Help improve Science a Text Book

If you don't like science or if you do, you can write and be considered for publication in a WeBooks science book. You can join if you are interested in improving science education. You can join in if you home school, or go to a public or private school. You may write in any language as long as you include an English translation. You must be of legal age to submit work, however, a parent or guardian may submit for those under age. The entries will be edited prior to publication in a text. In a way, this is global, "brainstorming," for a new book. Your participation is welcome. What you post may also guide the development of interactive technology and laboratory exercises for science classes. Please do join in and improve science literacy.
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Science Education, Worldwide...

Please submit science education news and teaching ideas from your part of the world. You can add news in, "comments," or submit an e-mail to Dr-J: shipmanjs(at)gmail.com. Also give feedback on lesson ideas you have tried or links you've found. Specify your contact information if you would like responses or ask that your name is withheld. Children and youth under 18 need to have adults submit their information.

Evaluate---> Create

Here's a post on teaching higher order thinking skills: http://www1.chapman.edu/univcoll/faculty/piper/2042/essential.htm

Use it and use the HOT Skills wheel as you read it. Use your background knowledge and your value system to evaluate what it says. You can do the entire post, or, just a paragraph. But, try to probe deeply into the ideas presented. Relate them to teaching/learning science.

Next, create something out of that reading and evaluation. Perhaps a video or a paper expressing key ideas and how you can use them to solve the, "No Child Left Behind," riddle. (Because as the NCLB stands, too many children are being left behind.) Or perhaps, you can create a painting or a ballet to convey a suggestion for public policy related to science education. Or, maybe, you have come up with a great lesson plan idea and you want to prepare a dynamic class for next week's science lesson.

Here are some ideas from the HOT Skills link above written earlier in this blog. You can use these ideas together with what you already know to help you evaluate the Chapman post and then create or synthesize your new ideas or ways of presenting based on what you read. What will you create?

Analysis: Do you see patterns? How are parts organized? Do you recognize any hidden meanings? Can you identify components?

Application: You can apply the data when you use information, methods, concepts,and theories in new situations. Solving problems by using required skills or knowledge is also, "application." For example, did you apply math skills that you already have to analyze the data.

Synthesis: Can you generalize from given facts, relate knowledge from several areas, predict, draw conclusions and use old ideas to create new ones? assess value of theories, make choices based on reasoned arguments, verify value of evidence, recognize subjectivity, compare and discriminate between/among ideas.

Remember to step through the thinking processes and be sure to use, "evaluation," and "creation." Have fun thinking deeply and being creative, too.

A Sampling of Topics to be Presented at Asian Association for Biology Education (AABE 22)

This post still under development. Please check back later.

A Sampling of Topics to be presented at
The 22nd Biennial Conference of the AABE
Program and Abstracts

ANA Gate Tower Hotel, Osaka, Japan
November 21-24, 2008

An Analysis of Skills for Use of Scientific Ability in the University Entrance Qualification
Examination Biology Test by Tomoko OHMORI
O-18
Standards for the Development of Certification Examinations for Secondary School Biology Teachers in Korea
by *Hae-Ae SEO, Ho-Kam KANG and Yong-Jin KIM
O-19
Examining Practices in an Inquiry-based, Work-oriented Science and Technology Classroom: Implications on Biology Education
by Jessamyn Marie O. YAZON
O-20
An Example of a Support to the Integrated Study of a Junior High School of Japan in the Local Community
by Mitsuo SAITOH
O-21
Development of Biology Audiovisual (CD) Teaching Material for Developing Experimental Basic Skills of Science Teacher on Developing Country
by *Namio NAGASU, Toshinobu HATANAKA and Nobuyasu
KATAYAMA
O-22
Multimedia Presentations on the Human Genome "Implementation and Assessment of a Teaching Program for the Introduction to Genome Science Using a Poster and Animations"
by *Kei KANO, Saiko YAHATA, Kaori MUROI, Masahiro
KAWAKAMI, Mari TOMODA, Koichi MIYAKI, Takeo
NAKAYAMA, Shinji KOSUGI and Kazuto KATO

Poster Presentations:

P-01
Diversity of Birds and Food Plants of Birds at Wiang-Kosai National Park, Thailand by Surakan PAYAKKHABUT

FYI (For your information): Wiang Kosai National Park P.O.Box 1 Amphur Wang Chin Phrae Thailand 54160 Tel. 0 5455 6763 (VoIP), 0 5450 9322 E-mail reserve@dnp.go.th

P-02
Cercarial Infections of Freshwater Snails Genus Bithynia Leach, 1818 in the Northeast of Thailand by *Duangduen KRAILAS, Chayada CHOTSRISUPPARAT,
Sirilak CHOTESAENGSRI and Tunyarut KOONCHORNBOON

