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.

Recently, I had the pleasure of reading the November-December 2024 issue of “The Science Teacher,” a journal published by the National Science Teaching Association.

Within this issue, I encountered the “Right to the Source” section, authored by Michael Apfeldorft. His article, titled “Joyfully Asking Why,” provided insightful information on a list of questions compiled by Carl Sagan and his wife, author/producer Ann Druyan.

In the mid-1990’s, Carl Sagan and Ann Druyan conceived of an interesting way to help young learners confidently ask questions and think about the world around them.  Carl and Ann compiled a list of 150 questions to develop a book series, where the title of each book would begin simply with the word WHY?   To download this manuscript of questions, please, visit:

https://www.loc.gov/item/cosmos000083

Recently, I had the pleasure of reading the November-December 2024 issue of “Science Scope,” a journal published by the National Science Teaching Association.

Within this issue, I encountered the “Citizen Science” section, authored by Jill Nugent. Her article, titled “Journey of the Monarchs: Studying North America’s Nomadic Butterfly,” provided insightful information on the migration of Monarch populations.

Journey North, a participatory science project based at the University of Wisconsin-Madison Arboretum, offers a special way for educators to bring the study of the monarch butterfly migration into their classrooms.  To learn more about this project, visit:

https://journeynorth.org/monarchs

Recently, I had the pleasure of reading the November-December 2024 issue of “Science Scope,” a journal published by the National Science Teaching Association.

Within this issue, I encountered the “From the Editor’s Desk” section, authored by Patty McGinnis. Her article, titled “Reading in the Science Classroom,” provided insightful information on the science of reading.

Reading plays a pivotal role in all disciplines, and science is no exception. If you are seeking reading-based strategies to incorporate into your classroom, The California Academy of Sciences offers several before, during, and after active reading strategies that can assist students in comprehending science texts. To access these active reading strategies, kindly visit:

https://tinyurl.com/mr2swwcu

Recently, I had the pleasure of reading the September-October 2024 issue of “The Science Teacher,” a journal published by the National Science Teaching Association.

Within this issue, I came across the “Career of the Month” section, authored by Luba Vangelova. Her article, titled “Amy DeJong, Food Scientist,” provided insightful information on the field of food science.

Food science is an applied science that merges chemistry, engineering, and microbiology to develop safe, palatable, and nutritious food products. Amy DeJong, a process development engineer, is employed by Mars Wrigley in Chicago. Her role involves contributing to research and development efforts aimed at enhancing food quality and safety.

I was recently reading the September-October 2024 issue of Science and Children, a journal published by the National Science Teaching Association.

In this issue, I read the “Science 101” section, written by Matthew Bobrowsky.  He wrote an article entitled: “Q: How Can I Address Science Misconceptions Using Phenomena-Driven Instruction?”

A phenomena might just be the best way to address misconception because research has shown that misconceptions are very persistent, and merely teaching the correct information doesn’t automatically remove the misconception.