NotesFAQContact Us
Collection
Advanced
Search Tips
Laws, Policies, & Programs
No Child Left Behind Act 20011
Assessments and Surveys
Learning Style Inventory1
What Works Clearinghouse Rating
Showing 1 to 15 of 1,394 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Edelen, Daniel; Bush, Sarah B.; Nickels, Megan – Science and Children, 2019
Because students have often been conditioned as passive learners and receivers of knowledge, it can be difficult for them to persevere in solving authentic problems. Nevertheless, teachers must persist in preparing students as problem solvers and critical thinkers. In an urban inner-city neighborhood school in the southeast, students embarked on a…
Descriptors: Elementary School Students, Elementary School Science, Grade 3, Grade 4
Peer reviewed Peer reviewed
Direct linkDirect link
Goggins, Marcelle; Haas, Alison; Grapin, Scott; Llosa, Lorena; Lee, Okhee – Science and Children, 2019
While there is consensus in the science education community on the importance of crosscutting concepts (CCCs) for all students, teachers have been given limited guidance on how to integrate CCCs into science instruction. In this article, the authors propose that teachers view CCCs as resources that students use in their everyday lives to make…
Descriptors: Scientific Concepts, Science Instruction, Teacher Attitudes, Science Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Flannagan, Jenny Sue – Science and Children, 2019
At any point during the school year, a teacher may find out the gap between what students know and need to learn is not large at all. In fact, formative assessment data may show a handful of students already have mastered the content for a specific unit of study. While some learners will achieve grade-level standards at the pace outline by a…
Descriptors: Science Instruction, Teaching Methods, Learning Activities, Science Activities
Peer reviewed Peer reviewed
Direct linkDirect link
Gumpert, Mindy; McConell, William – Science and Children, 2019
Students with disabilities spend the majority of their day in the general education classroom (U.S. Department of Education 2017). However, these students consistently underperform in science. This highlights the importance of using effective differentiated instruction. According to Mastropieri and colleagues (2006), differentiated instruction…
Descriptors: Students with Disabilities, Science Instruction, Individualized Instruction, Grade 3
Peer reviewed Peer reviewed
Direct linkDirect link
Kye, Hannah – Science and Children, 2019
In this article, second graders learn the basics of engineering through an exploration of magnetic levitation (maglev) technology. The author designed and taught the lessons to a class of 26 students enrolled in a month-long summer science program. The maglev lessons took place over three mornings (15 minutes for the first lesson and 40 minutes…
Descriptors: Grade 2, Engineering Education, Magnets, Summer Science Programs
Peer reviewed Peer reviewed
Direct linkDirect link
Clough, Kaitlin; Kruse, Jerrid; Wilcox, Jesse – Science and Children, 2019
As part of the "Next Generation Science Standards" (K-LS1-1), students are expected to develop an understanding of what living things need in order to live and grow. The lessons provided in this article help students understand the difference between living and nonliving things, and help them acquire important background knowledge to…
Descriptors: Science Instruction, Science Activities, Scientific Concepts, Concept Formation
Peer reviewed Peer reviewed
Direct linkDirect link
Adelmund, Donna; Uhlenberg, Jill – Science and Children, 2019
Fidget spinners have become a fixation among school children and adults. Pappas (2017) hails spinners as both a boon to stress relief and a constraint on the ability to focus in persons with Attention-Deficit/Hyperactivity Disorder (ADHD) or autism. Spinners can be a distraction in school classrooms, to the point that many schools have banned…
Descriptors: Elementary School Students, Grade 3, Attention Deficit Hyperactivity Disorder, Autism
Peer reviewed Peer reviewed
Direct linkDirect link
Westman, Brittainy; Whitworth, Brooke A. – Science and Children, 2019
PEOE (predict, explain, observe, explain) is a strategy that supports conceptual change (Dial et al. 2009). "Conceptual change" is a process through which students can change their understandings, ideas, or beliefs (diSessa 1993; Konicek-Moran and Keeley 2015). This style of lesson allows students to express their scientific ideas…
Descriptors: Science Instruction, Toys, Physics, Scientific Concepts
Peer reviewed Peer reviewed
Direct linkDirect link
Presser, Ashley Lewis; Dominguez, Ximena; Goldstein, Marion; Vidiksis, Regan; Kamdar, Danae – Science and Children, 2019
Investigating real-world phenomena in a playful, exploratory setting is a natural process for young children. Teachers can capitalize on children's curiosity to foster their understanding of science ideas and their engagement in science practices, such as predicting, experimenting, observing, comparing, and contrasting. Force and motion…
Descriptors: Preschool Children, Preschool Education, Motion, Scientific Concepts
Peer reviewed Peer reviewed
Direct linkDirect link
Mendez, James; Baird, Kate; Patino, Greicy – Science and Children, 2019
Picture this: a PhD chemist, PhD science educator, and a preservice Latina elementary educator walk into an aftercare program for primary and intermediate students from a rural school. These students are identified as low income and at risk and therefore eligible to participate in this school-provided aftercare. While across the state, these same…
Descriptors: Science Instruction, After School Programs, Low Income Students, At Risk Students
Peer reviewed Peer reviewed
Direct linkDirect link
Masters, Heidi; Shrake, Tyler – Science and Children, 2019
When it snows, children are permitted to play outside during recess, which causes them to experience a variety of problems with their mittens or gloves. To align instruction with a problem student's experience in every day life, the authors developed and administered a short survey to second graders in an after school program. The authors found…
Descriptors: Science Instruction, Elementary School Science, Elementary School Students, Problem Solving
Peer reviewed Peer reviewed
Direct linkDirect link
Hatton, Mary; Grimbilas, Sara; Kane, Caroline; Kenyon, Tara – Science and Children, 2019
Will spring be early next year? This is a question the authors ponder each fall as they prepare for a yearlong citizen science project with kindergartners. Citizen science projects naturally promote the development of science and engineering practices. These projects can be integrated at any grade level and aligned to meet other content areas as…
Descriptors: Kindergarten, Science Interests, Gardening, Plants (Botany)
Peer reviewed Peer reviewed
Direct linkDirect link
Harris, Emily; Ballard, Heidi – Science and Children, 2018
Educators and researchers often suggest that participation in "real" science may help students "think like" or "see themselves as" scientists because students participate in and contribute to the broader scientific community. However, bringing citizen science (CS) activities into the classroom does not necessarily…
Descriptors: Science Instruction, Citizen Participation, Models, Scientists
Peer reviewed Peer reviewed
Direct linkDirect link
Bucci, Karen – Science and Children, 2018
In this article, Karen Bucci describes how she incorporated her iPad with the wireless SmartScope iGO microscope and Wi-Viewer app to teach her fourth-grade class the science module "Ecosystems" by National Science Resources Center's Science and Technology for Children (STC) (1996, 2005). A main idea in the unit is the importance of…
Descriptors: Water, Recreational Facilities, Ecology, Educational Technology
Peer reviewed Peer reviewed
Direct linkDirect link
Schiller, Ellen; Allerhand, Joanna; Pelon, Clayton – Science and Children, 2018
This article describes how fifth grade students participated in a place-based environmental education initiative in West Michigan that supports teachers who want to involve their students in citizen science by protecting local water resources. Every year, Groundswell works with about 100 teachers at 30 schools to engage students in citizen science…
Descriptors: Elementary School Students, Grade 5, Place Based Education, Environmental Education
Previous Page | Next Page ยป
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8  |  9  |  10  |  11  |  ...  |  93