I was recently reading the March - April 2025 issue of “Science Scope”, a publication of the National Science Teaching Association.

In this issue, I read the section, “Citizen Science,” written by Jill Nugent.  She wrote an article entitled, “‘Water’ Are You Waiting For?  Dive Into Action With the EarthEcho Water Challenge.”

The EarthEcho Water Challenge engages students in local water quality monitoring while fostering environmental stewardship.  The project is part of EarthEcho International, founded by the Cousteau family in honor of Jacques Cousteau’s legacy and life’s work advocating for environmental and ocean conservation.  To learn more about the challenge visit the project website at:

https://earthecho.org/contact

I was recently reading the March - April 2025 issue of “Science Scope”, a publication of the National Science Teaching Association.

In this issue, I read the section, “From the Editor’s Desk,” written by Patty McGinnis.  She wrote an article entitled, “Water: Earth’s Most Vital Resource.”

Oceans, rivers, lakes, glaciers, and groundwater are all part of a dynamic system that not only shapes Earth’s physical landscape, but also supports all forms of life.

K12Science Podcast:  Aurorasaurus

I was recently reading the January - February 2025 issue of “Science Scope”, a publication of the National Science Teaching Association.

In this issue, I read the section, “Citizen Science,” written by Jill Nugent.  She wrote an article entitled, “Illuminating the Northern Lights with Aurorasaurus.”

Aurorasaurus invites participants from around the world to contribute to aurora research by reporting sightings and observing real-time data.   Auroras are stunning natural light displays that occur near our planet’s poles.  To learn more about this citizen science project, visit:

https://www.aurorasaurus.org

I was recently reading the January - February 2025 issue of “Science Scope”, a publication of the National Science Teaching Association.

In this issue, I read the section, “From the Editor’s Desk,” written by Patty McGinnis.  She wrote an article entitled, “Helping Students Make Sense.”

Creating a classroom in which the emphasis shifts the learner role from “learning about” to “figuring out” requires students to engage in the collaborative task of sensemaking.  The type of classroom discussion is critical to sensemaking.  STEM Teaching Tools, at:

https://stemteachingtools.org/tools

can help you plan for student discussions.

I was recently reading the December 9, 2024 issue of “Smithsonian” magazine.

In this issue, I read an article entitles, “The Ten Best Science Books of 2024,” written by Joe Spring, Riley Black, Shi En Kim, Dan Falk, Christian Elliott, and Benjamin Cassidy.

The book review that I enjoyed the most was “Why We Remember: Unlocking Memory’s Power to Hold On to What Matters,” written by Charan Ranganath.  Ranganath draws on 25 years of experience studying the mechanisms of human memory to explain how remarkable it is that we remember anything at all.

I was recently reading the November/December 2024 issue of “Science and Children” a publication of the National Science Teaching Association. 

In this issue, I read the “Science 101” column, written by Matt Bobrowsky.  He wrote an article entitled, “Q: What’s a Good Way of Explaining Ecosystems?” 

An ecosystem is like a big neighborhood where plants, animals, and even tiny things like bugs and mushrooms all love together.

I was recently reading the November/December 2024 issue of “Science and Children” a publication of the National Science Teaching Association.  

In this issue, I read the “Early Years” column, written by Alissa A. Lange.  She wrote an article entitled, “Deconstructing Common Misconceptions in Early Science.”  

Misconceptions are common in science—even into adulthood. Instead of feeling guilty when we discover our misconceptions, what if we, as adults, turn this feeling into curiosity?  What if we help our students to do the same?

I was recently reading the November/December 2024 issue of “Science and Children” a publication of the National Science Teaching Association. 

In this issue, I read the “Guest Editorial” column, written by Emily Adah Miller and Ayca Fackler.  They wrote an article entitled, “Expanding Science Knowledge Through Expansive Science Teaching.” 

To prepare students for future scientific endeavor and to be scientifically literate world citizens, teachers must challenge the status quo, pushing the limits of science education by using local place to contextualize and increase science understanding.

I was recently reading the November/December 2024 issue of “Science and Children” a publication of the National Science Teaching Association. 

In this issue, I read the “Editor’s Note” column, written by Elizabeth Barrett-Zahn.  She wrote an article entitled, “Expansive Science Teaching Practices.” 

Expansive learning theory, rooted in activity theory, provides a framework for how learners create new knowledge and practices for novel situations.