Teaching Science

By Justin Hazard

There are a lot of aspects that a teacher can take away from each and every lesson.  Some of these aspects can include positive feedback or negative feedback from the students.  The feedback should be seen by all teachers as an opportunity for growth in their teaching career no matter how the lesson progressed.  The feedback can show the teacher what can be added or changed to improve the lesson or the feedback can show the areas that should remain the same and be highlighted as high points or even used in other lessons to create growth in other areas. Continue reading


Student Motivation

By Ashley Lammers

Although there are general milestones and characteristics of development, all children progress differently and at their own rate in all aspects of development — social, academic, and emotional.  When considering the notion of intrinsic and extrinsic motivation in children, both forms can produce a child who is productively and effectively learning new information; however, intrinsic motivation produces a more genuine interest in learning and willingness to try new things and take on more challenging problems just for the sake of learning, or “figuring it out.”  Continue reading

Factors to Successful Collaborations

by Kelsey Kinnison

While taking an elementary education science methods course at the University of Nebraska, I had the opportunity to take part in a Lincoln Community Learning Center. The Lincoln CLC consisted of an after school program science club that occurred once a week for five weeks at Huntington Elementary with K-2nd grade students. The following post is about my journey collaboratively working to create and teach a science unit on penguins within a CLC and the knowledge and professional growth I gained from this experience.

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Confronting Myths & Misconceptions

by Joanna Fineran

It is very apparent that students hold on to myths and misconceptions in many different areas of academic study, but it is probably most prevalent in the study of science. The study of science is complex; at times, fluid and active, the instruction of science changes and evolves. This may be the cause for many of my own scientific misconceptions. In the majority of my academic career, the method of instruction for science was to teach the facts out of a textbook. Continue reading