Science

Use of Google Earth, Cyber Databases, and Geotagged Photos to Enhance Students’ Scientific Practices and Understanding

Wang, S.-K. Hsu, H.-Y. & Jean Posada. (2014). Use of Google Earth, Cyber Databases, and Geotagged Photos to Enhance Students’ Scientific Practices and Understanding. Science Scope, 37(6), 37-42.

Author/Presenter

Shiang-Kwei Wang

Hui-Yin Hsu

Jean Posada

Year
2014
Short Description

Using Google Earth, Cyber Databases, and Geotagged Photos to Enhance Students’ Scientific Practices and Understanding of Darwin’s Theory of Evolution

Resource(s)

Technologies and Reformed-Based Science Instruction: The Examination of a Professional Development Model Focused on Supporting Science Teaching and Learning with Technologies

While access to computers, other technologies, and cyber-enabled resources that could be leveraged for enhancing student learning in science is increasing, generally it has been found that teachers use technology more for administrative purposes or to support traditional instruction. This use of technology, especially to support traditional instruction, sits in opposition to most recent standards documents in science education that call for student involvement in evidence-based sense-making activities.

Author/Presenter

Todd Campbell

Max L. Longhurst

Shiang-Kwei Wang

Hui-Yin Hsu

Dan C. Coster

Year
2015
Resource(s)

Professional Development to Enhance Teachers' Practices in Using Information and Communication Technologies (ICTs) as Cognitive Tools: Lessons Learned from a Design-Based Research Study

Technology integration in K-12 classrooms is usually overly teacher-centered and has insufficient impact on students' learning, especially in enhancing students' higher-order cognitive skills. The purpose of this project is to facilitate science teachers' use of information and communication technologies (ICTs) as cognitive tools to shift their practices from traditional teacher-centered methods to constructivist, student-centered ones.

Author/Presenter

Shiang-Kwei Wang

Hui-Yin Hsu

Thomas C. Reeves

Daniel C. Coster

Year
2014

Succeeding with Inquiry in Science and Math Classrooms

Thinking critically. Communicating effectively. Collaborating productively. Students need to develop proficiencies while mastering the practices, concepts, and ideas associated with mathematics and science. Successful students must be able to work with large data sets, design experiments, and apply what they’re learning to solve real-world problems. Research shows that inquiry-based instruction boosts students’ critical thinking skills and promotes the kind of creative problem solving that turns the classroom into an energized learning environment.

Author/Presenter

Jeff C. Marshall

Lead Organization(s)
Year
2013

In Step with the New Science Standards

Whether your state has adopted the Next Generation Science Standards or will soon revise its own science standards, one thing is clear: Change is underway—in what is learned, in how we teach, and in how we assess. This is more of a revolution than just another iteration of the same old stuff. It's a dramatic shift in the expectations that we have for all students.
Let's look at five ways that the new science standards will influence teaching and learning and five recommendations that can help ensure success as you begin your journey.

Author/Presenter

Jeff C. Marshall

Lead Organization(s)
Year
2015
Short Description

The Next Generation Science Standards can transform how teaching and learning unfold in the classroom. Here's what they look like —and how you can get started.

Effective, Sustained Inquiry-Based Instruction Promotes Higher Science Proficiency Among All Groups: A 5-Year Analysis

Student’s performance in science classrooms has continued to languish throughout the USA. Even though proficiency rates on national tests such as National Assessment of Educational Progress are higher for Caucasian students than African-Americans and Hispanics, all groups lack achieving desired proficiency rates. Further, the Next Generation Science Standards detail a new higher benchmark for all students.

Author/Presenter

Jeff C. Marshall

Daniel M. Alston

Lead Organization(s)
Year
2014

The effectiveness of Reason Racer, a game designed to engage middle school students in scientific argumentation

Reason Racer is an online, rate-based, multiplayer game that applies specific game features in
order to engage middle school students in introductory knowledge of and thinking related to
scientific argumentation. Game features include rapid and competitive play, timed performance,
immediate feedback, and high rates of response across many game-play sessions and science
scenarios. The areas of argumentation addressed in the game include understanding a claim,
judging evidence about a claim based on type (fact, opinion) and quality, determining the

Author/Presenter

Marilyn Ault

Jana Craig-Hare

Bruce Frey

James D. Ellis

Janis Bulgren

Lead Organization(s)
Year
2015

How games can engage students and improve learning

Ault, M., (2014). How games can engage students and improve learning. eSchool News: Daily Tech News & Innovation. Retrieved from www.eschoolnews.com/2014/06/06/games-engage-students-241/

Author/Presenter

Marilyn Ault

Lead Organization(s)
Year
2014
Short Description

Understanding how games create a sense of flow and engagement can help teachers make better choices about their instructional use of games.

Sticky Ions: A Student-Centered Activity Using Magnetic Models to Explore the Dissolving of Ionic Compounds

Understanding what happens at the particulate level when ionic compounds dissolve in water is difficult for many students, yet this understanding is critical in explaining many macroscopic observations. This article describes a student-centered activity designed to help strengthen students’ conceptual understanding of this process at the particulate level and translate this understanding to the symbolic level. In this activity, students use magnetic models to explore how mono- and polyatomic ions interact with water molecules and with each other.

Author/Presenter

Sheila Ryan

Deborah Herrington

Year
2014

Professional Development Aligned with AP Chemistry Curriculum: Promoting Science Practices and Facilitating Enduring Conceptual Understanding

The recent revisions to the advanced placement (AP) chemistry curriculum promote deep conceptual understanding of chemistry content over more rote memorization of facts and algorithmic problem solving. For many teachers, this will mean moving away from traditional worksheets and verification lab activities that they have used to address the vast amounts of content in the AP chemistry course. Moreover, a substantial shift in teachers’ beliefs about teaching and learning of chemistry will be needed to facilitate the transformation of their instructional practices.

Author/Presenter

Deborah Herrington

Ellen Yezierski

Year
2014