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Reiser, Brian J.; Berland, Leema K.; Kenyon, Lisa – Science Scope, 2012
"A Framework for K-12 Science Education" identifies eight science and engineering practices for K-12 classrooms. These practices, along with core ideas and crosscutting concepts, define the nation's learning goals for science. The practices outlined in the framework are: (1) Asking questions and defining problems; (2) Developing and using models;…
Descriptors: Thinking Skills, Evidence, Persuasive Discourse, Elementary Secondary Education
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Moyer, Richard; Everett, Susan – Science Scope, 2009
Meat thermometers can be awkward to use in terms of placement and avoidance of bones. Because of these problems, each year 30 million Thanksgiving turkeys have a built-in thermometer that pops up when the turkey is properly cooked. Turkey timers are an example of how engineering solved a common, everyday problem. The following 5E learning cycle…
Descriptors: Science Education, Learning Processes, Engineering, Foreign Countries
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Watson, Scott B.; James, Linda – Science Scope, 2004
While the scientific method is a logical, orderly way to solve a problem or answer a question, it is not a magical formula that is too complicated for nonscientists to comprehend (Keeton and Gould 1986). The scientific method may include a variety of steps, processes, and definitions. It should not be seen as a single series of steps, with no…
Descriptors: Scientific Methodology, Problem Solving, Science Education
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Galus, Pamela – Science Scope, 2001
Introduces an inquiry-based lab design in which students try to find evidence on a particular problem. Investigates the effects of decreases in the pH level on the environment. Includes students' hypotheses and research results. (YDS)
Descriptors: Environmental Influences, Inquiry, Laboratory Experiments, Middle Schools
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Holliday, William G. – Science Scope, 2001
Explains what successful scaffolding requires and discusses three problems that teachers have when using scaffolding. (YDS)
Descriptors: Learning Processes, Middle Schools, Problem Solving, Scaffolding (Teaching Technique)
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Holliday, William G. – Science Scope, 2001
Explains modeling as a teaching approach and presents two examples of modeling, one example of poor modeling and one example of good modeling. (YDS)
Descriptors: Academic Achievement, Middle Schools, Models, Problem Solving
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Holliday, William G. – Science Scope, 2000
Points out the importance of motivation in student learning and the difficulties of maintaining motivation among students. Makes some suggestions for keeping students motivated. (YDS)
Descriptors: Educational Environment, Elementary Secondary Education, Problem Solving, Science Education
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Bort, Nancy – Science Scope, 2005
One of the most important review topics the author teaches in middle school is the use of metric measurement for problem solving and inquiry. For many years, she had students measuring various objects around the room using the tools of metric measurement. She dutifully taught hypothesizing, data collecting, and drawing conclusions. It was…
Descriptors: Inferences, Metric System, Problem Solving, Inquiry
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Rand, Scott – Science Scope, 2005
From the start of the year, the author's goal is to teach his students to be metacognitive thinkers. This means that they will think about what they are doing during each step of the inquiry process. The author uses a variety of methods to enculturate students into using the thinking processes and developing the dispositions necessary for them to…
Descriptors: Metacognition, Middle Schools, Science Education, Thinking Skills
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Frazier, Wendy M.; Sterling, Donna R. – Science Scope, 2007
Problem-based learning experiences that extend at least two weeks provide an opportunity for students to investigate a real-world problem while learning science content and skills in an exciting way. In this article, students are challenged by the president of the United States to serve as employees of the Federal Emergency Management Agency to…
Descriptors: Teaching Methods, Presidents, Public Service, Problem Based Learning
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Sumrall, William; Schillinger, Don – Science Scope, 2004
Science fairs offer students the opportunity to develop skills in inquiry, writing research proposals, working with peers, verifying results, and sharing experimental findings. However, the science fair itself does not necessarily translate into a student's attainment of such skills. Project quality and a student's successful achievement of good…
Descriptors: Learning Activities, Class Activities, Transfer of Training, Science Education
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Fleener, M. Jayne; Marek, Edmund A. – Science Scope, 1992
Describes the three phases of the learning cycle (exploration, conceptual invention, and expansion) and explains how they can be used in educational assessment. The use of semantic mapping, concept mapping, and mental modeling in the evaluation of student learning is described. (PR)
Descriptors: Educational Assessment, Elementary Secondary Education, Evaluation Methods, Intermediate Grades
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Keller, J. David; Berry, Kimberly A. – Science Scope, 2001
Uses questioning techniques to teach about caloric consumption and weight gain. Starts with defining questions about calories and includes the stages of measuring calories, analyzing data, and conducting inquiry research. Includes directions for the experiment. (YDS)
Descriptors: Chemistry, Curriculum Development, Inquiry, Middle Schools
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Groseclose, Terry – Science Scope, 1993
Describes a science competition challenge that has students solve several hands-on physical science problems, thus reinforcing both problem-solving skills and science knowledge. (PR)
Descriptors: Competition, Grade 6, Intermediate Grades, Learning Activities
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Zumwalde, Sharon – Science Scope, 2000
Introduces an activity on arthropod genetics that involves phenotype and genotype identification of the creature and the construction process. Includes a list of required materials and directions to build a model arthropod. (YDS)
Descriptors: Biology, Classification, Creativity, Genetics
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