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Chem for those who do not like it | Posted in Chemistry

Hi! I think you have hit the reason for NGSS right on the head! The phenomenon approach to learning is what drives those students in the classroom. When teachers engage their students with phenomena they have a true curiosity or interest in the interest levels in the classroom drive up. Students are shifting from this rote memorization or even just learning content in isolation; to having a role and a mission of trying to figure something out. Chemistry is especially daunting in isolation. When you give students a task, then build a story around that task where now they need to know this information to complete the task. They will be more engaged. The hardest part is choosing a phenomenon that fits your students. You should figure out what are they interested in. What are things that would hook them? Once you get to know your students more you will know the types of phenomenon’s that will drive them.


Jessica Holman

Periodic Table | Posted in Physical Science

I'm looking for the best way to teach the periodic table structure to 6th grade. My experience has been on the 9th grade level, so I'm not real sure how to approach the subject. 


Shontell Davis

Learning Science Concepts through Play | Posted in Early Childhood

I have been thinking a lot about young children and how curious these children are. They are full of questions..some can be investigated, some can not. These children need to be involved in experiences. That is where the questions begin. I am reminded of a quote "Play is children's work."

I am going to attach an article that certainly might provoke some wondering for teachers of young children.

kathy


Kathleen Renfrew

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