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Addressing Student Diversity and Equity |
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Answers to Teachers' Questions About the Next Generation Science Standards |
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Assessing for Achievement |
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Assessing Scientific Inquiry |
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DCIs, SEPs, and CCs, Oh My! |
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Developing a Scientific Argument |
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Engaging Students in Scientific Practices: What Does Constructing and Revising Models Look Like in the Science Classroom? |
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Engaging Students in the Scientific Practices of Explanation and Argumentation |
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Formative Assessment Probes: Pendulums and Crooked Swings: Connecting Science and Engineering |
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Formative Assessment Probes: Talk Moves |
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From Aristotle to Today: Making the History and Nature of Science Relevant |
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Guest Editorial: The BSCS 5E Instructional Model: Personal Reflections and Contemporary Implications |
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Including Students in a Model of the Earth, Moon, and Sun System |
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Inference or Observation? |
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Is It Engineering or Not? |
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Let's Get Physical |
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Listserv Roundup: A Definitive Guide to the NSTA Listservs |
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Making Science Accessible: Strategies to Meet the Needs of a Diverse Student Population |
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Meet the Mealworms |
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Method and Strategies: Supporting Ideas With Evidence |
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Methods and Strategies: "Inquirize" Your Teaching |
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Methods and Strategies: A Science Lesson or Language Lesson? |
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Methods and Strategies: More Than a Human Endeavor |
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Methods and Strategies: Science Success for Students With Special Needs |
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Methods and Strategies: Strategy Makeover—K-W-L to T-H-C |
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Methods and Strategies: Using Models Effectively |
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Perspectives: Helping Students Understand the Nature of Science |
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Perspectives: The Art (and Science) of Asking Questions |
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Perspectives: The Myth of Catering to Learning Styles |
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Planning NGSS-Based Instruction: Where Do You Start? |
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Point of View: Critical Lesson Evaluation for Preservice Teachers |
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Science 101: Are there different types of force and motion? |
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Science 101: How can hands-on science teach long-lasting understanding? |
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Science 101: How can wind cause a bridge to collapse? |
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Science 101: How Do Microscopes Work? |
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Science 101: How Do We Determine "Cause and Effect?" |
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Science 101: How do we know protons, electrons, and quarks really exist? |
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Science 101: How does a lever work? |
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Science 101: How does a scientific theory become a scientific law? |
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Science 101: How is reading science books different from reading other kinds of books? |
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Science 101: How Should We Use the Concept of Systems? |
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Science 101: Q: How Do We Distinguish Between Living and Nonliving Things? |
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Science 101: What Causes Lightning and Thunder? |
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Science 101: What causes surface tension? |
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Science 101: What causes the different states of matter? |
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Science 101: What Causes Water's Surface Tension? |
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Science 101: What Do We Mean by Structure and Function in Science? |
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Science 101: What’s behind the biological classification system in use today? |
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Science 101: What’s Going on When You Mix Colors? |
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Science 101: Why Aren’t There Magnetic Charges? |
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Science 101: Why Do We Need Standard Units? |
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Science 101: Why Do You Lose AM Radio Reception When You Go Under an Overpass? |
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Science 101: Why Don't All Rolling Objects Reach the Bottom of an Incline at the Same Time? |
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Science 101: Why is a light-year a unit of distance rather than a unit of time? |
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Science in Sync |
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Science Sampler: Mission Possible—Students reading in the science classroom |
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Science Sampler: Special lessons from special needs students |
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Science Sampler: Teaching science to middle school students with learning problems |
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Scientific and Engineering Practices in K–12 Classrooms |
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Scope on the Skies: And then there were eight |
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Teacher’s Toolkit: Promoting and supporting scientific argumentation in the classroom—The evaluate-alternatives instructional model |
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Teacher's Toolkit: A Visual Representation of Three-Dimensional Learning: A Tool for Evaluating Curriculum |
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Teacher's Toolkit: Bridging the Three Dimensions of the NGSS Using the Nature of Science |
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Teacher's Toolkit: Scaffolding Students Toward Argumentation |
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Teaching for Conceptual Understanding |
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Teaching Teachers: Lessons in Cooperative Learning |
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Teaching Teachers: Preservice Teachers' Views of Scientists |
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Teaching Teachers: Reaching the Reluctant Science Teacher |
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The Benefits of Scientific Modeling |
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The Early Years: Counting a Culture of Mealworms |
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The Early Years: Learning Measurement |
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The Graph Choice Chart |
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The Next Generation Science Standards: Where Are We Now and What Have We Learned? |
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The NOS Challenge |
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The Science and Literacy Framework |
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The Second Dimension—Crosscutting Concepts |
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Three-Dimensional Instruction: Using a New Type of Teaching in the Science Classroom |
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Using Simple Machines to Leverage Learning |
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