The Radical Idea of Helping Students Construct Their Own Ideas

Helping students construct their own ideas is considered by some educators a subversive idea that runs counter to the present impetus of the Race to the Top and NCLB Waivers. These Federal programs, especially NCLB, have created a narrowing of the curriculum, a data-driven, test-based school culture, and the despicable use of student tests as […]

The Footprints Puzzle as a Pedagogical Tool

In recent posts, I’ve discussed the history of the Footprints Puzzle which was prompted by an article (Tracking the Footprints Puzzle) in the Journal Science Education by Ault and Dodick, and explored the relationship between approaching science as a process approach, or as a conceptual or content viewpoint. In this post I am finishing my […]

Why Cooperative Learning Should Be Natural in Science Teaching

One of the major pedagogical strategies used in schools is the didactic approach in which the teacher delivers the content for the students to learn. Yet, didactic strategies have raised more questions than the benefits of this direct teaching model. Instead, over the past 20 years this old model of teaching has been replaced by […]

Science Teaching Research Around the World: Eurasia Journal of Mathematics, Science, and Technology Education

I recently became acquainted with a relatively “young” journal of research devoted to helping us understand science teaching: The Eurasia Journal of Mathematics, Science, and Technology Education (EJSMT). EJSMTE has its headquarters in Turkey. It’s editor, Hüseyin BAG, is professor at Pamukkale Universitesi, TURKEY, and the Associate Editor, Mehmet Fatih TASAR, is professor at Gazi […]