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Full-Text Articles in Education
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Synergistic Relationships: Why Effective Teaching Is Complex, Michael P. Clough
Synergistic Relationships: Why Effective Teaching Is Complex, Michael P. Clough
Iowa Science Teachers Journal
The crucial role of teachers in creating powerful learning environments has been a consistent feature of editorials and articles appearing in ISTJ under my editorship. Research makes clear that what teachers do significantly impacts their students' achievement, interest in a field of study, and attitude toward schooling in general. The cognitive and affective climate of classrooms is influenced by the learning and behavioral expectations set by teachers, the activities and instructional strategies they choose, the behaviors they exhibit when interacting with students, and many other important teacher decisions.
On Cloud 9: Helping Students Relate The Concept Of Differential Heating To Changes In Weather, Elizabeth White, Morgan Pett
On Cloud 9: Helping Students Relate The Concept Of Differential Heating To Changes In Weather, Elizabeth White, Morgan Pett
Iowa Science Teachers Journal
Understanding the basic features that drive the weather is important for understanding weather forecasting. In this activity students investigate differential heating and then connect that understanding to weather. Students are required to design a procedure, collect data, and make sense of that data. These investigative skills require students to be mentally engaged, and better model what scientists do while highlighting the inquisitive nature of science. This activity promotes National Science Education Standards A, B, D, and G and Iowa Teaching Standards 1, 2, 3, and 6.
Beyond Bone Dry Memorization: Using Comparative Anatomy To Better Understand How The Human Body Works, Ben Overman, Katherine Larson
Beyond Bone Dry Memorization: Using Comparative Anatomy To Better Understand How The Human Body Works, Ben Overman, Katherine Larson
Iowa Science Teachers Journal
Oftentimes students learn about the skeletal system by simply viewing pictures of bones or, if they are fortunate, by observing real bones, but then going no further than being told the names of the bones. While this approach may result in students recalling names and locations of particular bones, it does not promote an understanding of these individual structures' function and importance. Here we present an inquiry approach to teaching human anatomy that has students observe body movements, comparing these observations to other species, and then returning to look more deeply into the role of bones. This inquiry approach to …
Rock On!: Providing Concrete Experiences Prior To Introducing Formal Geology Definitions, Rachel Banasiak, Jody Beimer
Rock On!: Providing Concrete Experiences Prior To Introducing Formal Geology Definitions, Rachel Banasiak, Jody Beimer
Iowa Science Teachers Journal
How can teachers mentally engage students in order to promote a deeper understanding of rock classification systems? Hands-on activities, while essential, are not enough. Students must have “minds-on” experiences as well (NRC, 1996). Inquiry lessons that encourage investigating, questioning, discovering, negotiating, making claims based on evidence and applying information to new situations encourage the mental engagement required for learning. The activity presented here has students meaningfully investigate and come to understand similarities and differences between metamorphic, sedimentary and igneous rocks before being introduced to those terms. In doing so, it focuses students' attention on understanding rather than memorization. This article …
How Are We Stacking Up?: Current Reforms In Science Education Twelve Years After Publication Of The National Science Education Standards, Robert E. Yager
How Are We Stacking Up?: Current Reforms In Science Education Twelve Years After Publication Of The National Science Education Standards, Robert E. Yager
Iowa Science Teachers Journal
In education Science-Technology-Society (STS) is commonly viewed as another add-on to a course or the curriculum. This view portrays STS as being plagued with the same problems as traditional teaching of science and technology; information is transmitted to students by lecture, verification laboratories, or textbooks and other written materials. This article presents the case that STS instruction, when effectively implemented, captures more broadly key aspects of both science and technology, and does not succumb to the common problems of traditional instruction. Essential characteristics of effective science teaching are presented.
