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April 21, 2017

[* Adapted from an article by Burt Granofsky published at www.edc.org June 2015]

Two girls playing with batteries and bulbs

Three D cell batteries, some alligator cables, a few large paper clips and four white holiday light bulbs, each with two wires protruding from the base, litter the table between the two girls. Their challenge is to light up all the bulbs at the same time – two bright and two dim. Their faces are pictures of concentration as they tinker with the materials. One of them connects two wires to a bulb and looks at her partner.

The other girl shares the bad news. “It didn’t...

April 14, 2017

Now that the science practice are embedded into every one of the Next Generation Science Standards [NGSS] as well as other state science standards, teachers and science specialists are responsible for changing the nature and patterns of classroom instruction to accommodate this new approach.

On the face of it, this might seem simple enough, since most science teachers already require students to ask questions, review evidence, construct explanations and so on. But reviewing and analyzing (and remembering) evidence, conclusions or hypotheses in other people's work is very different from f...

April 12, 2017

Science for children should be amateur science -- science for the love of the game.

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Before the age of professional science, the community of "natural philosophers" all across the world who eventually uncovered the principles of electricity, anatomy, force and motion, evolution, astronomy and so on that we recognize as the basis of today's science, did so in the belief that the sensible world (cosmos) was governed by identifiable patterns of predictability (laws) -- contrary to the prevailing belief that the workings of nature were unknowable and firmly within the capricious prerogati...

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April 12, 2017

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