Author Archives: Robert Yager

Exemplary science teaching leads to better assessment of student learning

Too often science teachers focus on the information included in textbooks and a specific curriculum. But these resources do not include Exemplary Science Teaching. The Next Generation Science Standards (NGSS) continue to focus on conventional ideas and reforms, as well … Continue reading

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“Knowledge” — how to use the term to illustrate the “doing” of science 

“Knowledge” has several meanings for its use with student learning! A definition of “Knowledge” is traditionally considered information to help reform science education.  It refers to information that can be used to indicate what others have learned.    A search … Continue reading

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Constructivist theory and its use in the Next Generation Science Standards

The people involved with the Next Generation Science Standards (NGSS) have indicated that they did not plan to “mess” with teaching goals, professional development of teachers, and the ways teachers teach which were used as headings in the 1996 National … Continue reading

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Building STEM careers

As we work our way through the year 2015 (which is nearly three-fourths over!), STEM efforts are a focus in almost all classrooms across the U.S. and around the world.  STEM included Science and Mathematics as major parts of the … Continue reading

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Misconceptions about the “doing” of science

Many teachers feel they are “doing” science when they teach what is in textbooks, laboratory manuals, and their lectures.  Such a focus on science teaching has existed for decades.  Teachers, school administrators, students, as well as parents, have generally accepted … Continue reading

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Differences between “Inquiry” and “Practices”

“Inquiry” and “practices” are recognized actions in science teaching that are used in the Next Generation Science Standards (NGSS).  “Inquiry” was a term which was central to many science education reform efforts–certainly those indicated in the “old” 1996 National Science … Continue reading

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Three major features of “doing” science

NSTA has identified three major features of students who actually “Do” science.  The first of these is Human explorations of the natural world. The second includes Explanations of the objects and events encountered.  And the third requires Evidence to support … Continue reading

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Bruce Alberts’ Grand Challenges Offer Reforms Sought by Science Educators

Bruce Alberts grew up living near Chicago where his love of science started at an early age.  He received a bachelor’s degree in biochemical science and a doctorate in biophysics.  Alberts is best known for having served as President of … Continue reading

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The place of inquiry in the reform of science education

The National Science Education Standards use the word “inquiry” in two ways. It was to be a form of content while also being a way science must be taught. Some argue that the term inquiry needs to have “scientific” in … Continue reading

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How professional development programs can model science

No one is against Professional Development (PD) for science teachers. But, how it is typically structured remains a major problem. Not many Professional Development efforts outline how the PD can be structured as an example of science itself. Professional Development … Continue reading

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