Science in the Middle School Revisited: Contrasting 1965 with 1990

Describing science as middle school students experience it continues to be a challenge. The science that students experience in the classroom is that which their teachers have selected and organized for them. This selection/organization process is itself guided by the teacher\u27s knowledge base and the expectations of the schooling context. Presented here is a contrast practiced in the middle school in 1990 with 1965. The findings show that while teachers today may be better prepared in terms of academic courses, they are still not being adequately prepared to work with the emerging adolescent in the middle school

Using a Computer Simulation to Teach Science Process Skills to College Biology and Elementary Majors

The Lateblight computer simulation (Arneson and Ticknor, 1990) has been implemented in the general biology laboratory and the science methods course for elementary teachers to reinforce the processes of science and to allow the students to engage, explore, explain, elaborate and evaluate the methods of building concepts in science. The students develop testable hypotheses and then use the program to run experiments and collect data. In addition, they research relevant background information and subsequently present their results in a poster during class

Dance of the Chromosomes: A Kinetic Learning Approach to Mitosis and Meiosis

Understanding mitosis and meiosis is fundamental to understanding the basics of Mendelian inheritance, yet many students find these concepts challenging or confusing. Here we present a visually and physically stimulating activity using minimal supplies to supplement traditional instruction in order to engage the students and facilitate understanding and retention of these concepts. This kinesthetic activity has students modeling the events of mitosis and meiosis by acting as human chromosomes. This exercise has been used in a sophomore level genetics class at a state university, but it should also be suitable for high school and introductory college classes. Anon-line survey was used as an assessment of transfer of knowledge, and this also allowed students the opportunity to comment on this exercise as a learning experience. While it was difficult to be quantitative in our evaluation of learning, student responses to the survey overwhelmingly characterized the exercise as advancing their ability to understand or visualize the processes of mitosis and meiosis