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The Science Teacher issues for the year 2018 are currently being displayed

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November 2018

The events of summer 2018 warn us that climate change is not a far-off event. Global warming is real, it is caused mainly by human activity, and it is here now. Teachers must stand up for evidence-based climate science. This month's issue features articles in which climate change has an impact in subject areas as varied as oceanography, solar energy, geology, and forestry.

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October 2018

STEM programs prepare students for careers in the innovation and information economy, and make learning more interesting and relevant. They enable our nation’s youth to develop the critical thinking skills required to make informed decisions about public policy, evaluate claims made in the media, talk to their doctors, and manage daily lives that increasingly rely on technology. Quality 21st-century STEM education is vital for the future of our students, country, and world.

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September 2018

Cookbook labs and memorization of discrete facts do not give students an authentic sense of the creative nature of science. So how do we convince students that creativity is at the heart of science and engineering? For a start, our teaching must itself reflect creativity and innovation. Problem- and project-based learning, authentic engineering tasks, and student-centered inquiry can all involve students in creative, complex problem-solving and design. We must create science classrooms that develop curiosity, encourage divergent thinking, and nurture creativity. Can we inspire students to create their own “Age of Wonder?”

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August 2018

One of the most important things students can learn in their science classes is the ability to think critically. Science content is important, of course. Our future scientists and engineers need deep understanding of the big ideas of science, as do all citizens. But students must also develop the lifelong habit of critical, analytical thinking and evidence-based reasoning. Scientific facts and ideas are not enough. The ability to think critically gives these ideas meaning and is required for assessment of truth and falsehood.

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July 2018

One of our most important tasks as science educators is to encourage students to consider careers in science, technology, engineering, and mathematics (STEM). Both our nation and world face increasingly complex and challenging problems that require a skilled STEM workforce. As science teachers, we need to get the word out: Learning science, engineering, and mathematics can lead to a life’s work that is interesting, rewarding, and meaningful. Our classes must encourage students to pursue these fields and provide them with the skills necessary for success.

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April 2018

This issue marks our 23rd consecutive annual spring issue devoted to the theme, “Science for All.” This theme has evolved considerably over its lifetime, and now targets a broad range of student differences while still maintaining its mission: providing teaching ideas and strategies to narrow the academic achievement gaps associated with ethnicity, socioeconomic status, gender, physical disabilities, limited English language proficiency, and learning differences.

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March 2018

On August 24, 2010, three earthquakes of magnitudes between 5.3 and 5.7 reduced the town of Amatrice, Italy to rubble. A bell tower built in the 16th century was damaged, but remained standing. Learn how to integrate phenomena such as earthquakes into your curriculum with the articles in this issue of The Science Teacher!

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February 2018

Join the movement with this issue of The Science Teacher! Maker spaces are popping up in classrooms across the country, creating opportunities for teachers to integrate engineering into their STEM curricula. Make the most of the Maker Movement in your classroom by checking out the Elements of Making article. We hope you’ll be able to use the framework described to support making in your science classroom.

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January 2018

Innovation is often overshadowed by invention. But improving on earlier successes is a crucial part of human endeavors, including teaching. The articles in this issue present some new twists on existing classroom techniques, from interactive word walls to an unconventional use of the microscope. The concept of innovation also applies to the new look of The Science Teacher, debuting with this issue. We have redesigned the journal to be more accessible and modern with a cleaner presentation. We hope you like it.

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