to integrate primary sources in the science classroom and centers on Earth and space science. The method audio recordings, video and movie clips, manuscripts, books, notebooks, lectures, and so on.

The article presents a classroom activity that focuses on the nature of scientific knowledge, scientific theory and understanding how observations relate to inferences. It is said that the need for scientific literacy grows as society becomes more technological. The activity described here aligns with the Next Generation Science Standards (NGSS) and uses the 5E instructional model.

The article reports on a nuclear chemistry unit on the Manhattan Project of the U.S. during World War II. The project was a research effort that led to the development of the world's first nuclear weapons. It is said that the project will help science students learn about nuclear chemistry while exploring the role of technology in society.

The article reports on the development of the periodic table to promote among science students the understanding of how the elements are organized. It is said that understanding the atomic structure of matter and periodic properties of the elements is fundamental to many scientific disciplines. Advancements in technology allowed for the discovery of new elements and elemental properties over the course of 124 years.

In this article, the author discusses the strategies to support students who have weak executive functioning skills and mentions his inclusion science class that focuses on hands-on science to deal with the needs of the high population of students with learning disabilities. He discusses the need for assisting students with weak executive functioning in planning, organizing and managing their time so they may engage successfully in the learning process.

The article discusses how science teachers can use particulate nature of matter for explaining density-related phenomena to students. It highlights how students can measure the density of multiple objects simultaneously to figure out how to accurately measure the volume of an irregularly shaped object that floats in water. It also assess students to make sure that they understand how particle spacing explains reason about why different samples of the same material have same density.

The article offers information on the importance of understanding working of analog devices like thermometers, triple-beam balance, and metric rulers by science students as not all devices are digital. It mentions that students should learn that all measurements contain varying amounts of uncertainty and without accurate and precise measurements, all calculations and conclusions are invalid.

The author provides information on how a school can hold a Science Challenge Day, a student-organized science competition. Suggestions are provided on how to organize students into teams to plan and manage the event, how teachers can supervise students' activities, and how teachers can evaluate the performances of students in planning the competition.

The article examines educational summer programs designed to allow high school students participate in an authentic scientific research experience (ASRE). It discusses how such programs align with the Next Generation Science Standards that address topics including analyzing data, constructing explanations, and asking questions. Additional information is provided on how science teachers can help make students' ASRE participation productive.

The article discusses the author's experience with ExploraVision, a student competition offered by the National Science Teachers Association (NSTA) and Toshiba. Details of the competition, which simulates the engineering design process and requires students to design a theoretical product and create a website and paper explaining their design, are provided. The author's thoughts on how the competition fits into curricula and the usefulness of student-directed projects are also presented.

The article outlines several strategies that science teachers can use to aid students in their reading and comprehension of science texts. It discusses how the reading to learn processes used by expert readers such as questioning, summarizing, and monitoring comprehension can be applied to science students and explores how annotation and t-charts can be used to evaluate students and their understanding of science concepts.

The article presents teaching and learning strategies that promote creative problem finding which can provide opportunities for students in the content-specific, laboratory-based science classroom. It notes that problem solving is a logical, analytical and creative process, but deemed more challenging is problem finding or ability to identify a problem and consider its alternative views. A diagram showing the relationship of problem finding and problem solving in science research is provided.

The article discusses the use of popular films in science instruction. It discusses how films can assist teachers in improving their teaching and engage students in their science studies. It offers science fiction that teachers can use, including "Insultingly Stupid Movie Physics," by Tom Rogers, "Hollywood Science," by Sidney Perkowitz, and "Don't Try This at Home," by Adam Weiner.

The article offers information on "Adopt-a-Dino," a creative visualization project for science students. This project reportedly requires students to depict a dinosaur in its ecosystem and include all three phases of the environment including air, land, and water. In this project, the dinosaurs are used as a portal for interdisciplinary scientific study.

The article presents a science classroom activity using temperature data to challenge students' misconceptions. The inquiry-oriented activity challenges the students' alternate conceptions of the seasons and facilitates their adoption of a more accepted scientific theory. They are given several tasks including reviewing anomalous temperature data, identifying factors that might cause the seasons, and selecting a single factor to test.

The article presents a science classroom activity wherein students explore the relationship among the mass, volume, and density of various sports balls. Students use sports balls to confront their naive conceptions about density. They are also encouraged to develop conceptual comprehension of this concept.

The article presents strategies to help students overcome their naive conceptions of science. It offers information on conceptual change lesson cycle and discusses 10 active learning strategies to address their perceptions. Some of the strategies include assisting students differentiate scientific meanings from everyday meaning of words, using discrepant events to awaken curiosity and inspire questioning, and using novel associations to explore concepts.