P-03
Trematode Infections Obtained from Freshwater Snail Melanoides tuberculata in the North Thailand
by *Duangduen KRAILAS, Wivitchuta DECHRUKSA, Namfon PATTARADUSSADEE, Suluck UKONG, Wasin INKAPATANAKUL
and Tunyarut KOONCHORNBOON
P-04
Sensitivity to Chemical Attractant of Diacetyl
after Pre-exposure to Diacetyl is Inversely Related
to Life-span of the Nematode Caenorhabditis elegans
by *Tetsuya MATSUURA, Seiko SUZUKI, Ayaka MUSASHINO
and Mitsuyuki ICHINOSE
P-05
The Study of Biosurfactant as a Cleaning Agent for
Insecticide Residue in Leafy Vegetable
by *Churdchai CHEOWTIRAKUL and Nguyen Dieu LINH
P-06
Variability in Acetylcholinesterase upon Exposure to
Chlorpyrifos and Carbaryl in Hybrid Catfish
by *Voravit CHEEVAPORN, Chawanrat SOMNUEK, Chutarat
SAENGKUL and F. William H. BEAMISH
P-07
Effects of Handling Processes on the Quality and
Biochemical Changes in Tissue of Mud Crab, Scylla
serrata, (Forskal, 1755) during Emersion Storage
by *Nongnud TANGKROCK-OLAN and Waritchon NINLANON
P-08
The Effects of Earthworm-formulated and Commercial
Feeds on the Growth and Development of Nile Tilapia
(O. niloticus)
by *Rosa Mistica L. HERMOSO, Blythe N. KE
and Samuel M. GO
P-09
Study on Actinomycetes Soluble Pigments for Suitable
Application
by *Rattanaporn SRIVIBOOL and Udomluck THITIRAKPANICH
P-10
In Vitro Effects of Some Thai Antihelmeinthic Plants
on Tegument Surface and Mortality of Stellantchasmus
falcatus (Trematoda: Heterophyidae)
by Kittisak PHUTTACHAT, Kittichai CHANTIMA, Chakkapong
TEUMMEE, *Siriwadee CHOMDEJ and Chalobol WONGSAWAD
P-11
Effect of IGF-2 Gene on Litter Size and Reproductive
Performance in Pigs
by Waranee PRADIT, Supamit MEKCHAY,
Korakot NGANVONGPANIT, and *Siriwadee CHOMDEJ
P-12
Sound Quality of Salor's Bow from Different Horsehair
Species
by Watcharapong NARABALLOBH, Chamnan TRINARONG,
Narit SITASUWAN and *Siriwadee CHOMDEJ
P-13
Microsatellite Primers in Ficus hirta and Erythrina
subumbrans for Applications
in Tropical Forest Restoration
by Wuttichai PHAIRUEANG, Bhanupong PHROMMARAT,
Prasit WANGPAKAPATTANAWONG, Stephen ELLIOTT,
Sutthathorn CHAIRUANGSRI and *Siriwadee CHOMDEJ
P-14
A Proposal of Recycling Club Model for Environmental
Education in Malaysia
by *Yap Pei SUAN and Shigeyoshi WATANABE
P-15
Investigation of Japanese Biology Curriculum in Primary
School which is Regarded Nature Observation as Important
by *Takayuki SATO and Ikumi ASAHARA
P-16
Creating a Field Biology Program for Your School:
Lessons from the PSHS-Main Campus Experience
by *Nino A. ESPINAS, Ma. Elena K.
DACANAY, Frederick T. TALAUE, and
Melanie Anne B. CHENG
P-17
Environmental Education with Reference to Biological
Aspects for Non-science Majors in Pre-service Teacher
Training Courses by Nobuyasu KATAYAMA
P-18
Effects of Fish Breeding Activity for College Students
Who Aim to Become a Elementary School Teacher
by Fumi NAKANISHI
P-19
Animal-assisted Education at Japanese Schools with Support
from Veterinarians
by *Mihoko NAKAGAWA, Yuka NAKAJIMA and Taro HATOGAI
P-20
Conservation Medical Education Performed by the Wild
Animal Medical Center (WAMC) in Rakuno Gakuen University
by Mitsuhiko ASAKAWA
P-21
Teaching-Materials of the "Rice Plant" in Biology Education
by *Kazuko IIJIMA, Ryuichi SAGO, Tomoko IIJIMA,
Masayoshi UESHIMA and Michinori KARIYA
P-22
Usefulness of Small Scale Biotopes in Kindergarten Education
in the Urban Area of Japan
by *Tsutomu OSAWA and Mitsuo MATSUKA
P-23
The Effectiveness of Using Data Which Have Been Obtained
by Students for Learning about the Human Environment in
Junior High School Science
by *Yasuhiro KANAIZUKA and Nobuyasu KATAYAMA
P-24
The Practice of Environmental Education in Japanese
Elementary and Junior High School Science Using Natural
