Science teachers' beliefs about teaching and learning are a vital component of teachers' professional competence and are often assumed to impact classroom practice. To date, these beliefs have been predominantly investigated regarding teaching and learning in general or for a particular science subject (e.g., physics). It remains to be determined…

Assessment is often used to hold schools and teachers accountable for student learning. Assessment instruments are used as tools to guide curriculum choices and lesson plans, from districts to individual students. In any discipline, knowing what students know and what they have learned following a lesson is important on multiple levels. This is…

Tomlinson's explanation of Artful Teaching and her 2017 expansion of this concept The Five Key Elements of Differentiation provide the theoretical framework of this examination of the need for science investigations in elementary schools. The Artful Teaching framework uses an equilateral triangle with vertices labeled The Teacher, The Student, and…

The average American produces around 1,600 pounds of garbage every year, and it is estimated that 50 percent of that waste is material that could be composted (Clean Air Council, 2012). Instead, most is sent to landfills and incinerators. In technology and engineering education, a great deal of time is spent in talking, teaching, and thinking…

Sir Isaac Newton determined that the acceleration constant for gravity was 32 ft./per/sec/sec. This is a fact that most students become familiar with over time and through various means. This article describes how this can be demonstrated in a technology classroom using simple photographic equipment. (Contains 5 figures.)

All technology educators have favorite lessons and projects that they most desire to teach. Many teachers might ask why teach robotics when there are many other concepts to cover with the students? The answer to this question is to engage students in science, technology, engineering, and math (commonly referred to as STEM) concepts. In order for…

The Lawson Classroom Test of Scientific Reasoning (LCTSR) was used to gauge the relative effectiveness of three different methods of pedagogy, "Reading, Presenting, and Questioning" (RPQ), "Experimenting and Discussion" (ED), and "Traditional Methods" (TM), on increasing students' level of scientific thinking. The…

Mr. Smith and Ms. D'Amico are two veteran science teachers in a well-performing school district. Both teachers use weekly lab exercises and experiments as formative assessments. In their middle school classrooms, children are engaged and eager to learn. As students walk into Mr. Smith's classroom, a prescribed, step-by-step procedure of the day's…

Teaching nuclear physics in secondary schools offers us a unique possibility to increase our students' awareness of the influence that modern science and its achievements have on the everyday life of contemporary people. Students gain an opportunity to learn in what ways the outcome of laboratory research is put to use in such fields as medicine,…

Despite density differences, oil and water get along just fine when it comes to these experiments. This article explores the relationship between oil and water and provides brief experiments (including materials needed; procedure instructions; and evaluative questions) relating to: making layers with liquids; dropping a few objects in a tall glass…

Presents activities to teach students the science concept known variably as center of gravity, center of mass, center of balance, or balance point. Gives examples of activities for the exploration phase of study, concept introduction phase, and concept application phase. (TJQ)

Suggests caregivers can help children learn about the concept of light using simple conversation and activities. Offers directions for activities in which children can consider the following questions about light: where does light come from?; can you see without light?; what blocks light?; how does light travel?; can you make a shadow?; and does…

The purpose of this study was to examine how different inquiry experiences affect in-service science teachers' performance in terms of their questions and classroom actions. Teachers in a workshop experience proceeded through structured, guided, and full inquiry stations where materials to make foam were provided. Participants were 26 in-service…

Students who are involved in hands-on science activities are enabled to learn the processes of science, and thus become scientifically literate. (DG)

An elementary science teacher's technique for stimulating children to think visually, is presented. Through the medium of magic, children are given opportunities to form mental images to explain certain phenomena in science class. (SA)