NSTA Journal Articles

The articles presented here represent many of the teaching strategies being used in classrooms across the country. We've included ideas from many different grade levels in the hope that you'll find suggestions, models, and inspiration for your own teaching.

The Science Management Observation Protocol

The Science Teacher (December 2004)

The Science Management Observation Protocol is a classroom observation tool that can be used to assess a teacher’s ability to manage an inquiry-based science classroom. This information can then be used to help the teacher reflect on his or her own practice or to facilitate a discussion centering on what effective classroom managers do and how they do it.

Click here to read more:

http://science.nsta.org/enewsletter/2005-05/tst0412_30.pdf

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The 6-E Learning Model

Science and Children (November/December 2004)

Most teachers are familiar with the 5-E model of science instruction—Engage, Explore, Explain, Expand, and Evaluate. This model adds a sixth "E" to the tool: "e-search." E-search encompasses any use of electronic media that provides students the opportunity to learn additional skills and extend their learning.

Click here to read more:

http://www.nsta.org/gateway&j=sc&n=49937

Teaching for Conceptual Understanding

Science and Children (September 2004)

A series of lessons were taught in a second-grade classroom to assist students’ conceptual understanding of celestial motion. After assessing student misconceptions about space and the movement of planets and the Sun, the teacher engaged the students in role-playing, group work, and computer simulations. These teaching strategies were effective for enhancing students’ conceptual understanding.

Click here to read more:

http://www.nsta.org/gateway&j=sc&n=49667

Teaching Science as Inquiry by Scaffolding Student Thinking

Science Scope (May 2003)

Teaching science as inquiry through hands-on investigations requires instructional scaffolding to support student construction of meaning. This article outlines a strategy called Reflection in which students are presented with a question, problem, or brief activity that links ongoing instruction to a big idea.

Click here to read more:

http://www.nsta.org/gateway&j=ss&n=48239

Rocketing Into Adaptive Inquiry

Science Scope (January 2002)

Teachers can help all of their students succeed using an adaptive inquiry activity in which student groups investigate Newton’s third law of motion by constructing and launching rockets, recording measurements, and analyzing data. The authors explain the importance of adaptive inquiry and tell how to implement activities with divergent outcomes.

Click here to read more:

http://www.nsta.org/gateway&j=ss&n=46324

Investigating Island Evolution

The Science Teacher (December 2002)

A teacher uses his Galapagos Islands’ experience to develop a unique lesson plan for students. To satisfy the contemporary constructionist view of learning, he follows a model that addresses engagement, exploration, explanation, elaboration, and evaluation. This activity helps to bridge the gap between molecular and organismic biology.

Click here to read more:

http://www.nsta.org/gateway&j=tst&n= 46513

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