This article describes the 5E science instructional method and discusses how it can be changed to suit learners of all skills and ages. It elaborates on the 5E system and the aspects that comprise it, namely, Engage, Explore, Explain, Elaborate and Evaluate. It suggests that a teacher can change the model by adding the Express aspect and provides ways in which it can be done in the classroom setting. It offers an exemplar lesson that illustrates the modified system.

The article features the Family Science program that was instituted at Falfurrias High School in Falfurrias, Texas, the results of which points out to the potential benefits of instilling a positive outlook on college for rural and poor students. It describes the program and how it targets students from rural and underpriviliged areas. It looks at how the program was created in Falfurrias High School and who its beneficiaries were. It reveals how the program aided and changed the outlook of the students in the school.

This article offers methods and ways for teachers to effectively implement English language learners (ELLs) lessons. It provides the background for ELLs studies in the U.S. and why it continues to be relevant and important. The planning methods for ELL instruction include the need to determine the ELLs' language-proficiency status, to set both content and language targets together, and to pair background knowledge and science teaching together. The main methods for science instruction are also discussed.

The article discusses the methods that science teachers can use for effective instruction for English language learners (ELLs). It features the four classroom-based assessment methods for science instructors including setting assessment levels to the language skills of the ELL, creating assessment tasks that are understandable, varying the techniques by which ELLs can show their understanding of lesson content, and recording the advances made by the students.

The article describes an activity program for 8th- through 12th-grade science students which asks them to use a sandbox for building scientific inquiry.

This article describes a scaffolded approach to inquiry and demonstrates its use in the classroom. It discusses an experiment wherein teachers conducted the candle and jar activity in the classroom. It notes the need of teachers to understand the scientific principles associated with states of matter, chemical reactions and atmospheric pressure. The article also shows the importance of a brainstorming session between the teacher and students.

This article discusses how science teachers collaboratively taught a high school physics unit using model-based inquiry (MBI). It presents a case study wherein students are asked to develop a model that describes buoyancy. It describes the three components of a multidirectional cycle involving MBI: modeling, focused inquiry, and iterations. The article indicates the need of students to identify an effective mechanism for testing buoyant forces.

This article offers an instructional approach to aid science students generate open-inquiry research questions called the open-inquiry question template. It describes essential features of an inquiry method and their variations, including the engagement of the student in scientifically oriented questions. It discusses the use of observable and independent variables by inquiry students and teachers.

The author describes her experience using the sugar-cube activity in her chemistry class. She details the instructions given to students with the aim to dissolve a sugar cube in the fastest way possible. She also identifies some of the problems facing teachers in this activity, including the difficulty in giving general directions and safety precautions. The author concludes that the students involve in the activity show a greater appreciation of science and scientific inquiry.

A personal narrative is presented which explores the author's experience of developing community-based inquiry lessons for high school science students.

The article presents a classroom activity in which science students can build their own electrophoresis chamber out of simple, inexpensive materials and use the said apparatus to separate molecules of colored dyes. To develop the chambers, the function of each component in a standard electrophoresis experiment was conducted and substituted them with readily available materials. Among the materials used include small plastic box, regular craft sticks and masking tape.

The article describes the efforts of a teacher research group at the University of California at Davis to improve the quality of students' writing and looks at its implications for the classroom. The group was concerned about the laboratory report conclusions written by their upper-level chemistry, biology and ecology students because they were consistently of poor quality. They have found that the ability to reorganize data to identify trends and relationships may have a positive impact on conclusion writing.

The article explores the misconception that the purpose of scientific experimentation is to achieve a prescribed outcome. The differences between science and engineering experimentation are discussed. Several recommendations are presented on how teachers can better portray the true nature of scientific experimentation to students. An illustration is also presented that depicts popular media's portrayal of scientists and engineers.

The author, director of Columbia University's Earth and Environmental Science Journalism program, provides guidance to high-school educators who are helping students explore careers related to science. She explains that many students love both science and something seemingly unrelated, such as writing or illustration, and she provides information on career paths, exploratory steps, and information resources for careers that combine outside interests with science knowledge.

The author reports on methods for teaching English Language Learners (ELL) within public high school science classrooms. The population for language minority students in the U.S. has at least doubled since 1992. The National Science Education standards require inquiry-based learning for all students. Outdoor inquiry is one strategy for including English immersion students academically and socially.

The article focuses on the economic and technological aspects of nanotechnology. The author describes the future potential of this technology and the importance of teaching science students about nanotechnology. According to the author, the concept of scale is very important in the teaching of science. The article discusses the nanoscale, which ranges from 1 nm to about 100 nm. The author presents science experiments that teach the concept of the nanoscale.

The article reflects on collaboration of students with community partners in relation with a science enrichment program and model cars. Science classes use the techniques and tools of a scientist to solve authentic problems directly related to students' interests and needs through the use of problem-based learning. These include identifying the topic, the problem, role for students, role for community partners, and a scenario for the problem.