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Ists E-Newsletter, November 15, 2008, Iowa Academy Of Science

ISTS Newsletter

In this issue:

--Message from the ISTS Chair, Morgan Masters

--Message from the Fall Conference Chair, Traci Maxted

--Message from the Vice Chair, De Anna Tibben

--Announcements

--Opportunities

--News

--Your ISTS Leadership Team

Iowa Academy Of Science: The New Bulletin, V04n3, Autumn 2008, Iowa Academy Of Science

New Bulletin

Inside This Issue:

--Message from the Executive Director

--A Message from your President

--Comments from the IAS Leadership

--2008-2009 IAS Section Chairs

--One Donation To Help Two Great Causes

--Iowa Junior Academy of Science Celebrating 75 Years of Service

--You are invited to Wiki with IJAS

--Dr. Jay Labov to Speak at IAS Annual Meeting

--Recognizing Great Science

--2008 Iowa Academy of Science Speakers Series Visitor Center, Saylorville Reservoir

--Recognizing Great Science Teaching

Ists E-Newsletter, September 15, 2008, Iowa Academy Of Science

ISTS Newsletter

In this issue:

--Message from the ISTS Chair, Morgan Masters

--Message from the Fall Conference Chair, Traci Maxted

--Message from the Vice Chair, De Anna Tibben

--Announcements

--Opportunities

--News

--Your ISTS Leadership Team

Iowa Academy Of Science: The New Bulletin, V04n2, Summer 2008, Iowa Academy Of Science

New Bulletin

Inside This Issue:

--Message from the Executive Director

--REAP-CEP Funds Iowa Project WET

--Invitation to the 2008 Iowa Science Teachers’ Section Fall Conference

--Kaitlynn Hood Awarded ESTA for Elementary Science Education

--Scrapbook 2007-2008

Three Authentic Curriculum-Integration Approaches To Bird Adaptations That Incorporate Technology And Thinking Skills, Audrey C. Rule, M. T. Barrera Iii

Open Educational Resources

Integration of subject areas with technology and thinking skills is a way to help teachers cope with today’s overloaded curriculum and to help students see the connectedness of different curriculum areas. This study compares three authentic approaches to teaching a science unit on bird adaptations for habitat that integrate thinking skills and technology skills: a problem-based learning approach utilizing the CoRT Breadth thinking skills (de Bono, 2000); a thematic approach integrating several subject areas using Talents Unlimited thinking skills (Schlichter & Palmer, 1993); and a process skill-focused approach using object boxes (Rule, Barrera, & Stewart, 2004). Three third grade classes …

Iowa Academy Of Science: The New Bulletin, V04n1, Spring 2008, Iowa Academy Of Science

New Bulletin

Inside This Issue:

--Message from the Executive Director

--NWR Audio Series Update

--Special Workshop at IAS Annual Meeting

--Teacher Seminar at IAS Annual Meeting

--Bringing Environmental Education and Practical Applications into Preservice Educator Programs

--2008 Iowa Academy of Science Speakers Series Visitor Center, Saylorville Reservoir

--Candidates for President-Elect

--Candidates for Board of Directors

--Election 2008 Ballot

--Iowa Science Teachers’ Section Election Candidates

--Candidate for ISTS Secretary

--Iowa Academy of Science Grant Awards for 2007

--2007 Donations & Grants

Ists E-Newsletter, February 15, 2008, Iowa Academy Of Science

ISTS Newsletter

In this issue:

--Message from the ISTS Chair, Traci Maxted

--Message from the Fall Conference Chair, Gale Vermeulen

--Message from the Vice Chair, Morgan Masters

--Observations of a Well-Seasoned Middle School Science Teacher

--Your ISTS Leadership Team

Teaching High School Age Students With Special Needs The Four Situations For Subtraction, K. A. D. Miller, Audrey C. Rule, V. M. Macentee

Open Educational Resources

All learners, including those who qualify for special education services, should have access to learning mathematical concepts. This study examined the efficacy of using hands-on sets of materials to teach two high school students with mental retardation the four situations for subtraction. This is a mixed methods study using a simple pretest-posttest design to determine correct interpretation of subtraction story problems for different situations (take-away, comparison, completion, and whole-part-part) and correct regrouping during dynamic subtraction. Eight story problems were presented to the two participants eight weeks prior to instruction; students answered an identical posttest after twelve half-hour lessons on subtraction …

Proceedings Of The 120th Annual Meeting Of The Iowa Academy Of Science [Program, 2008], Iowa Academy Of Science

Iowa Academy of Science Documents

Contents:

Welcome from the President --- 3
Program Summary /Timeline --- 4
General Session Presentations --- 6
Symposia Presentations --- 9
Special Events --- 12
Iowa Junior Academy of Science --- 13
Senior Poster Program --- 14
Awards Luncheon --- 18
President's Banquet --- 18
IAS Annual Business Meeting --- 19
ESTA Awards Banquet --- 19
Field Trips --- 20
Section Meeting Programs and Oral Presentations (Alphabetical by Section) --- 22
Second Annual IAS Picnic Program --- 28
Abstracts (by Section) --- 29
Author Index --- 53

Iowa Academy Of Science 120th Annual Meeting [2008]: Advance Program, Iowa Academy Of Science

Iowa Academy of Science Documents

Contains information about the schedule and presentations for the 2008 annual meeting of the Iowa Academy of Science.

