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Journal Cover Journal of College Science Teaching

September 2006

Dispel misconceptions, introduce the mathematical tools of science, and relieve the anxiety of nonscience majors at the start of your course with "A 'Nature of Science' Discussion," which incorporates inquiry-based activities and an extended investigation. Also in this month's journal you will learn how a Virtual Vee Map can make internet inquiry more palpable. You will get a crash course on Nanotechnology, while reading an indepth discussion on the ubiquitous iPod.


Add to Library A "Nature of Science" Discussion: Connecting Mathematics and Science
Journal of College Science Teaching, Sep 06
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Nonscience majors often come into science courses with misconceptions about the nature of science. As part of an integrative mathematics and science course, we have structured a continued dialogue regarding the nature of science through inquiry-based classroom activities and an extended investigation.
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Add to Library A Message from the NSTA President: Quality Science Teachers -- Essential to America's Future
Journal of College Science Teaching, Sep 06
Our nation has begun to take science and the accomplishments of scientists in the United States for granted. The telephone, airplane, automobile, electric power, atomic fuel, vaccine, transplants, medicines--all of the discoveries of the past century--were expected outcomes of the US education and economic systems. But, we cannot rely on the past century for what will become the legacy of this country. Quality science teachers are essential to America's future.
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Add to Library Editorial: Discipline-Based Research in College Science Teaching
Journal of College Science Teaching, Sep 06
We are, all of us, devoted to our sciences. For college science faculty this devotion to our respective disciplines extends in part to teaching. We share a common characteristic: we have extensive training and experience in the methods of science and in our own disciplines, particularly. In recent years these methods have been turned, by scientists intensely interested in teaching their own area of science, on the challenge of teaching. This effort hs been described as discipline-based research in learning and teaching science.
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Add to Library Point of View: A Gentle Reminder that a Hypothesis is Never Proven Correct, nor is a Theory Ever Proven to Be True
Journal of College Science Teaching, Sep 06
Teachers have created a huge misconception for students and non-scientists who read and use textbooks. They have come to believe that science is absolute and not open to challenge. Worse still for the scientific community is the fact that, in common speech, theory has almost the opposite meaning from its use in the sciences.
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Add to Library Society for College Science Teachers: iPods -- Informative or Invasive?
Journal of College Science Teaching, Sep 06
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The ubiquitous devices, known as iPods, are being used in a variety of teacher-centered ways. In some classes, students are using them to record interviews and produce reports or other audio or video products to be shared with other students. The most widely promoted use, however, is to produce audio recordings of lectures, although the new iPods make video recordings another attractive possibility. The iPod's appeal to instructors and administrators is the vision that students can review lecture material anytime, anywhere, while doing anything. Proponents suggest that if students can replay information-dense lectures at their own convenience as often as they wish, they will absorb the information better. Students, including those for whom English is a second language and, perhaps, those with processing difficulties, should all benefit.
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