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1. An Evaluation of the Efficacy of a Laboratory Exercise on Cellular Respiration (EJ809321)
Author(s):
Scholer, Anne-Marie; Hatton, Mary
Source:
Journal of College Science Teaching, v38 n1 p40-45 Sep 2008
Pub Date:
2008-09-00
Pub Type(s):
Journal Articles; Reports - Evaluative
Peer-Reviewed:
Yes
Descriptors: Laboratories; Biology; Science Instruction; Scientific Concepts; Models; College Students; Hands on Science; Pretests Posttests; Interviews; Feedback (Response); Student Attitudes; Instructional Effectiveness
Abstract: This study is an analysis of the effectiveness of a faculty-designed laboratory experience about a difficult topic, cellular respiration. The activity involves a hands-on model of the cellular-respiration process, making use of wooden ball-and-stick chemistry models and small toy trucks on a table top model of the mitochondrion. Students physically construct, break apart, and move around the glucose and ATP molecules, and transport the electron "sticks" using small trucks. They work through the actions of cellular respiration at their own pace, in the process experiencing opportunities for kinesthetic and group learning. (Contains 4 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. How Plankton Swim: An Interdisciplinary Approach for Using Mathematics & Physics to Understand the Biology of the Natural World (EJ809036)
Clay, Tansy W.; Fox, Jennifer B.; Grunbaum, Daniel; Jumars, Peter A.
American Biology Teacher, v70 n6 p363-370 Aug 2008
2008-08-00
Journal Articles; Reports - Descriptive
Descriptors: Interdisciplinary Approach; Physics; Oceanography; Marine Biology; Mathematics; Secondary School Science; Scientific Concepts; Science Curriculum; Inquiry; Hands on Science
Abstract: The authors have developed and field-tested high school-level curricular materials that guide students to use biology, mathematics, and physics to understand plankton and how these tiny organisms move in a world where their intuition does not apply. The authors chose plankton as the focus of their materials primarily because the challenges faced by plankton are novel problems to most students, forcing adoption of new perspectives and making the study of plankton exciting. Additional reasons that they chose plankton to focus on include their ecological importance, their availability to most teachers and students, the ease with which they can be collected and observed, and the current focus of some scientific researchers on their movement and behavior. These curricular materials include a series of inquiry-based, hands-on exercises designed to be accessible to students with a range of backgrounds. Many of these materials could be adapted for use by middle-school, and/or college-level students. In this article, the authors describe sample lessons, summarize what worked well, and flag obstacles they encountered while integrating mathematics and physics into the biology classroom. (Contains 1 table and 6 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Teaching Noncovalent Interactions Using Protein Molecular Evolution (EJ804667)
Fornasari, Maria Silvina; Parisi, Gustavo; Echave, Julian
Biochemistry and Molecular Biology Education, v36 n4 p284-286 Jul-Aug 2008
Descriptors: Science Laboratories; Molecular Biology; Biochemistry; Science Instruction; Laboratory Experiments; Computation; Hands on Science; Scientific Concepts; Heat; Climate
Abstract: Noncovalent interactions and physicochemical properties of amino acids are important topics in biochemistry courses. Here, we present a computational laboratory where the capacity of each of the 20 amino acids to maintain different noncovalent interactions are used to investigate the stabilizing forces in a set of proteins coming from organisms adapted to different environments. Using protein sequence and structure information it is possible to evaluate the noncovalent contributions to the stabilization of a given protein fold. As a case study, we use the protein lumazine synthase from three different organisms adapted to live in extreme temperatures: one psychrophilic (optimal growth temperature, 0-20 degrees C), one mesophilic (optimal growth temperature, 20-50 degrees C), and one thermophilic (optimal growth temperature, 80-110 degrees C). We found that this computational laboratory for biochemistry and molecular biology courses enhances student amino acid noncovalent interaction understanding and how these interactions are involved in protein stability. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Teaching through Trade Books: Growing a Garden (EJ802109)
Royce, Christine Anne
Science and Children, v45 n9 p14-16 Jul 2008
2008-07-00
Descriptors: Plants (Botany); Gardening; Hands on Science; Science Instruction; Elementary School Students; Elementary School Science; Teaching Methods; Experiential Learning
Abstract: Many people look forward to planting their own garden and enjoying its fruitage throughout the summer months. Gardening can be an excellent learning experience in many ways because it offers opportunities to learn about plants and to observe changes over time. This column focuses on a long-term project of understanding plant growth and planting your own garden.
