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Science Teachers — Training of
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1.

Astronomy [electronic resource]: Eliciting Student Ideas

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Introduces constructivism by examining student beliefs about what causes the seasons and their explanations for the different phases of the moon.
Online
1995
2.

Biology [electronic resource]: Why Are Some Ideas So Difficult?

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Focuses on the need for conceptual understanding and examines the scope of student ideas by exploring the central idea of photosynthesis, that the substance of plants comes mostly from the air.
Online
1995
3.

Physics [electronic resource]: Hands-on/Minds-on Learning

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Examines overcoming obstacles to conceptual thinking. Questions whether hands-on is the same as minds-on and why some concepts are taught again and again, such as electricity and circuits, but are still difficult to explain and put to work.
Online
1995
4.

Chemistry [electronic resource]: A House With No Foundation

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Discusses why it is important to teach abstract fundamental ideas to young students so that they will have the foundation they need to build on later in their education.
Online
1995
5.

Vision [electronic resource]: Can We Believe Our Own Eyes?

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Explores the origins of student ideas to find out whether experience equals learning. Shows how experience can work for or against learning because students can disbelieve concepts that they have "learned."
Online
1995
6.

Energy [electronic resource]: Where Should We Start?

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Examines selecting an appropriate strategy and goal for conceptual learning when a student's experience is not consistent with science. Friction, gravity, and pendulums are used as a basis for discussion.
Online
1995
7.

Environmental Science [electronic resource]: Taking a Risk

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Though educators agree that new approaches to teaching science are compelling, few use them. Examines the obstacles to change, and explores how educators can create a safe place to innovate.
Online
1995
8.

Progressive Education [electronic resource]: Finding Solutions That Work

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Examines the obstacles teachers meet as they consider changes necessary for reform,and lays out common issues any solution should address.
Online
1995
9.

Constructivism [electronic resource]: A Vision for the Future

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Ponders what the classroom of the future might look like, and offers steps to approach constructivist learning as well as the obstacles along the way.
Online
1995
10.

Darlene Norfleet, 1st Grade [electronic resource]

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Working through a unit on the human body, students compare and contrast features of their own bodies.
Online
1995
11.

Sister Gertrude Hennessey, 2nd Grade [electronic resource]

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Students develop a theory about force and motion by working with various moving objects.
Online
1995
12.

Christ Collier, 3rd Grade [electronic resource]

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The class engages in a variety of activities and keeps journals of data and their thoughts while examining the five senses.
Online
1995
13.

Marc Heuer, 4th Grade [electronic resource]

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Students research water facts and the water cycle, including where the town gets and purifies its water.
Online
1995
14.

Linda Hallenbeck, 5th Grade [electronic resource]

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Population data gathered from gravestones in the local cemetery helps students examine the processes of scientific inquiry.
Online
1995
15.

Dorcas Gonzalez-Lantz, 6th Grade [electronic resource]

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Students learn about matter and molecules as they investigate the relationships between energy and changes of state by observing water change from ice to steam.
Online
1995
16.

Kathy Brown, 7th Grade [electronic resource]

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An actual case history of a Chicago patient in 1904 who suffered from fatigue, teaches students about the human circulatory system.
Online
1995
17.

Doug Kirkpatrick, 8th Grade [electronic resource]

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Students use computers during a lesson on "What happens to light as you move away?" to observe, graph, and analyze data, then confirm their predictions via e-mail with university scientists.
Online
1995
18.

What Is Energy? [electronic resource]

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Interviews about energy with children, scientists, and people on the street reveal the wide range of concepts that teachers encounter. Session examines the differences between the everyday language of energy and the scientific concept, highlighting the history of our concept of energy and its importance to our understanding of the world.
Online
2002
19.

Force and Work [electronic resource]

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Examines how work is defined in physics and examines how energy and work are related.
Online
2002
20.

Transfer and Conversion of Energy [electronic resource]

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Examines conversion between potential and kinetic energy. Through examples, demonstrates how events that involve a small amount of energy can trigger much larger events.
Online
2002