Science

Building on the work of teacher noticing, this study investigated teachers’ noticing of students’ thinking evident in artifacts from their science teaching context. Prior work on teachers’ noticing in

This column provides ideas and techniques to enhance your science teaching. This month’s issue discusses using the 5E learning cycle to create coherent storylines.

Lipsitz, K., Cisterna, D., & Hanuscin, D. (2017). The 5E Learning Cycle: What’s the story? Science and Children, 55(4), 76–80.

Marcum-Dietrich, N., Kerlin, S., Staudt, C., & Daniels, M. (2018). Our watershed. The Science Teacher, 85(2).

Marcum-Dietrich, N., Kerlin, S., Staudt, C., & Daniels, M. (2018). Our watershed. The Science Teacher, 85(2).

Marcum-Dietrich, N., Kerlin, S., Staudt, C., & Daniels, M. (2018). Our watershed. The Science Teacher, 85(2).

We describe a four-step strategy used in our professional development program to help elementary science teachers recognize and create lesson plans with coherent conceptual storylines. The conceptual storyline of a lesson refers to sequencing its scientific concepts and activities to help students develop a main scientific idea and, often, is an implicit component of a lesson plan.

Measurement is paired with data as a fundamental domain of K–grade 5 mathematics in the Common Core State Standards, and it is one of five core content areas in NCTM’s Principles and Standards for School Mathematics. This book presents lively activities that dovetail with standards and research-based stages of development to support students’ steady growth of understanding of measurement.

This article summarizes how a group of undergraduate regional university faculty built a program for rigorous and research-based science teacher preparation at the elementary level—namely, the “Model of Research-Based Education for Teachers” (MORE for Teachers). First, we discuss the research upon which the program is built: (1) a preparation infrastructure that includes rigorous content, focused teaching methods, and integrated field experiences with an emphasis on quality mentoring from cooperating teachers and (2) a conceptual framework for how people learn science.