Abstract
This paper discusses the methods and techniques for teaching science to preschool students. Early childhood is the most impressionable time in a child's life and everything that he learns now prepares him for more complex concepts in later years. It is therefore very important for teachers to adopt strategies, which are developmentally appropriate.

Tags:teaching, science, preeschoolers

Abstract
This paper looks at the cultural and religious beliefs of the indigenous Australians that make it difficult for them to understand the concept of Western science. The paper then attempts to identify the best methods for science teachers to teach science to the indigenous Australians, while simultaneously stressing that teachers should teach that which is relevant to the lives of the indigenous students and in keeping with their traditions and customs.

From the Paper
"Sadly, relations between one people and another have not always been friendly. The situation is exacerbated further still, when the two peoples who come into contact with each other have very little in common, as in the case of a complexly organized, technologically advanced nations that suddenly finds itself face to face with a nation of hunters and gatherers. Such was the situation when the English established their first colony at Botany Bay. The United Kingdom was a country of millions of people, all under the rule of a single government. It possessed all the physical trappings of an advanced society. The British used and manufactured metal implements and weapons. They possessed a highly elaborate system of writing and record-keeping; had many different forms of communication and transportation; and made great buildings and cities out of wood, brick, and stone. They were also accustomed to exploring and investigating their world."

Tags:nomads, hunting, animals, fishing, gathering, ancient, spirits, ancestors, alien, religion

Abstract
This paper explains that science education in kindergarten presents the most basic ground for students to understand that science involves them in a dynamic formation of concepts and explanations. The author points out that one teaching approach is the traditional teacher-directed form, used mainly with older students, and the other approach is the informal constructive model, which uses child-initiated activities. The paper underscores that there is no concrete research findings on which of the two approaches are more appropriate to use in kindergarten science education. Rather, many preschool classrooms employ a blend of the two teaching disciplines. The author presents the use of realias, realistic objects common in the environment, as an outstanding tool to teach children scientific concepts.

From the Paper
"The scientific method can already be taught as early as child's kindergarten years. Kindergarten students must start their study of science using their five senses to observe their surroundings. The class must be set up in such a way that it would provide a motivating atmosphere where students learn to explore the physical world around them. Their natural inquisitiveness often leads them to investigate the world by observing and operating objects that are common in the surroundings. In addition, children learn to deduce their observations by gathering bits of information or data for them to base their scientific explanations."

Tags:constructive, child-initiated, blend, realia, dark

Abstract
This paper examines whether the attitudes of teachers have changed toward science teaching due to instructional focus or interventions such as STS (Science/Technology/Society), values and ethical issues and the nature of science. The paper contends that the emerging research is clear in illustrating that learning science in an STS context results in students with more sophisticated mastery and ability to use process skills. The paper claims that all students improve in terms of creativity skills, attitude toward science, use of science concepts and processes in their daily lives and in responsible personal decision-making.

Outline
Abstract
Objective
Introduction
Methodology
Literature Review
Four Pedagogical Issues
Findings
Summary and Conclusion

From the Paper
"Socioscientific issues (SSI) and Science, technology and society (STS) are distinct in that STS education in not 'embedded in a coherent developmental or sociological framework that explicitly considers the psychological as well as the epistemological growth of the child nor the development of character or virtue." However, the SSI movement holds its' focus on the empowerment of students in consideration of how issues based on science reflect the moral principles as well as the elements of virtue encompassing their lives, the physical world as well as the social world about them. (Zeidler, et al, 2000) Colleges and universities have recently undertaken initiatives to create Preservice teacher programs that better enable the instructional practices of the teacher. The National Science Teachers Association (NSTA) states that they view STS, "as the teaching and learning of science in the context of human experience."

Tags:development, cognitive, sociological

Abstract
This paper explains that significant advances in scientific knowledge has refuted many misconceptions about the solar system but these mistaken beliefs persist especially among students between the ages of 11 and 14. The author stresses the importance of correcting their misconceptions as they advance through school so that they can be prepared for the more advanced high school and college science and astronomy courses. The paper indicates that using lab studies, experiments and continued learning outside of the classroom are all measures that can prove useful in replacing misconceptions about the solar system with fact.

Table of Contents:
Introduction
Some of the Misconceptions
Literature Review
Conclusion

From the Paper
"Concepts related to the force of gravity were demonstrated with hands-on activities utilizing a rubber sheet to represent the "fabric" of space and spherical objects to represent various celestial bodies. Demonstrations of planetary motions, both revolutions and rotations, involved the hands-on use of Styrofoam planets and moons, as well as a stationary light bulb to represent the sun. The students went through a five day class to refute the misconceptions and then the same questions were asked to determine if they held onto the misconceptions or replaced the knowledge in their minds with scientific facts."

