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"Science experiments (Education)"
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Lessons in science safety with Max Axiom, super scientist : an augmented reading science experience
\"Follow along carefully as Max Axiom teaches the most important lesson in science: Safety! From hot tips for using hot plates to cool answers to burning questions, young readers will hone their super safety skills. Download the free Capstone 4D app for an augmented reality experience that goes beyond the printed page. Videos, writing prompts, discussion questions, and hands-on activities make this updated edition come alive and keep your collection current.\"-- Provided by publisher.
Book
Ten simple rules for providing a meaningful research experience to high school students
There are many formal opportunities for high school students to conduct research, but early-career scientists and principal investigators (PIs) do not necessarily have much experience working with this age group, which presents different opportunities and challenges than working with undergraduates. [...]we present guidance in this Ten Simple Rules article on how to be an effective research mentor for high school students based on our experiences as early-career biologists and our formal mentor training. Some universities and medical schools have volunteer offices or organized programs for bringing high school students into the laboratory, so check whether there are already connections to schools in your area through previous student placements. [...]when initiating contact with prospective mentees, consider the opportunity you have to make a meaningful impact in the lives of young people who come from historically underrepresented and underserved populations or underprivileged backgrounds. Set goals early, and revisit them often The student might have unrealistic expectations of what they can accomplish during their research experience because they are new to laboratory research. [...]it is your duty as the mentor to explicitly set goals with both the best- and worst-case scenarios in mind and to manage expectations. [...]to put everything on paper, consider developing a document in collaboration with the student that outlines expectations for communication and goals for your time together [14].
Journal Article
Mapping do-it-yourself science
The emergence of Do-It-Yourself (DIY) science movements is becoming a topic widely discussed in academia and policy, as well as by the general public and the media. While DIY approaches enjoy increasing diffusion even in official research, different social actors frequently talk about them in different ways and circumstances. Interaction and negotiation processes amongst actors (e.g. policy makers and DIY communities) define the premises upon which different conceptualisations of DIY science are deployed.
In this paper we offer a framework for analysing the discourse on DIY science.
Our study consists of a field research of three spaces active in DIY science premises, two dedicated events of the DIY community, and an auto-ethnography in the field of DIY biology.
By relying on the theory of social worlds/arenas (SW/A), we collected data on how notions of DIY science are constructed by different social actors and how conceptual borders are built or are likely to shift, resulting in multiple possible SW/A mappings. We conclude that each and every conceptualisation of DIY science cannot stand independently from the situatedness of its multiple contexts, therefore making its usage in policy making and governance particularly complex.
Journal Article
Combining SPECTRA Projects
Both our children, Ryley and Flynn, attend Lane Cove Public School (LCPS), which has a very strong STEAM teaching environment, and actively encourages student participation across the school. Our family's work and hobbies often include activities and experiments in the science and maths professions, hence when ours and our children's worlds collide, science tends to occur.
Journal Article
The practice of statistics for STEM : Primary students and pre-service primary teachers exploring variation in seed dispersal
STEM education is becoming more common in schools and provides a range of exciting real-world contexts in which students can engage. However, a gap in most approaches to STEM remains the collection and use of data that can be used concurrently to develop statistical literacy and science literacy. This paper describes a STEM activity carried out with Year 5 students. The context originated in science and asked students to collect data to find the answer to a question, then present and interpret their data using TinkerPlots software. Elements of the same activity were also carried out by 4th-year Bachelor of Education (primary) pre-service teachers (PSTs) as part of a unit in science education. The activity provided the opportunity for the PSTs to experience an authentic STEM activity that had been conducted with primary students. [Author abstract]
Journal Article
Argument-Driven Inquiry To Promote the Understanding of Important Concepts & Practices in Biology
Inquiry is an integral part of the teaching and learning of science. However, many science teachers are unsure of how to promote and support inquiry in the classroom or how to design lessons that engage students in inquiry in a way that improves students' understanding of important concepts and practices in biology. In this article, the authors describe an instructional model called Argument-Driven Inquiry (ADI) that enables biology teachers to integrate inquiry-based laboratory experiences in biology with other school subjects, such as reading and writing, in a way that promotes and supports learning. It also provides biology teachers with a way to help students develop important habits of mind and critical thinking skills by emphasizing the important role argumentation plays in the generation and validation of scientific knowledge. (Contains 4 figures.)
Journal Article
The Effectiveness of Rotating Tank Experiments in Teaching Undergraduate Courses in Atmospheres, Oceans, and Climate Sciences
While it is commonly recognized that laboratory experiments and demonstrations have made a considerable contribution to our understanding of fluid dynamics, few U.S. universities that offer courses in meteorology and/or oceanography provide opportunities for students to observe fluid experiments in the classroom. This article explores the evaluation results of a three-year, NSF-funded project in partnership with the Massachusetts Institute of Technology (MIT) and five universities nationally, to provide laboratory demonstrations, equipment, and curriculum materials for use in the teaching of atmospheres, oceans, and climate. The aim of the project was to offer instructors a repertoire of rotating tank experiments and a curriculum in fluid dynamics to better assist students in learning how to move between phenomena in the real world and basic principles of rotating fluid dynamics, which play a central role in determining the climate of the planet. The evaluation highlights the overwhelmingly positive responses from instructors and students who used the experiments, citing that the Weather in a Tank curriculum offered a less passive and more engaged and interactive teaching and learning environment. Results of three years of pre- and posttesting on measures of content related to atmospheres, oceans, and climate sciences with over 900 students in treatment and comparison conditions, revealed that the treatment groups consistently made greater gains at the posttest than the comparison groups, especially those students in introductory level courses and lab courses.
Journal Article
Mollusk-Writers: Spacetime Revolutions in a Literary Shell
In Relativity: The Special and General Theory, Albert Einstein introduced the peculiar analogy of a “reference-mollusk,” suggesting that spacetime could no longer be envisioned as a fixed background where events are displayed, but rather as a mollusk-like creature shaped by energy and matter. Although the image received a lukewarm response from the physics community, its ambiguity allowed for creative exchanges across disciplines. The analysis of the invertebrate's metamorphoses in the writings of Paul Valéry (where it first appeared), Francis Ponge, and Italo Calvino, reveals that the molluscan analogy had a significant influence on their poetics and on the creation of a new literary space defined and “curved” by a dynamic interaction among the author, the text, and the reader.
Journal Article
Clay Caterpillar Whodunit: A Customizable Method for Studying Predator—Prey Interactions in the Field
Predator—prey dynamics are an important concept in ecology, often serving as an introduction to the field of community ecology. However, these dynamics are difficult for students to observe directly. We describe a methodology that employs model caterpillars made of clay to estimate rates of predator attack on a prey species. This approach can be implemented as a field laboratory in almost any natural or seminatural setting, and is designed to allow educators to pursue any number of student-generated hypotheses representing varying degrees of scientific sophistication ranging from middle school to college level.
Journal Article