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Journal Cover The Science Teacher

February 2015

It's arguable that all science learning begins and ends with obtaining, evaluating, and communicating information. We think of scientists and engineers working in the laboratory or outside during field research, but it turns out that reading and writing comprise over half the work of practicing scientists and engineers. Communicating science and engineering understanding is challenging, but the rewards are great, giving students a unique opportunity to synthesize ideas and solidify understanding. You can start by having students keep a science notebook or journal—including drawings, numbers, and words. We hope this issue inspires you to reinforce this important practice in the classroom.

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Journal Cover The Science Teacher

January 2015

Project-based learning can be an important instructional model for meeting the three-dimensional learning goals of the Next Generation Science Standards. Complex, real-world projects provide opportunities for students to deeply engage in multiple science and engineering practices—like developing and using models, constructing explanations, and engaging in argument from evidence—while learning specific disciplinary core ideas and crosscutting concepts that can be used to make sense of phenomena and design solutions to relevant problems. This issue offers a variety of examples that may inspire you to try project-based science in your own classroom.

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