Tags:sphere, sunrise, research, television, naive

Abstract
This paper examines the different elements of the teaching profession and suggests that some aspects of the profession make it a science and some aspects make it an art. The paper contends that, while the pedagogical element of teaching is a science, the aspect of teaching most concerned with human interaction is an art. The paper makes use of several sources to support the notion that teaching is both a science and an art.

From the Paper
"Teaching clearly makes use of both science and art today. In the past, teaching was much more science than art, and teachers were left largely to their own devices to determine how to reach their students and what to teach. As teaching became a profession, with a course of instruction to prepare teachers, the idea that teaching was a science became more prominent, with the colleges emphasizing this idea as they inculcated teachers into specialized knowledge and methods based on scientific research, including school testing, empirical research into learning styles and processes, and so on."

Tags:learning, guidance, classroom, testing, methods, instruction, individuals, groups

Abstract
This paper discusses the experience of a secondary school teacher presenting Earth Science coursework, covering the various teaching related tools and skills necessary for teaching science in the secondary school setting.

Contents:
Objective
Introduction
Inquiry-Based Instruction Defined
Development and Demonstration of Inquiry Based
Learning Activities in Science Instruction
National Science Education Standards and Grade Appropriateness
Classroom Dynamics for Secondary School Instruction
Assessment in Earth Science Teaching
Design of Curriculum
Example: High-School Earth-Science Activity
Original Middle-School Earth-Science Activity
Teacher Presentation
Lesson and Activity Objectives
Grading for Science
National Norm Referenced Testing for Science

From the Paper
"Earth Science is particularly complicated in relation to instruction in the contemporary classroom. This is because of the many political and social issues involved in this area of study which, in the eyes of many, is an area of religious import as well. Furthermore, the initiative to teach in an inquiry-based manner further expands the research and examination in relation to providing instruction in Earth Science. When considering a method of instruction it is critical to take into account the grade-level appropriateness in relation to the curriculum and inclusive classroom activities when planning the instructional lessons and accompanying activities."

Tags:classroom, students, education, curricular, field, trip, chemical

Abstract
The paper discusses how teaching is an art because teaching is, by its very nature, creative and interpretative. The paper shows how it requires both experience and previous advanced-level study of an academic subject. The paper maintains that teaching is also a science because it involves both the formal study of education and/or an applied academic area. The paper relates that teaching also requires a scientific process of trial and error in order to evaluate which pedagogical approaches and techniques work well in the classroom.

From the Paper
"Subsequently, student teaching gives the newest teachers their first actual classroom teaching experiences, and then teachers acquire further teaching experiences in their own classrooms once they finish their student teaching requirement. Experience is valuable for teachers because it is that alone that teaches them what works in the classroom and what does not; it is through experience, in fact, that teachers acquire (or, in many cases, do not acquire) the distinct "artfulness" of teaching style that distinguishes them in their profession and sets them apart from others."

Tags:academic, study, creativity, style

Abstract
The paper creates a series of five lessons in math and science demonstrating how technology can be used to teach content. The five forms of technology demonstrated include YouTube videos for geometry, a GUI for calculating a family's carbon footprint, a calculator for figuring sales tax and a tip, an interactive website to teach about tsunamis and a digital camera to learn about the rotation of the Earth on its axis.

From the Paper
"Math Lesson One: Using YouTube To Teach Geometry. In this lesson students use songs and cartoon images on YouTube to learn geometric shapes and then create their own skits or PowerPoint presentations modeled after these videos. Pairs of students view three videos ("Polly had a polygon," "The Shape Song: An Instructional song for Young Children" and "Polygon" by Peter Weatherall). They are then assigned four shapes and a task to create their own musical presentation describing these shapes. Students may select from a list of suggested nursery rhyme tunes (Ex. Mary Had a Little Lamb or...)"

Tags:technology, science, math

Abstract
This paper describes the format and content of the Praxis science test, which most states in the US require for teacher certification. The paper further suggests strategies for students to prepare for the exam, such as how to anticipate correct answers and using the study manual. The paper is divided according to each section of the test and examines each section's specific content.



Outline:
Introduction
Test-Taking Strategies
Physical Science
Life Sciences
Earth Sciences
Conclusion

From the Paper
"The content area of the Praxis II Science test consists of multiple choice and constructed-response questions. Every time a student takes a Praxis test, the questions will be will be multiple choice and constructed-response questions, but every time, the questions will be different., Nevertheless, the questions will always test the same areas and domains within the subject content area. There are several strategies that can be applied to improve the chance of answering the multiple choice questions correctly. As the teacher candidate is preparing to take the Science content area test of the Praxis II, the following strategies can help improve the student's chance of correctly answering the questions. "

Tags:education, certification, Praxis, science, education, teaching