Improving Practice: Wishful Thinking Or Determined Practice?, Jerrid Kruse

Iowa Science Teachers Journal

I would like to express how excited and thankful I am for the opportunity to serve the members of the Iowa Science Teacher Section (ISTS) as the editor of the Iowa Science Teacher Journal (ISTJ). I eagerly look forward to working with members of ISTS, the ISTS leadership team, and the ISTJ editorial team. I hope to continue the trajectory of excellence already established during efforts to revitalize ISTJ over the last three years.

Eyes On Your Classroom: Collaborating With Others To Improve Your Practice, Jesse Wilcox

Iowa Science Teachers Journal

How do you know if you are an effective teacher? Many teachers consider their effectiveness only in terms of student feelings toward the teacher and course, or how their students perform. While students' performance and perceptions are important factors to consider, students typically lack the expertise to provide accurate feedback about teaching and learning. What students enjoy and what is best for them are not necessarily one in the same. Furthermore, students' performance is related to, but not solely determined by, what teachers do. High student performance may occur in spite of poor teaching practices, and students may do poorly …

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Iowa Science Teachers Journal

No abstract provided.

Professional Development: The Need To Assess Yourself, Michael P. Clough

Iowa Science Teachers Journal

Effective science teaching is highly complex and demands sophisticated decision-making. Few administrators are in a position to understand the complexities and nuances of effective science teaching, and rarely are they able to provide the detailed feedback and ongoing support needed to help science teachers meet the vision set forth in science education reform documents. Thus, meaningful improvement in science teaching requires science teachers to accurately and continuously consider their own practice, thoroughly reflect on that practice, and implement strategies to move their practice forward. This article provides approaches useful for monitoring classroom teaching practices, self-assessing those practices, and strategies to …

We All Teach The Nature Of Science - Whether Accurately Or Not, Michael P. Clough

Iowa Science Teachers Journal

The phrase “nature of science” (NOS) is often used in referring to issues such as what science is, how it works, the assumptions underlying the doing of science, how scientists operate as a social group and how society itself both influences and reacts to scientific endeavors. These and many other thoughts regarding the NOS are informed by contributions from several disciplines including, but not limited to, the history, philosophy, sociology, and psychology of science.

Are Questions Enough?: An Action Research Investigation To Analyze The Effect Of Questions And Non-Verbal Behaviors On Student Responses With Suggestions For Improving Practice, Ben Herman

Iowa Science Teachers Journal

Action research has been advocated as an effective way to improve teaching practice. I conducted action research to determine the effect of question type and non-verbal behaviors on students' responses. Question type in conjunction with non-verbal behaviors are crucial considerations when motivating quality responses from students in science classrooms. This article addresses National Science Education Standards A and G and Iowa Teaching Standards 1, 3, 4, 5, 6, and 7.

Aerobic And Anaerobic Respiration: Inquiry Compared To Traditional Pedagogical Approaches, Sarah A. Sanderson, Tanya Gupta, Kimberly A. Penning

Iowa Science Teachers Journal

This article discusses and compares two approaches to teaching students about aerobic and anaerobic respiration. One approach was to have students take part in a common cookbook activity where a preset procedure is followed. In the second approach, students completed the same activity, th but in a more inquiry-oriented fashion. Each approach was implemented in two 10 grade classes. Students experiencing the inquiry approach were observed spending more time discussing the targeted concepts, and they performed better on the end-of-unit test. This article addresses National Science Education Standards A, C, and G and Iowa Teaching Standards 1, 2, 3, 4, …

Continuum: Selecting Inquiry-Based Experiences To Promote A Deeper Understanding Of The Nature Of Science, Matthew D. Bannerman

Iowa Science Teachers Journal

Whether explicitly or implicitly, science teachers constantly convey an image of the nature of science (NOS) in their classrooms. The actions of the teacher, how the class is run, and the instructional patterns all convey an image of what authentic science is like. As such, significant attention to inquiry-based instructional practices is required to accurately portray the NOS. However, even teaching through inquiry, while necessary, is insufficient for NOS understanding. This article presents four factors that teachers should consider when teaching the NOS. This article addresses National Science Education Content Standards A and G, and Iowa Teaching Standards 3, 4, …

Nos: Integrating The Nature Of Science Throughout The Entire School Year, Jerrid Kruse

Iowa Science Teachers Journal

Secondary school students possess many significant misconceptions regarding the nature of science (NOS). Accurately portraying the NOS throughout the school year is necessary for promoting desired conceptual change. However, few teachers devote more than an isolated unit to the NOS, and rarely explicitly raise NOS issues while teaching science content during the rest of the year. This practice is problematic considering the implicit inaccurate NOS messages generally present within the science classroom. This paper discusses how to explicitly integrate accurate NOS instruction through the entire school year, and provides examples illustrating how to do so. This article promotes National Science …