5. The Early Years: An Invertebrate Garden (EJ802107)
Ashbrook, Peggy
Science and Children, v45 n9 p10-12 Jul 2008
Descriptors: Animals; Science Teachers; Gardening; Science Instruction; Elementary School Science; Teaching Methods; Creative Teaching; Young Children; Experiential Learning; Hands on Science
Abstract: For farmers and gardeners, slugs and snails may be serious pests that will limit the amount of harvest, but for a child, they represent a world to be explored. To teachers, however, invertebrates are tools for broadening students' understanding about animals, the connections between animals and habitats or plants, and an engaging subject to write about. This month's column describes how science teachers can cultivate an invertebrate garden that will yield a bountiful harvest just in time for the first day of school. (Contains 2 resources.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Second Graders Learn Animal Adaptations through Form and Function Analogy Object Boxes (EJ799308)
Rule, Audrey C.; Baldwin, Samantha; Schell, Robert
International Journal of Science Education, v30 n9 p1159-1182 Jul 2008
Journal Articles; Reports - Research
Descriptors: Animals; Pretests Posttests; Hands on Science; Grade 2; Computer Assisted Instruction; Elementary School Science; Elementary School Students; Science Instruction; Internet; Puppetry; Logical Thinking
Abstract: This study examined the use of form and function analogy object boxes to teach second graders (n = 21) animal adaptations. The study used a pretest-posttest design to examine animal adaptation content learned through focused analogy activities as compared with reading and Internet searches for information about adaptations of animals followed by making an informative puppet play. Students participated in six week-long lesson sets, each addressing adaptations of two animals, which alternated between the two conditions. In the analogy condition, students matched cards explaining form and function analogies of animal body parts or homes to analogous manufactured items. They mapped analogies, thought of alternate manufactured items, and created new analogies. Students scored similarly on material to be taught through both conditions on the pretest, but made significantly higher posttest mean scores (76.1% analogy versus 57.2% traditional condition) with large effect size (partial [eta][superscript 2] = 0.58) on animal adaptation content learned through the analogy activities. This study shows the usefulness of form and function analogies in teaching product innovations to second-grade students, indicating that early childhood students are able to successfully engage in sophisticated analogy activities. Efficacy of the analogy activities was related to objects that focused attention, motivated, and gave concrete representations of concepts; to cards and graphic organizers for organization, connections, and memory; and to complex thinking activities that challenged students and promoted peer interaction. (Contains 8 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Methods and Strategies: The Science Representation Continuum (EJ809648)
Olson, Joanne K.
Science and Children, v46 n1 p52-55 Sep 2008
Descriptors: Science Instruction; Science Education; Science Activities; Children; Computer Simulation; Hands on Science; Scaffolding (Teaching Technique); Scientific Concepts; Astronomy
Abstract: Research indicates that people more easily understand abstractions when they are preceded by concrete representations (Lawson 2002). This article describes how educators can use science representations to help students form lasting understandings of abstract concepts. A spectrum illustrating some commonly used representation types and their level of abstraction along a continuum is included. In addition, a sample scaffolding activity for force and motion is used as an example of one way such an instructional sequence might be developed. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. The Sea Ice Board Game (EJ813420)
Bertram, Kathryn Berry
Science Scope, v32 n2 p20-24 Oct 2008
2008-10-00
Descriptors: Science Instruction; Teaching Methods; Educational Games; Climate; Weather; Oceanography; Hands on Science; Environmental Education
Abstract: The National Science Foundation-funded Arctic Climate Modeling Program (ACMP) provides "curriculum resource-based professional development" materials that combine current science information with practical classroom instruction embedded with "best practice" techniques for teaching science to diverse students. The Sea Ice Board Game, described here, is one of 183 ACMP hands-on lessons designed to help students around the nation understand weather and climate. In addition, the game illuminates 14 of the most common types of sea ice and introduces the four stages of the sea ice cycle (formation, growth, deformation, and disintegration). (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. An Investigation of Solar Noon (EJ813439)
Stewart, H. Bruce; Reininger, Maria E.; Smudzinski, Walter A.
Mathematics Teaching in the Middle School, v14 n3 p140-144 Oct 2008
Descriptors: Astronomy; Grade 8; Middle School Students; Secondary School Science; Science Instruction; Learning Activities; Measurement; Computation; Geometry; History; Hands on Science; Science Experiments; Secondary School Mathematics; Integrated Curriculum
Abstract: This article describes an activity done by eighth grade students using data that was gathered from sun-shadow observations. (Contains 5 figures.)
10. Networking Antarctic Research Discoveries to a Science Classroom (EJ813421)
Podoll, Andrew; Olson, Barry; Montplaisir, Lisa; Schwert, Donald; McVicar, Kim; Comez, Dogan; Martin, William
Science Scope, v32 n2 p30-33 Oct 2008
Descriptors: Web Sites; Inquiry; Hands on Science; Earth Science; Active Learning; Creative Thinking; Science Instruction; Grade 8; Partnerships in Education; Elementary Secondary Education; Higher Education; Program Effectiveness; Educational Research; Educational Environment
Abstract: In 2006, a unique scenario transported eighth-grade Earth science students from the classroom into the cold, dry, pristine surroundings of Antarctica. The mission was to expose the students to hands-on science using satellite telephones, Contact 3.0 software, and some very creative improvisation. In addition, a detailed, well-illustrated blog allowed students to follow along interactively with a research team from the local university conducting research in the western Dry Valleys of the Transantarctic Mountains. Two explicit goals of the project were to (1) promote inquiry-based learning in the classroom and (2) enhance creative thinking and problem-solving skills in the classroom. (Contains 1 figure and 2 online resources.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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