K12Science

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

In this issue, I read the “Editorial” section, written by Patty McGinnis.  She wrote an article entitled: “Social-Emotional Learning in the Science Classroom.”

Perhaps nowhere else in education is social-emotional (SEL) more crucial than in the middle school science classroom, a place where students are expected to collaborate, communicate, and participate respectfully in the practice of argumentation.  For more information about SEL consider exploring the site for the Collaborative for Academic, Social and Emotional Learning (CASEL), a nonprofit organization that utilizes research to guide SEL initiatives.  For more information, visit:

https://casel.org

I was recently reading the July-August 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 Matt Bobrowsky.  He wrote a Q and A article entitled: “Q: If Students Have Different Learning Styles, What Kinds of Science Activities Are Best for Reaching All Students?” 

For a more well-rounded educational experience, teachers can use “multimodal” teaching.  Examples include visual, kinesthetic, and auditory.  But that does not mean that students have specific “learning styles.”  If students believe they have a particular “learning style” it can lead to a self-limiting mindset.

I was recently reading the July-August 2024 issue of Science Scope, a journal published by the National Science Teaching Association, for middle school teachers.

In this issue, I read the “Scope on the Skies” section.  In the section was an article entitled, “Capturing Photons,” written by Bob Riddle. 

One way to make astronomy more accessible and engaging to students is to introduce them to astrophotography.  The most direct way is probably with the student’s own smartphone.

I was recently reading the July-August 2024 issue of Science Scope, a journal published by the National Science Teaching Association, for middle school teachers.

In this issue, I read the “Commentary” section.  In the section was an article entitled, “Finding Instructional Resources for Teaching About Scientific Misinformation,” written by Andy Zucker. 

The nonprofit Media Literacy Now has developed a first-of-its-kind online database where teachers can find and access instructional materials to help student resists false and misleading information.  To access the database, please visit:

https://medialiteracynow.org/science-resources

I was recently reading the July-August 2024 issue of Science Scope, a journal published by the National Science Teaching Association, for middle school teachers.

In this issue, I read the “Citizen Science” section, written by Jill Nugent.  She wrote an article entitled “Summer Science With the Secchi Dip-In Project.”

The Robert Carlson Secchi Dip-In Project is a demonstration of the potential of volunteer monitors to gather environmentally important information on our lakes, rivers, and estuaries.  For more information, visit:

https://www.nalms.org/secchidipin

I was recently reading the July-August 2024 issue of Science Scope, a journal published by the National Science Teaching Association.

In this issue, I read an article entitled “Phenomena in the Classroom,” written by Patty McGinnis. 

An engaging phenomena is determined more by how the students generate compelling lines of inquiry that create real opportunities for learning.  Paul Anderson’s “Wonder of Science” website has an extensive list of phenomena organized by grade level and standard.  It is available at:

https://thewonderofscience.com/phenomenal

I was recently reading the book, “Transformative Science Teaching: A Catalyst for Justice and Sustainability,” written by Daniel Morales-Doyle.

In this book, Daniel looks at two questions:

"Why teach science?"

"How does my teaching reflect the world in which my students live and project the world they would like to see?"

I was recently reading the book, “Transformative Science Teaching: A Catalyst for Justice and Sustainability,” written by Daniel Morales-Doyle.

In this book, Daniel challenges the goal of science education. 

I was recently reading the March/April 2024 issue of “The Science Teacher,” a publication of the National Science Teaching Association.

In this issue, I read “Editor’s Corner” written by Ann Haley Mackenzie. She wrote an article entitled, “Artificial Intelligence: Friend or Foe?”

Artificial Intelligence (AI) is here, in a big way.  Do you see it as a friend or foe in your science classroom?  The possibilities for AI are endless.  Do you feel comfortable with AI developing further?  Are you skeptical of AI?  Do you see the many possibilities of AI for your science teaching?  Should we fear AI?  These are all questions being considered by users and developers.

I was recently reading the January/February 2024 issue of “Connected Science Learning” a publication of the National Science Teaching Association.

In this issue, I read an article written by Benjamin Krause Recchia and T.J. McKenna. The article was entitled, “Field Trips to Zoos and Aquariums: Solving Pedagogical Challenges Using the Next Generation Science Standards.”

Though zoos and aquariums have become increasingly focused on conservation education, their unique and diverse learning opportunities have been underused.  Active learning pedagogy aligned with the Next Generation Science Standards can facilitate expansion of education at zoos and aquariums beyond their conservation education niche.