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Full-Text Articles in Education
Thinking On Paper: Using Science Notebooks To Increase Active Engagement In The Elementary Science Classroom, Kimberly R. Gasaway
Thinking On Paper: Using Science Notebooks To Increase Active Engagement In The Elementary Science Classroom, Kimberly R. Gasaway
Iowa Science Teachers Journal
The need for scientific literacy is becoming a new standard to which school districts are being held accountable. Student inquiry and the ability to “think like a scientist” will increase the depth at which students understand the natural world and make connections that are critical in strengthening students' scientific literacy. In addition, research has shown that when students were actively engaged in the learning process, they participated more enthusiastically and retained the concepts being taught. Science notebooks help students learn to record and make sense of data and observations about the natural world and come to deeper understanding of scientific …
The Plot Thickens: Using A Plotting Activity To Start Your School Year Strong, Joe Taylor
The Plot Thickens: Using A Plotting Activity To Start Your School Year Strong, Joe Taylor
Iowa Science Teachers Journal
Captivating students and setting high expectations for critical thinking are two key classroom goals. This plotting and graphing activity is designed specifically to achieve these goals. Additionally, this activity can be modified for any science course taught at the secondary school level. Support materials including teacher and student printouts are provided at the end of the article. This activity promotes National Science Education Standards A, C, D, and F and Iowa Teaching Standards 1, 3, 4, 5, and 6.
The Price Of Inquiry: Managing Open-Inquiry Through Scaffolding And Faux Grant Writing, Shawn Cornally
The Price Of Inquiry: Managing Open-Inquiry Through Scaffolding And Faux Grant Writing, Shawn Cornally
Iowa Science Teachers Journal
Open-inquiry involves students asking their own questions, designing their own investigation, and creating their own explanations in order to learn about the natural world. However, implementing open-inquiry is often daunting for teachers and frustrating for students. This article discusses how I use guided inquiry to help students prepare for open-inquiry and a faux grant process to manage open-inquiry in my class. This activity promotes National Science Education Content Standards A, B, E, G, and Iowa Teaching Standards 1, 2, 3, 4, 5, and 6.
When Dissatisfaction Is A Good Thing, Michael P. Clough, Jerrid Kruse
When Dissatisfaction Is A Good Thing, Michael P. Clough, Jerrid Kruse
Iowa Science Teachers Journal
Our previous editorial (Clough and Kruse, 2010) in the Iowa Science Teacher Journal used conceptual change theory (Posner, 1982; Pintrich et al., 1993; Abd-El-Khalick & Akerson, 2004; Clough, 2006) to highlight the similarities between students learning science content and educators learning to teach well. An important part of conceptual change is first acknowledging and then confronting current ways of thinking. That is, before learners (whether children or adults) will consider altering their thinking, they must first develop some sense of dissatisfaction with their currently held ideas. That can be difficult because the ideas people hold do appear to work — …
Temperature Rising: Investigating Rates Of Temperature Change, Jacob Norlin, Daryl Miller
Temperature Rising: Investigating Rates Of Temperature Change, Jacob Norlin, Daryl Miller
Iowa Science Teachers Journal
This exploratory activity, designed for secondary physical science or earth science students, investigates rates of temperature change over bodies of water and land. Students discuss temperature trends of several cities across the United States, which creates an opportunity to conduct classroom experiments to explain these trends. Students write procedures and generate data of temperature changes between areas of water and land. Students gain a valuable, concrete experience of temperature changes which in turn enables them to better understand and explain why similar cities experience vastly different temperature patterns. This activity can then serve as a basis to address the abstract …
Confronting Doubts About The Intelligibility, Plausibility, And Fruitfulness Of Inquiry-Based Instruction, Jerrid Kruse, Michael P. Clough
Confronting Doubts About The Intelligibility, Plausibility, And Fruitfulness Of Inquiry-Based Instruction, Jerrid Kruse, Michael P. Clough
Iowa Science Teachers Journal
Our two prior ISTJ editorials in the Iowa Science Teacher Journal (Clough & Kruse, 2010a & 2010b) have applied a conceptual change framework (Posner, Strike, Hewson & Gertzog, 1983; Pintrich et al., 1993; Abd-El-Khalick & Akerson, 2004; Clough, 2006a) to understand the difficulties students have in abandoning their intuitive ideas about the natural world and, for the same reasons, the difficulties teachers have in jettisoning their intuitive and learning. Our last editorial noted that in both cases, dissatisfaction with prior ways of thinking must be achieved before alternative ways of thinking will be seriously sought and considered. To initiate a …
Pulling Students In: Creating Concrete Experiences Through A Simple Pulley Device, Joe Kohlhaas, Teresa Morales
Pulling Students In: Creating Concrete Experiences Through A Simple Pulley Device, Joe Kohlhaas, Teresa Morales
Iowa Science Teachers Journal
Physics is often taught with an emphasis on mathematical relationships. Many teachers use equations to teach, assuming that the content will fall into place. In reality, all students benefit from concrete representations and familiar objects and properties before learning abstractions (Karplus, 1977). Since mathematics is inherently abstract it must be reserved until after students have a firm conceptual understanding. This article provides a concrete activity that encourages students to explore pulleys. This activity promotes National Science Education Content Standards A, B, E, and F. It also addresses Iowa Teaching Standards 1, 2, 3, 4, and 5.