Title Page - Table Of Contents
Wait Just A Moment!, Michael P. Clough
Wait Just A Moment!, Michael P. Clough
Iowa Science Teachers Journal
My previous ISTJ editorial addressed the importance of teachers' questioning for accurately diagnosing students' thinking, for helping students perceive where their ideas and thinking may be problematic, and for moving students toward desired conceptual understanding. Asking thought-provoking questions is not intuitive, and much effort is required to develop effective questioning patterns. To improve their questioning, some teachers place an easily seen poster in the room with words and phrases such as “How?,” “What?,” “To what extent…?,” “If…, then…?” These prompts help them avoid asking yes/no questions that begin with “Can?,” “Do?,” “Should?,” and “Will?” Another strategy is to write down …
Kiloclips And Millipens: An Introduction To Units Of Measure, Matthew D. Bannerman, Casey J. Brown, Doug Martin
Kiloclips And Millipens: An Introduction To Units Of Measure, Matthew D. Bannerman, Casey J. Brown, Doug Martin
Iowa Science Teachers Journal
This article presents a physical science activity for introducing units of measure and the role of human beings in deciding units of measure and their standards. These important science ideas are introduced through inquiry, and in a way that makes this activity appropriate for the beginning of the school year. The manner that this activity is done promotes mental engagement, collaboration, and a deeper understanding of the targeted concepts. In doing so, it helps set expectations for the entire course that students will be actively engaged in learning. The activity uses common objects to serve as standards for mass and …
Title Page - Table Of Contents
When Molecular Worlds Collide: Developing The Conceptual Groundwork Needed To Understand Molecular Motion, Scott M. Moore Jr., Kara Victorsen
When Molecular Worlds Collide: Developing The Conceptual Groundwork Needed To Understand Molecular Motion, Scott M. Moore Jr., Kara Victorsen
Iowa Science Teachers Journal
The activity described in this article introduces students to the concept of molecular motion and how it is affected by temperature using two simple ingredients: water and food coloring. In the hands of a highly effective science teacher, this activity will promote student inquiry, creative and critical thinking, effective communication, and cooperative learning. This activity is appropriate for use in both physical science and chemistry. The activity described here promotes National Science Education Content Standards A, B, and G, and Iowa Teaching Standards 1, 2, 3, and 5.
Can A Bird Build-A-Beak? Using Inquiry To Address Student Misconceptions About Animal Adaptation, Katherine Larson, Mandy Kemp
Can A Bird Build-A-Beak? Using Inquiry To Address Student Misconceptions About Animal Adaptation, Katherine Larson, Mandy Kemp
Iowa Science Teachers Journal
The fifth grade activity presented here is a modified version of a common cookbook approach to teaching animal adaptations. The original activity gave step-by-step directions that provided few opportunities for students to be engaged in deep thinking. In presenting our version of the activity, we make clear the critical role of the teacher in promoting higher order thinking and engagement. This animal adaptation activity helps students understand how the structure of various bird beaks determines the type of food it can successfully acquire and eat. This activity addresses two common misconceptions: that animals choose their adaptations and that animals adapt …
The Ground We Walk On: An Effective Analogy For Exploring Soil Characteristics, Sally Wilson, Meher Vani Bojja
The Ground We Walk On: An Effective Analogy For Exploring Soil Characteristics, Sally Wilson, Meher Vani Bojja
Iowa Science Teachers Journal
Soil is common to all of us, so common that few people think about it and its importance in our everyday lives. The activity presented here provides an analogy useful for helping students design experiments and explore how soil particle size affects its behavior. Originally a simple “cookbook” demonstration for community college students, we restructured it to be more inquiry oriented so that it mentally engages students and promotes several important goals for science teaching. We believe the modified activity is applicable across a broad grade/age range, perhaps from upper elementary to some introductory post-secondary science courses. This activity promotes …
It's Alive! I Think . . .: Students Investigate What Defines Something As Living, Garrett Hall, Jesse Wilcox
It's Alive! I Think . . .: Students Investigate What Defines Something As Living, Garrett Hall, Jesse Wilcox
Iowa Science Teachers Journal
Students often have misconceptions about what makes something alive or not, and few have a concept of what characterizes living things similar to that of biologists. The activity presented here mentally engages students in an inquiry-based way to teach students about the characteristics of life that will be revisited throughout the school year. We also use this activity to explicitly draw students' attention to effective inquiry skills, cooperative learning, and promote a deep understanding of the nature of science. The activity described here promotes National Science Education Content Standards A, C, and G, and Iowa Teaching Standards 1-6.
Colorful Geology: Using Crayons To Model The Rock Cycle, Sarah White
Colorful Geology: Using Crayons To Model The Rock Cycle, Sarah White
Iowa Science Teachers Journal
The activity presented here is appropriate in a unit addressing the rock cycle and related concepts. Many variations of this activity exist, but the version below emphasizes student inquiry and decision-making. In doing so, it encourages mental engagement and promotes a deeper understanding of important geological concepts. This article promotes National Science Education Content Standards A, B, and D, and Iowa Teaching Standards 1, 2, 3, 4, and 5.
Dna: Modeling Structure And Function, Jennifer A. R. Smith, Cynthia J. Martin
Dna: Modeling Structure And Function, Jennifer A. R. Smith, Cynthia J. Martin
Iowa Science Teachers Journal
This article presents a developmentally appropriate approach to introduce high school biology students to the structure of DNA and illustrate how its structure and function are related. We address the importance of beginning instruction with a concrete representation of DNA, and using it to scaffold to several important biological concepts. We also make clear the teacher's crucial role in this scaffolding process. This article promotes National Science Education Content Standards C and G, and Iowa Teaching Standards 1, 2, 3, 4, and 7.