Painting An Accurate Picture Of The Nature Of Science, Jesse Wilcox, Elizabeth Potter

Iowa Science Teachers Journal

Understanding the nature of science (NOS) is an essential part of scientific literacy (McComas, 1998; Robinson, 1969; Shamos, 1995; Abd-El-Khalick & Lederman, 2000). When the NOS is taught in context-related inquiry activities and historical examples all school year, students show improvement in NOS understanding (Kruse, 2008; Khishfe & Abd-El-Khalick, 2002) that persists into the next academic year (Clough, 1995). Even so, educators often struggle with how to accurately and explicitly incorporate the NOS in an already packed curriculum. This article presents an activity that explains how science content and the NOS can both be effectively taught at the same time. …

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Iowa Science Teachers Journal

No abstract provided.

Tracking Mass: Putting The Thinking In Students’ Hands Leads To Deeper Conceptual Understanding Of Conservation Of Mass, Christopher J. Kurtt

Iowa Science Teachers Journal

This article first presents a cookbook activity that leads students step-by-step through determining the density of a gas produced in a chemical reaction. This activity is problematic for two reasons. First, students may simply follow the provided directions without really understanding the investigative set-up and procedure. Second, the cookbook activity ignores the difficulties students have accepting that gases have mass and that mass is conserved in chemical reactions. I illustrate how the activity may be modified to address the common misconception that gases have no mass, and develop a deeper understanding of conservation of mass. This article promotes National Science …

Weapons Of Mass Instruction: The Teacher’S Crucial Role In Promoting A Deep Understanding Of Conservation Of Mass, Matthew Moffitt, Joseph Miller

Iowa Science Teachers Journal

Conservation of mass is a counter-intuitive idea that students struggle to fully comprehend (Stavy, 1990). This article presents a modified version of a conservation of mass demonstration. The original activity has much potential, but here we make clear the teacher's role that is necessary for promoting inquiry and deep mental engagement. We also discuss the use of several instructional “weapons” we have successfully used to enhance learning: questioning, wait time, listening, and nonverbal communication with students. We include numerous sample questions that we ask to encourage students to share their ideas, and help students come to the desired understanding. This …

Density With Intensity, Michelle State, Laurie Mcghee

Iowa Science Teachers Journal

This article presents a guided-inquiry activity where students apply their emerging understanding of density. Students are presented with the question of how different solids and liquids will arrange themselves when placed together. However students are not allowed to physically put them together. With teacher guidance and scaffolding, students determine that they can solve the problem by calculating and comparing the densities of the various substances. This activity would best be used in grades 8-12 in the application phase of the learning cycle, or modified to become a summative assessment for a density unit. This article also discusses the crucial role …

No Simple Matter: Advice On Leading Students To A Deeper Understanding Of The Three States Of Matter, Sarah Whipple, Patrick Rodenborn

Iowa Science Teachers Journal

The following is an activity that utilizes the learning cycle to actively engage students in constructing a deep understanding of the states of matter. Students initially explore properties of solids, liquids, and gases through concrete experiences with familiar materials. Science jargon is appropriately delayed until after students have accurately interpreted their experiences. During the application phase students employ their knowledge of the states of matter to investigate the characteristics of an unusual substance to try to identify its state of matter. Key nature of science ideas are explicitly addressed throughout the activity. This article promotes National Science Education Standards A, …

Iowa Academy Of Science: The New Bulletin, V04n4, Winter 2008, Iowa Academy Of Science

New Bulletin

Inside This Issue:

--Message from the Executive Director

--IAS NWR Website

--Science: Our Past and Future

--Iowa Academy of Science Fellows

--IAS Board Retreat

--Announcements, Events & Deadlines

--Spotlight on Des Moines University

--Iowa Academy of Science Membership Overview

--ISTJ—Practical Science Education Applications from Iowans to the World

Teaching As A Sacred Activity, Michael P. Clough

Iowa Science Teachers Journal

Many years ago I received an e-mail from one of my students that directed me to a writing of Louis Schmier titled “Holiness in Teaching.” Most of my former students have recognized my deep conviction that teaching is a very important undertaking. During the first fifteen or so years of my career they must have perceived this from the way I interacted with them and spoke about the responsibilities of teachers and schools, because I rarely stated explicitly that teaching is a sacred activity.

Less Is More: Stepping Away From Cookbook Labs And Moving Towards Self-Written Labs To Effectively Portray The Nature Of Science, Ben Herman

Iowa Science Teachers Journal

Incorporating accurate and explicit nature of science (NOS) instruction throughout the school year is important for overcoming long engrained student misconceptions regarding what science is and how it works. This can be challenging when addressing abstract content such as microscopy and cells. I developed an inquiry based lab that accurately portrays aspects of the NOS while also teaching cell microscopy. The teacher's role in encouraging students to reflect on the NOS is also described. This article addresses National Science Education Standards A, C, and G and Iowa Teaching Standards 1, 2, 3, 4, 5, and 6.

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Iowa Science Teachers Journal

No abstract provided.

Cover - Table Of Contents

Journal of the Iowa Academy of Science: JIAS

No abstract provided.