How Does Water Become Polluted? Helping Elementary Students Learn How To Prevent Pollution, Kelsey Bentzinger, Lindsey Thilges, Ken Vacek
How Does Water Become Polluted? Helping Elementary Students Learn How To Prevent Pollution, Kelsey Bentzinger, Lindsey Thilges, Ken Vacek
Iowa Science Teachers Journal
Through making observations of mixing various items with water, students develop ideas about how pollution happens. The cumulative effect of what happens when many people add only “a little something” to the water provides students with a concrete representation of what can happen in their own communities. Students complete the lesson by determining what they can do to prevent pollution from happening in their own communities. This activity promotes National Science Education Content Standards A, B, and F, and Iowa Teaching Standards 1, 2, 3, 4, 5, and 6.
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Time.....Is On Our Side?, Jerrid Kruse
Time.....Is On Our Side?, Jerrid Kruse
Iowa Science Teachers Journal
Several articles in this issue explicitly note that their approach to the activity about which they write takes extra time. They make clear there is an “easier way to do it”. Yet the authors also note how the goals they have for students are better promoted through their “slower” activity. Whenever I discuss education reform with fellow teachers, the number one constraint that consistently arises is “time”.
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Heavy Metal, Emerald C. Wilson, Grant M. Kellogg
Heavy Metal, Emerald C. Wilson, Grant M. Kellogg
Iowa Science Teachers Journal
We use this metal oxidation inquiry activity to encourage students to investigate the law of conservation of matter by performing combustion reactions on readily available metals such as aluminum, copper, iron, tin, and zinc. After observing mass changes, we challenge students to consider from where additional mass of products comes. This activity promotes National Science Education Content Standards A, B, and G and Iowa Teaching Standards 1, 2, and 3.
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Wow! Dna In My Food?: The Anatomy Of A Smoothie, Mike Zeller
Wow! Dna In My Food?: The Anatomy Of A Smoothie, Mike Zeller
Iowa Science Teachers Journal
While many students are able to speak at length about DNA, their fundamental understanding of the pervasiveness of DNA may still be unchanged. This activity is ideal for helping student link their classroom learning to their own daily experience and observations about DNA. Students also mentally engage by critically thinking about the physical and chemical properties of DNA. This article promotes National Science Education Standards A and C and Iowa Teaching Standards 1, 2, 3, and 6.
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Simple Machines: Promoting Student Application And Reflection, Sarah Borzo
Simple Machines: Promoting Student Application And Reflection, Sarah Borzo
Iowa Science Teachers Journal
Simple machines are a common elementary grades science topic. This article describes how I frame my simple machines unit using a problem and have students reflect on their initial designs as we learn about each machine. The students then apply their learning by preparing proposals for how they might use simple machines to aid in the building of a pyramid. This article promotes National Science Education Standards A, B, and E and Iowa Teaching Standards 1, 2, 3, and 5.
Weaving The Web Of Inquiry: An Activity Introducing Students To Marine Food Webs, Jena Kline, Ryan Dickinson
Weaving The Web Of Inquiry: An Activity Introducing Students To Marine Food Webs, Jena Kline, Ryan Dickinson
Iowa Science Teachers Journal
This activity engages students in a biological investigation focusing on marine life. Students receive pictures of several marine organisms, make observations, and propose a possible food web which includes each of the organisms. Students also explain to the class their rationale behind the construction of their food web. This activity promotes increased familiarity with food webs, ecosystems, and energy flow. While this activity focuses on marine life, the activities and strategies could be used with most any ecosystem of interest. This activity promotes National Science Education Standards A, C, F and G, and Iowa Teaching Standards 2, 3, 4, and …
Kicking The Tires Of Natural Selection: The Carriage Still Runs After 150 Years
Kicking The Tires Of Natural Selection: The Carriage Still Runs After 150 Years
Iowa Science Teachers Journal
Science is both tentative and durable. This is its great strength: as we discover new evidence, or find new ways to interpret existing evidence, scientific ideas can be modified, offering us a more complete and reliable picture of the universe. Helping your students understand this aspect of science not only reduces their resistance to learning about evolution, but also encourages deeper understanding about how science works.
That’S Not My Style: Myths About Learning And Teaching, Jerrid Kruse
That’S Not My Style: Myths About Learning And Teaching, Jerrid Kruse
Iowa Science Teachers Journal
The notion of “Learning styles” seems to be very popular these days in education. The idea that we all learn differently is intuitively appealing with the varied personalities, successes, and struggles of our students. However, the notion that each person learns differently is likely a myth (Olson, 2006; Feldon, 2005; Willingham, 2005). Students don't possess different learning styles; rather every student has unique prior knowledge, experiences, and developmental levels.
