Science

The ‘conceptual storyline’ of a lesson refers to the flow and sequencing of learning activities such that science concepts align and progress in ways that are instructionally meaningful to student learning of the concepts. Research demonstrates that when teachers apply lesson design strategies to create a coherent science content storyline, student learning is positively impacted (Roth et al., 2011).

Elementary school teachers’ perceptions of school resources (i.e., material, human, and social) for teaching science to diverse student groups were examined across three school districts from one state. As part of a 3-year curricular and professional development intervention, we examined the effect on teachers’ perceptions after their first year of participation. The study involved 103 fifth-grade teachers from 33 schools participating in the intervention and 116 teachers from 33 control schools. The teachers completed a survey at the beginning and end of the school year.

As part of a three-year curricular and professional development intervention focused on English language learners (ELLs), this study examined the intervention's effect on teachers' science knowledge and instructional practices after one year of implementation. The P-SELL (Promoting Science Among English Language Learners) intervention comprised curriculum materials for students and teachers and teacher professional development workshops during the summer and throughout the school year.

The authors evaluated the effects of P-SELL, a science curricular and professional development intervention for fifth-grade students with a focus on English language learners (ELLs). Using a randomized controlled trial design with 33 treatment and 33 control schools across three school districts in one state, we found significant and meaningfully sized intervention effects on a researcher-developed science assessment and the state science assessment.

Sprout Pro was developed as a new kind of all-in-one computer that enables students to make, design, and customize the world around them. This Sprout Pro in a classroom handbook is designed to give you a starting point for integrating Sprout Pro into your learning environment and igniting your students’ creativity. Through this handbook you will learn how Sprout Pro can enhance educational experiences; support the development of collaboration, communication, and critical thinking skills; improve digital literacy; and empower the imagination of your students.

No longer only for the elite, a new generation of science high schools could help low-income and minority students get better jobs.

Lucadamo, K. (2016, September 6). Can All Students Succeed at Science and Tec High Schools? U.S News Report. Retrieved from http://www.usnews.com/news/articles/2016-09-26/can-all-students-succeed….

The purpose of this study was to compare the ability of different instruments, independently developed and traditionally used for measuring science teachers’ beliefs in short-term interventions, to longitudinally measure teachers’ changing beliefs.

Numerous research studies have illustrated the importance of connecting the visible (macroscopic) world of chemical phenomena to the invisible (particulate) world of atoms and molecules for conceptual understanding in chemistry (Birk & Yezierski, 2006; Gabel, Samuel, & Hunn, 1987; Johnstone, 1993; Nakhleh, 1992). This skill fits particularly well into the Next Generation Science Standards (NGSS) science practice of developing and using models, and a particle-level understanding of phenomena is a fundamental component of the redesigned AP Chemistry curriculum.

When asked what plants need for photosynthesis, many students can correctly recall the reaction equation and state that plants require CO2, H2O, and light. Many students, however, do not understand that these reactants are the raw materials plants use to make sugars and instead believe that they are food for plants. Moreover, when questioned further, students often voice the idea that plants get their food from the soil (Kestler 2014).

Despite decades of research regarding best practices for the teaching and learning of chemistry, as well as two sets of national reform documents for science education, classroom instruction in high school chemistry classrooms remains largely unchanged. One key reason for this continued gap between research and practice is a reliance on traditional, prescriptive professional development (PD) in place of PD that focuses on changing teachers’ ideas and beliefs. The former view treats teachers as technicians, workers who are supposed to follow a manual to produce student results.