in Print and Online
Inquiring into Inquiry Learning and Teaching in
Jim Minstrell and Emily
H. van Zee (Editors)
Scientists, teachers, researchers, professional development specialists, and
administrators focus on these questions: Why inquiry? What does inquiry look
like? What are some issues associated with shifting twoard inquiry-based practices?
The Physics of NASCAR:
How to Make Steel + Gas + Rubber = Speed
From building cars to everything that has to happen in
the garage before the driver even shows up, this book gives
an inside look at the science that makes cars that win.
Physicist Diandra Leslie-Pelecky offers an informative
and exciting look at the cutting-edge science and engineering
involved in the "extreme automobiles" of NASCAR. A
companion website is being developed for science teachers
of grades 6-12, informal science educators, and science
The Science Inside
This new publication from AAAS explores how people learn,
from infancy to old age. How do babies learn language?
Can elderly people learn new skills? What strategies can
you use to improve your learning? As these and other questions
are addressed, the author introduces some of the latest
research on what happens in the brain when we learn, and
how that might apply to your daily life. Copies were distributed
at the March 2008 GK-12 meeting. If you would like a
copy of this book, please contact firstname.lastname@example.org.
American Association for the Advancement
of Science (AAAS)
Many of the tools developed
to advance literacy in science, mathematics, and technology are now available
online and on disk. These include Science
for All Americans, Benchmarks for Science Literacy, and the
evaluations of middle- and high-school mathematics textbooks.
Encyclopedia of Earth
An electronic reference about the Earth, its natural environments, and their interaction with society. The Encyclopedia is a free, fully searchable collection of articles written by scholars, professionals, educators, and experts who collaborate and review each other's work. The articles are written in nontechnical language and will be useful to students, educators, scholars, professionals, as well as to the general public. Anyone who teaches undergraduate or graduate courses is invited to participate in the Student Science Communication Project. This science writing initiative allows students to develop writing skills through the preparation of articles for publication in the Encyclopedia of Earth, under the guidance of faculty members.
LinC (Lessons in Conservation) Online Journal
American Museum of Natural History's
Center for Biodiversity Conservation (CBC), and the Network
of Conservation Educators and Practitioners (NCEP)
An open-access journal that provides educators
and students free, downloadable lessons on biodiversity
semi-annually by NCEP, the electronic journal LinC provides
teaching modules that include synthesis documents summarizing
a wide range of conservation-related topics, field or
laboratory exercises, and relevant short case studies
with teaching notes to help educators tailor their lessons
to local issues or questions. All modules include current,
peer-reviewed content and are designed to facilitate
active approaches to teaching and learning.
Science Books & Films
American Association for the
Advancement of Science (AAAS)
A critical review journal to help you make the best decisions
when choosing science materials for your library, classroom,
New European journal promotes inspiring teaching of biology,
physics, chemistry, and earth sciences. Highlights the
best in teaching and cutting-edge research, and focuses
on interdisciplinary work. Find teaching materials, recent
discoveries in science, education projects, interviews with young scientists
and teachers, education research, book reviews, and European events for teachers.
Reports, Monographs and Proceedings
Capacity, and Continuity: A Trilogy for Student Success
Eric J. Jolly, President, Science
Museum of Minnesota
This report suggests ways to increase the
number and diversity of those pursuing education and
careers in science, technology, engineering and mathematics
(STEM). The report analyzes why successful individual
reform efforts have not led to broader increases in
students achieving at high levels nor entering science
and math oriented careers, and identifies three components
necessary to increase success in quantitative sciences:
engagement, capacity, and continuity.
New Resources from the Diversity Institute
at the Center for the Integration of Research, Teaching,
and Learning (CIRTL)
The Diversity Institute at
the University of Wisconsin has created peer-reviewed, research-based
diversity resources to prepare future STEM faculty to effectively teach
diverse student audiences.
Book — Introduces considerations of diversity through
training in communication skills, assessment of student
learning, course design, evaluation, and group dynamics
Book — facilitates discussions of challenging issues
that may arise in classroom, labs, or departmental
or advising situations
Literature — presents (1) information on successful
programs that retain minority and female students
in STEM disciplines, (2) educational research describing
practices that improve the climate for all students,
and (3) studies documenting institutional, cultural,
pedagogical, and interpersonal obstacles that face
females and minority students in engineering
Matters — inclusive syllabi from
courses that include both science and diversity-related
GE Foundation Report — A
System of Solutions: Every School, Every Student
Summary [PDF] and Final
American Association for the
Advancement of Science (AAAS)
A response to the question: How can school systems
be supported to increase achievement for all of their
students? The response is based on an analysis of
Urban Systemic Initiative evaluations, a review of
reform" literature, and interviews of key personnel of 10 Urban
Systemic Program districts that had demonstrated
student achievement gains as well as narrowing of
performance gaps between minority and non-minority students.
Science Graduate Students in K-8 Classrooms: Experiences
Penny J. Gilmer, D. Ellen Granger,
and Wilbert Butler (Editors)
Describes the development and implementation of
a GK-12 project and examines the successes and challenges
using a variety of data resources and sociocultural
For a paper copy of this document, contact email@example.com.
For an electronic copy of this document, download
the PDF version [4MB. Note, if your Adobe/Acrobat Reader cannot
open this file, you may need to download a newer version
free Adobe Reader.]
Proceedings of the Southeast Regional
GK-12 Conference, September 29-October
View Proceedings. (Click
on “Information on the Southeast Regional Conference.”)
University of Massachusetts Boston. Sevian, Hannah and Gonsalves, Lisa (2008) 'Analysing
how Scientists Explain their Research: A rubric for measuring the effectiveness of scientific explanations', International Journal of
Science Education,30:11,1441 - 1467 DOI: 10.1080/09500690802267579 URL: http://dx.doi.org/10.1080/09500690802267579
Clarkson University. Successful Institutionalization of a K-12—University STEM Partnership (Winner of the "Best Paper Award" from the American Society of Engineering Educators' K-12 Division at the 2008 Annual conference.) The paper describes how Clarkson University institutionalized its GK-12 Track 1 and Track 2 grants.) View online [PDF].
Cornell University. Learning to Teach: Alternatives to Trial by Fire, by Nancy Trautman, in the May-June 2008 issue of Change. View online.
Cornell University Science Inquiry Partnership.
(Articles on integrating research into the K-12
classroom and teaching science through inquiry.) View online.
Montclair State University
Reflections on Montclair State University-Beijing Connection, an article about Montclair State University's Fellows in the Middle GK-12 program collaboration with Beijing universities, in the November 2008 issue of MAA FOCUS. View PDF.
Science Sampler: Node graph visualizations for eighth-grade mathematics students using a virus transmission simulation, by a Purdue teacher-fellow team in the National Science Teachers Association (NSTA) Science Scope, July 2008. View online.
Southern Illinois University and University of Oregon
Bridging the Gap: Spanning the Distance Between High School and College Education, Olivia Messinger, Scott Schuette, Janet Hodder, Alan Shanks, 2009. Frontiers in Ecology and the Environment: Vol. 7, No. 4, pp. 221-222.
University of Illinois, Urbana-Champaign.
(Articles on collaborating, community building, and integrating
technology into K-12 classrooms.) View online.
University of Missouri, Columbia
Professional Skills in the Engineering Curriculum, by Ashwin Mohan, Dominike Merle, Christa Jackson, John Lannin, and Satish S. Nair, published in IEEE Transactions on Education, October 2009. View abstract and purchasing information.]