Conceptual change research and science education practice: A response from educators

in Cultural Studies of Science Education (2008), 3(2), 451-470

We discuss the eight papers in this issue of Cultural Studies of Science Education focusing on the debate over conceptual change in science education and explore the issues that have emerged for us as we ... [more ▼]

We discuss the eight papers in this issue of Cultural Studies of Science Education focusing on the debate over conceptual change in science education and explore the issues that have emerged for us as we consider how conceptual change research relates to our practice as science educators. In presenting our interpretations of this research, we consider the role of participants in the research process and contextual factors in conducting research on science conceptions, and draw implications for the teaching of science. [less ▲]

A nutritious field trip

in Journal of Nutrition Education and Behavior (2007), 39(3), 175-177

A class trip to the local grocery store is an engaging way to reinforce a unit on nutrition as students make connections between a real-life experience and their classroom learning. Research shows that ... [more ▼]

A class trip to the local grocery store is an engaging way to reinforce a unit on nutrition as students make connections between a real-life experience and their classroom learning. Research shows that students often remember a field trip well into adulthood and even recall specific exhibits and facts.1 and 2 Field trips generally bring to mind a trip to a museum, zoo, or nature center, but a field trip to a grocery store provides an opportunity for students to demonstrate their understanding of nutrition science and food choices. Research has shown that nutrition education programs can effectively improve the dietary behavior of children.3 and 4 Nutrition education in students’ elementary school experiences should focus on lessons that teach about the importance of choosing healthful food. This field trip can be connected to a unit in which students learn about food groups and ultimately work together to create a list of nutritious and healthful meal choices. It has been written for grade 3, but it can be adapted to meet the needs of older students. [less ▲]

Teaching with trade books: Wonderful, wiggly worms

in Science and Children (2006), 43(7), 14-16

The article presents information about teaching worm behavior in a science classroom with the help of books like "Wiggling Worms at Work," by Wendy Pfeffer and "Squirmy Wormy Composters," by Bobbie Kalman ... [more ▼]

The article presents information about teaching worm behavior in a science classroom with the help of books like "Wiggling Worms at Work," by Wendy Pfeffer and "Squirmy Wormy Composters," by Bobbie Kalman and Janine Schaub. While the former book helps students understand the role organisms play in an ecosystem, the latter provides reference materials that can be used by students in designing experiments. With the examination of worms' body structure and behavior, students gain an appreciation of the ecological importance of worms. Experimenting with living creature in the classroom, it is equally important to follow appropriate safety guidelines including washing hands before and after handling worms. One such K-3 grade experiment is to create a worm jar to observe the tunneling behavior of worms. [less ▲]