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Professional Development: The Need To Assess Yourself, Michael P. Clough
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
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
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
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
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 …
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.
Painting An Accurate Picture Of The Nature Of Science, Jesse Wilcox, Elizabeth Potter
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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Teaching As A Sacred Activity, Michael P. Clough
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.
Tracking Mass: Putting The Thinking In Students’ Hands Leads To Deeper Conceptual Understanding Of Conservation Of Mass, Christopher J. Kurtt
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
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
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
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, …
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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.
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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 …
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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.