"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;…

This article discusses the resources available for teachers to apply higher-level thinking and cognitive complexity to their instruction and assessments. While designing higher-level assessments might be a challenging task, doing so not only can improve student achievement in science, it also prepares students for a changing world. Students learn…

In this inquiry-based project, student-generated questions became the basis for student-directed individual and group projects that provided practice with problem solving, critical thinking, and research skills while digging deeper into the Earth science curriculum. The author used her students' high-level questions to provide relevance,…

The West Point Bridge Design (WPBD) building project engages students in project-based learning by giving them a real-life problem to solve. By using technology, students are able to become involved in solving problems that they normally would not encounter. Involvement with interactive websites, such as WPBD, assists students in using…

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…

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)

Describes an alternative assessment approach to measure the knowledge and skills of students at the end of a hands-on, process-, and concept-oriented science program. Four segments of the evaluation are: general knowledge, laboratory skills, critical thinking and problem-solving skills, and teacher-specific assessments. Emphasizes retention of…

Presents science investigations that involve some challenging mathematics related to proportional reasoning. Can be embedded in thematic, interdisciplinary units to reinforce understanding of specific proportions, provide practice in proportional thinking, or assess abilities in solving problems that involve proportions. (JRH)

Presents an activity using logic mystery stories that students solve by asking yes-or-no questions. Helps students discover the reasoning behind good questioning and provides for practice with instant feedback from the teacher. Includes sample stories. (MKR)

Makes recommendations for new science teachers about what to do in the middle level classroom. Advocates being creative in the classroom and in finding resources. (YDS)

Describes an activity that teaches a number of scientific concepts including indirect measurement, Newton's third law of motion, manipulating and controlling variables, and the scientific method of inquiry. Uses process skills such as observation, inference, prediction, mensuration, and communication as well as problem solving and higher-order…