Earthwatch Expedition: Taking Research Experiences To The Classroom, Katherine J. Megivern
Earthwatch Expedition: Taking Research Experiences To The Classroom, Katherine J. Megivern
Iowa Science Teachers Journal
I participated in the Live from the Field Earthwatch Expedition - Mammals of Nova Scotia, through a fellowship awarded by Wells Fargo. During this experience I participated in research to study the abundance of mammals in Nova Scotia and determine the effect of climate change on natural systems. After this experience I developed an inquiry project for my students in which they study the populations of insects. The students develop their own questions, collect data and make sense of their research. By investigating populations, students are encouraged to see the wonderful biodiversity right in their backyard! This article Promotes National …
Why Charlie Darwin Matters More Than Ever: Introducing Students To Evolution And The Nature Of Science, Brian Ellis, Anne H. Weaver
Why Charlie Darwin Matters More Than Ever: Introducing Students To Evolution And The Nature Of Science, Brian Ellis, Anne H. Weaver
Iowa Science Teachers Journal
In celebration of Charles Darwin's 200 Birthday and the 150 anniversary of the publication of his seminal work, On the Origin of Species, this is the first in a series of articles that highlight Darwin's relevance for teachers today and provide lesson plans to bring his work into your classroom. We begin with an introduction to Charles Darwin's life and work through storytelling, a first person monologue as a way to introduce students to several key concepts including the nature of science and a basic understanding of what lead Darwin to the concept of evolution.
Investigating Solutions Through Inquiry, Dana Frits, Chris Siguenza
Investigating Solutions Through Inquiry, Dana Frits, Chris Siguenza
Iowa Science Teachers Journal
In this article we discuss how many activities have valuable ideas, but important modifications must be made to make the activity more effective and mentally engaging. This article discusses the modification of a “cookbook” solubility lab into an inquiry activity, which increases student decisions and the promotion of higher-order thinking skills. We also address the critical role of the teacher in making the lesson effective. This article promotes National Science Education Standards A, B and G and Iowa Teaching Standards 2, 3, 4, and 6.
Learning Theories: Pillars Of Teacher Decision-Making, Jerrid Kruse
Learning Theories: Pillars Of Teacher Decision-Making, Jerrid Kruse
Iowa Science Teachers Journal
In the last issue, I articulated the argument that learning “styles” are not the most valuable way to understand learners. Yet, if learning “styles” do not sufficiently explain learning, how can we better conceptualize learning to inform our instruction?
Stepping Stones: How Variation Leads To Natural Selection, Anne H. Weaver, Brian Ellis
Stepping Stones: How Variation Leads To Natural Selection, Anne H. Weaver, Brian Ellis
Iowa Science Teachers Journal
This is the second of a series of articles in celebration of Charles Darwin's 200 birthday and the 150 anniversary of the publication of his seminal work On the Origin of Species. In the article below we discuss ways to introduce students to variation and develop their understanding of Natural Selection.
Heating Up The Classroom: Exploring Relationships Between Temperature And Thermal Energy, Shannon Mclaughlin, Mahima Bajpai
Heating Up The Classroom: Exploring Relationships Between Temperature And Thermal Energy, Shannon Mclaughlin, Mahima Bajpai
Iowa Science Teachers Journal
Thermal energy, internal energy, temperature, and heat are words that carry very specific meanings. However, common usage and the lack of consistent usage from texts and teachers can interfere with students' abilities to develop a strong conceptual foundation of thermal energy (Westphal, 2003). Stiles (2006) suggests that using experiences to investigate relationships is an integral part of moving students from simple knowledge to deep understanding. Understanding, higher-order thinking skills, the ability to work and think collaboratively, effective communication skills, and the ability to make informed decisions are all important goals teachers should support through their instruction. Smith (1996), Freedman (1997), …
Divide & Conquer, Lauren Hackman, Audrey Pohlmann
Divide & Conquer, Lauren Hackman, Audrey Pohlmann
Iowa Science Teachers Journal
This article presents a modified biology lab used to teach the cell cycle. Many traditional versions of the onion root tip lab are delivered in a “cookbook” format to review what students have already learned about the phases of the cell cycle. This modified version illustrates how the onion root tip lab can be much more meaningful when turned into an inquiry-based, exploratory activity to scaffold from a concrete experience to the more abstract process of cell division. This article promotes National Science Education Standards A, C, and G and Iowa Core Curriculum Standards 1, 2, and 5.
Nuts About Inquiry: Peanut Variation And Natural Selection, Lindsay M. C. Kasuga, Christine Evans
Nuts About Inquiry: Peanut Variation And Natural Selection, Lindsay M. C. Kasuga, Christine Evans
Iowa Science Teachers Journal
Despite the numerous advantages of using inquiry, many teachers do not use this method because of issues such as time constraints and increased workload. In addition, content such as evolution is particularly problematic to teach because of the perceived lack of hands-on activities and societal pressures. This inquiry activity is designed to help students understand an important component of evolution by natural selection. Through this activity students better understand natural variation within populations using peanuts. Students are encouraged to make links between population data, population diversity and evolution by using collected data to construct and interpret graphs. This article promotes …
Improving Practice: Wishful Thinking Or Determined Practice?, Jerrid Kruse
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.
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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.