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Articles 1 - 27 of 27
Full-Text Articles in Education
Title Page - Table Of Contents
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.
Eyes On Your Classroom: Collaborating With Others To Improve Your Practice, Jesse Wilcox
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 …
Title Page - Table Of Contents
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. …
Title Page - Table Of Contents
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, …
Cover - Table Of Contents
Journal of the Iowa Academy of Science: JIAS
No abstract provided.
Using Landscape History And Baseline Data In The Restoration Of A Midwestern Savanna, Andrew P. Rayburn, Annabel L. Major
Using Landscape History And Baseline Data In The Restoration Of A Midwestern Savanna, Andrew P. Rayburn, Annabel L. Major
Journal of the Iowa Academy of Science: JIAS
Over one hundred and fifty years of Euro-American settlement has dramatically altered Midwestern landscapes, resulting in the widespread conversion of native habitat. Numerous opportunities to conduct ecological restoration exist within the Midwest, with the potential to increase habitat and landscape heterogeneity, secure critical ecosystem services, and provide opportunities for research and education. Site history is an important consideration for most restoration projects, and multiple sources of historical data may be required to unravel the complicated history of intensively used Midwestern landscapes. The collection of baseline data is another significant component of most restoration projects, allowing for an evaluation of community …
Pre-Settlement Vegetation At Casey's Paha State Preserve, Iowa, Reid J. Leichty, Steven H. Emerman, Lyndon R. Hawkins, Michael J. Tiano
Pre-Settlement Vegetation At Casey's Paha State Preserve, Iowa, Reid J. Leichty, Steven H. Emerman, Lyndon R. Hawkins, Michael J. Tiano
Journal of the Iowa Academy of Science: JIAS
Paha are loess-capped ridges standing 10-30 m above the surrounding plain of the Iowan Surface. Although Iowa was almost entirely covered with prairie and wetlands just prior to Euro-American settlement, the paha are believed to have been forested based on soil types and on early vegetation maps. The objective of this study was to find evidence that paha were forested by measuring the δ13C value of humin, the fraction of soil organic matter that is insoluble in acid and base. Previous work has shown that humin retains the δ13C signature of vegetation on a 1000-year time scale, as opposed to …
Assessment Of Smallmouth Bass Populations In Iowa Interior Rivers, Andrew C. Jansen, Michael C. Quist, Jeff Kopaska
Assessment Of Smallmouth Bass Populations In Iowa Interior Rivers, Andrew C. Jansen, Michael C. Quist, Jeff Kopaska
Journal of the Iowa Academy of Science: JIAS
Smallmouth bass Micropterus dolomieu are a popular sport fish throughout North America and occupy an important ecological role as top predators in aquatic systems. Despite the importance of smallmouth bass, knowledge of their population structure and dynamics in Iowa interior rivers is limited. The objective of this study was to describe population dynamics (e.g., relative abundance, size and age structure, growth, mortality) of smallmouth bass in six Iowa rivers. Smallmouth bass were sampled from the Upper Iowa, Maquoketa, and Wapsipinicon rivers in northeast Iowa and the Des Moines, Iowa, and South Skunk rivers in central Iowa using electrofishing during the …
Observations On The Distribution And Status Of Western Sand Darter, Spotted Gar, And Skipjack Herring In Iowa Rivers, Travis E. Neebling, Michael C. Quist
Observations On The Distribution And Status Of Western Sand Darter, Spotted Gar, And Skipjack Herring In Iowa Rivers, Travis E. Neebling, Michael C. Quist
Journal of the Iowa Academy of Science: JIAS
This paper describes new records of western sand darter (Ammocrypta clara), spotted gar (Lepisosteus oculatus), and skipjack herring (Alosa chrysochloris) in Iowa's interior rivers. A western sand darter was collected from the Cedar River, Benton County, in 2007. Western sand darters are occasionally collected from the upper Mississippi River (UMR), but have not been sampled in interior rivers since 1958. Two spotted gar were collected from the Des Moines River, Polk and Wapello counties, in 2007. Two spotted gar were sampled from the UMR in 2000, but no spotted gar have been previously recorded from Iowa's interior rivers. A skipjack …
Ant Diversity In Two Southern Minnesota Tallgrass Prairie Restoration Sites, Pamela M. Kittelson, Monica Paulson Priebe, Phillip J. Graeve
Ant Diversity In Two Southern Minnesota Tallgrass Prairie Restoration Sites, Pamela M. Kittelson, Monica Paulson Priebe, Phillip J. Graeve
Journal of the Iowa Academy of Science: JIAS
There is little basic information about ant species richness and abundance in tall grass prairie restorations despite the importance of ants to plant community structure and function. We compared ant abundance and richness, vascular plant cover and richness, and soil compaction at two southern Minnesota grassland restoration sites, a prairie reconstruction and a prairie remnant undergoing rehabilitation. We collected a total of 3,523 ants from 12 different species. Plant species richness ranged from 45 in the prairie reconstruction to 95 in the remnant prairie. We found five more species of ants and significantly higher mean ant species richness per plot …
Editorial Board & Iowa Academy Of Science Officers And Directors
Editorial Board & Iowa Academy Of Science Officers And Directors
Journal of the Iowa Academy of Science: JIAS
No abstract provided.