The second in a series of science teaching eBooks was published today on the Art of Teaching Science Website. Entitled Extreme Earth, this eBook explores questions such as: Are the extremes of weather related phenomena such as...
Read MoreA few weeks ago, I decided that I wanted to mine my weblog to identify topics and content that could be used to create science education eBooks. I have nearly 600 posts written over the past seven years, but I didn’t have...
Read MoreThe first in a series of science education eBooks was published today. The title is Why Do We Teach Science? You can access the eBook at the link on the top menu, or follow this link. Why do we teach science? is the first of a...
Read MoreFor several years, I have written about the National Standards Movement, and in general, have been critical of the movement, and suggested that in a liberal democracy such as our, common standards seems to the antithesis of our...
Read MoreScience Teaching eBooks, based on articles and posts in The Art of Teaching Science will be available soon on this blog. From “Is it Pedagogy or Petrology: How To Teach Science Real Good”, to “Why do we teach...
Read MoreAs the title of this blog reminds us, teaching is an art, and in that respect, let take a look at the “art of teaching science.” Since many of us believe that teaching is an art, there is really no formula for...
Read MoreA recent poll reported that very few people in the US accept the theory of evolution as a valid explanation for the creation of life on Earth. According to the National Center for Science Education, in a 24-country poll, 41% of...
Read MoreIn our view, teaching is professional artistry. As such, not only is your work as a science teacher an artistic one, but the way teachers are educated should also embrace professional artistry. Many years ago, I was working on...
Read MoreThere is an interesting discussion right now on the NARST (National Association for Research in Science Teaching) list about the relative impact of bringing scientists into science classrooms, K-8. As one researcher said, it all...
Read MoreAs teachers, we typically use three general approaches to assess student progress. These include: diagnostic assessment—assessing prior knowledge, attitudes, and abilities, formative assessments–everyday methods...
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