Who hasn't heard of Einstein? Science educators everywhere are familiar with Einstein's genius and general theory of relativity. Students easily recognize Einstein's image by his white flyaway hair and bushy mustache. It is well known that Einstein was a brilliant physicist and an abstract thinker who often used his creativity and imagination in…

Science, like most subjects, can only come alive when students are actively engaged in real-life pursuits that interest and challenge them (VanTassel-Baska and Bass 1998). Here the author describes how she was able to bring science to life for her middle school students through a series of Science Safaris--inquiry-based excursions to a variety of…

Uses three kinds of questions in the classroom to establish an atmosphere of wonder, contemplation, and speculation: brain busters, mind games, and science chats. Includes samples of each. (ASK)

Introduces NASA Quest as part of NASA's Learning Technologies Project, which connects students to the people of NASA through the various pages at the website where students can glimpse the various types of work performed at different NASA facilities and talk to NASA workers about the type of work they do. (ASK)

Scientific inquiry provides the framework for the content and strategies recommended in the National Science Education Standards (NRC 2000). It's a hot topic at workshops and conferences, and many feel a bit guilty that they aren't doing more of it. Why is scientific inquiry currently at the forefront of science education reform? Inquiry works!…

Describes a three-day classroom activity combining criminal investigations and scientific skills, especially observation skills. Provides detailed classroom procedures with an illustration of eight basic fingerprint patterns and a classification chart. (YP)

Lists 30 reminders for successfully communicating with students and nurturing their interest in science. Each reminder is accompanied by specific strategies for working with middle school students. (DDR)

Describes a mouse skeleton reconstruction activity from owl pellets. Gives information about the materials, directions for students, and a five-day unit schedule. Provides some owl pellet sources. (YP)

Discusses the classroom management, instructional design, and interactive grouping of cooperative learning. Lists six of the positive results of cooperative learning. (YP)

While some textbooks still teach students that there is one scientific process that must be rigidly followed, this stagnant portrayal of the process of science can lead students to think that science and scientists are quite boring. Through integrating visual art and microscopy, students learn about the creativity of scientists and begin to…