K12Science

I was recently reading the September/October 2022 issue of “Science Scope” a publication of the National Science Teaching Association.  In this issue, I read the Editor’s Corner, written by Patty McGinnis.  She wrote a column entitled, “The Human Side of Our Dynamic Earth.”  

Unfortunately, an increasing number and severity of natural disasters has been tied to climate change.  While we may not be able to stop natural disasters from occurring, we can educate students about the link between climate change and natural disasters and the necessity of mitigating and adapting to climate change.

I was recently reading the September/October 2022 issue of “Science Scope” a publication of the National Science Teaching Association.  In this issue, I read the Editor’s Corner, written by Patty McGinnis.  She wrote a column entitled, “The Human Side of Our Dynamic Earth.”  

Unfortunately, an increasing number and severity of natural disasters has been tied to climate change.  While we may not be able to stop natural disasters from occurring, we can educate students about the link between climate change and natural disasters and the necessity of mitigating and adapting to climate change.

I was recently reading the July/August 2022 issue of “Science Scope” a publication of the National Science Teaching Association. In this issue, I read the Editor’s Corner, written by Patty McGinnis.  She wrote a column entitled, “Energy Literacy.”  

The Office of Energy Efficiency and Renewable Energy (EERE) defines energy literacy as “an understanding of the nature and role of energy in the world and daily lives accompanied by the ability to apply this understanding to answer questions and solve problems.”

I was recently reading the July/August 2022 issue of “The Science Teacher” a publication of the National Science Teaching Association.  In this issue, I read the Editor’s Corner, written by Ann Haley MacKenzie.  She wrote a column entitles, “Teaching Societal Issues in the Science Classroom.”  

By incorporating societal issues into our classrooms, we provide students a chance to explore topics in depth, instead of simply glossing over the content.  Here are some reasons to include societal issues in science courses:

--These issues justify information included in science courses.

--Societal issues allow students to find science classes relevant to their daily lives.  

--These societal issues enable teachers to evaluate student success at application and synthesis of ideas.

--Infusing societal issues defines the teacher’s role to be “facilitator” and relegates the textbook’s / digital learning platform status to “information sources.”

--These issues may allow for increased scientific understanding of concepts, ased on cognitive theories of learning.

I was recently reading the June 23, 2022 issue of “NSTA Weekly” a publication of the National Science Teaching Association.  In this issue, I read the NSTA Blog feature “With, Not For: Why the Distinction Matters” written by Beth Murphy.  

It is important to foster collaboration between organizations and schools, providing professional learning experiences for educators, and implementing program evaluation that supports practitioners to do their best work.  Collaboration provides the opportunity to bridge the informal-formal science education divide.

I was recently reading the May/June 2022 issue of “The Science Teacher” a publication of the National Science Teaching Association.  In this issue, I read the “Career of the Month” column, written by Luba Vangelova.  She wrote an article entitled, “Railway Engineer.”

Railway engineers design and maintain rail systems used by trains of various types, ranging from long-distance cargo trains to metropolitan light-rail and subway trains.  Cassie Gouger is senior director of design within Union Pacific Railroad’s engineering department, in Omaha, Nebraska.  She shares her career highlights, career path, and her advice for students.

I was recently reading the May/June 2022 issue of “The Science Teacher” a publication of the National Science Teaching Association.  In this issue, I read the “Idea Bank” column, written by Nick Thomas.  He wrote an article entitled, “Chemicals Gone Funny.”

Using humor in the classroom at any level can be a gamble for teachers and most have probably experienced students collectively rolling their eyes at a corny joke.  Puns, of course, frequently elicit that response along with the almost requisite group groan.  Yet this ancient and simple form of humor can effectively impart a message if carefully worded, although any attempt at a science pun relies on the teacher first ensuring students understand the scientific principles tied to the humor.

I was recently reading the May/June 2022 issue of “The Science Teacher” a publication of the National Science Teaching Association.  In this issue, I read the “Editor’s Corner” column, written by Ann Haley MacKenzie.  She wrote an article entitled, “Inclusive Strategies for the Science Classroom.”

The time is now for more attention to be paid to providing an inclusive environment for all learners.  Our STEM pipeline depends on it.  Our future as a progressive scientific country depends on it.  Our scientific literacy depends on it.  Our goal for an inclusive science classroom is to make sure all of our students can bring their authentic selves to school and feel that they belong, while providing engaging, responsive, and stimulating learning environments.  

I was recently reading the May/June 2022 issue of “Science and Children” a publication of the National Science Teaching Association.  In this issue, I read the “Science 101” column, written by Matt Bobrowsky.  He wrote an article entitled, “What Makes a Great Science Investigation?”

Real-world science doesn’t involve a series of steps, and there’s not always a single correct answer.  Real science is exploration and discovery and lots of fun!  Scientific investigations are open-ended and can keep being extended or expanded, so too is learning an ongoing endeavor.  Isaac Asimov said, “Education isn’t something you can finish.”

I was recently reading the May/June 2022 issue of “Science and Children” a publication of the National Science Teaching Association. In this issue, I read the “Tech Talk” column, written by Heather Pacheco-Guffrey.  She wrote an article entitled, “Using Augmented Reality to Augment Inquiry (and Fun!) in Your Lessons.”

Technology has the potential to extend students’ reach into the world around them, increase their access to concepts and resources, and help to make learning fun and memorable.  Augmented reality (AR) is just such a technology.  AR works by overlaying 3D digital image files onto the real-world background visible through your mobile device’s camera app.  Once the AR image has been “placed” in your space, use the device to view the digital image at all angles.  The WWF Free Rivers app uses AR technology to turn your classroom into an interactive virtual river valley.  The dynamic nature of the AR river valley makes it an exciting choice for inquiry learning.