Resources in Hokkaido Area
by Kiyoyuki OHSHIKA
P-25
The Current State of Myxomycete Collections in Museums
and Future Prospects of the Utilization on Biological
Education
by *Yuka YAJIMA and Kiyoyuki OHSHIKA
P-26
Evaluation of Hypoglycemic Activity of Ardisia sp.
(Myrsinaceae): Mouse Model
by *Edna A. AMPARADO and Dennis D. RAGA
P-27
Evaluation of the Glycemic Effect of Telosma
(Asclepiadaceae) in Normal and Alloxan-induced Diabetic
Juvenile Mice (Mus musculus)
by *Lilibeth A. CAJUDAY and Edna A. AMPARADO
P-28
The Antioxidant Potential of Crude Leaf Extracts from
Selected Endemic Plant Species of the Philippines
by *Reynand C. CANOY, Jan Michael Jesse LOMANTA,
Paolo SIGUAN and Sonia D. JACINTO
P-29
Screening Plant Species for Assessing Cd and Neem
Extract Contamination
by *Vilaiporn BUNYAKITJINDA, Supanyika SENGSAI and
Nongnuch GAMLANGPAT
P-30
Evaluation of Genotoxic Effects of Residue Aza
Containing Neem Extract on Root Tip Cells of Allium cepa,
Zephyranthes rosea and Eucrosia bicolor
by *Wimol KWANKUA, Supanyika SENGSAI and
Nongnuch GAMLANGPAT
P-31
Factors Affecting Cadmium Adsorption
of Kirchneriella lunaris
by *Ptumporn MUANGPHRA, Waramanee PONGSAWAT and
Kanlaya SRIBUDDHACHART
P-32
Genotoxicity of Cadmium to Coelomocytes of Earthworms,
Pheretima peguana and Pheretima posthuma
by Ptumporn MUANGPHRA
P-33
Karyotype Studies of Freshwater Snails, Filopaludina spp.
by *Supanyika SENGSAI, Wimol KWANKUA,
Duangduen KRAILAS and Siriporn KAEWKLOM
P-34
An Application of Conventional and GISH Karyotypes
to Biological Education
―An Example of Compositae Plants―
by *Hisakazu OGURA, Shiguang GUO and Katsuhiko KONDO
P-35
A Validation Study of Shell Porosity Measurements
in Eggshells of the Lesser Black-backed Gull (Larus fuscus)
by *Kampanat THARAPOOM and Ruedi NAGER
P-36
New Teaching Materials on "Life of Oceanic Sea
Skaters and Adaptation to Oceanic Environment"
by *Mika YOKOTA, Toshiki TAMURA, Takao
INOUE, Shiho TAKENAKA Takero SEKIMOTO,
Mitsuru NAKAJYO, Chihiro KATAGIRI and Tetsuo HARADA
P-37
Life Table of Springtail, Xenylla sp. (Hexapoda: Collembola)
by *Vacharobon THIRAKHUPT and Kasem KONGNIRUNDONSUK
P-38
Male Sterile Oxalis corniculata as Teaching Material
for Pollination and Fructification
by *Shigeaki ATSUMI and Megumi KASAHARA
P-39
Classroom Experiment for Studying the Response of
Organisms to Their Environment with the Unicellular
Green Algae Haematococcus pulvialis
by *Haruka MATSUMOTO and Nobuyasu KATAYAMA
P-40 Study on Teaching Materials of Creature in
Elementary School Science Textbooks
―Appropriateness of the Fact that Japanese Schools
begin in April―
by *Junko IWAMA, Shizuo MATSUBARA and
Takashi SHIMOJO
P-41
Close Analysis of Reading Inscriptions
in Biology Textbooks
by *JaeYoung HAN, Yong-Jin KIM,
Jung-In CHUNG, Seong Hey PAIK and
Young-Wook SONG
P-42
Changes of High School Students' Explanatory Hypothesis
Formation by the Anxiety Types of Cognitive Conflict
in Respiration Experiment Task
by *Young-Sik KWON and Kil-Jae LEE
P43
The Development and Application of Teaching-learning
Program utilizing Scientists' Research Papers for
Improvement of the Gifted-in Science Students' Problem
Solving Ability.
by *Hyun-Jung LEE and Kil-Jae LEE
P-44
Learning-related Brain Activation Changes
in High School Students: An fMRI Study
by *Yong-Ju KWON, Il-Sun LEE, Suk-Won KWON,
Il-Ho YANG and Myoung HUR
P-45
Brain-based Differences between Pre-service Science
Teachers' Causal Inference and Perception about
Biological Phenomena
by *Young-Joon SHIN, Jun-Ki LEE, Jung-Ho BYEON and
Dong-Hoon SHIN
P-46
An Exploratory Study on Emotional Factors in the
Elementary Science Instruction
by *Jaeyoung KIM, Chaeseong LIM, Gwangsam RYU
P-47
DVD Talks about the Human and Environment on the
Earth by *Ikuko SHIHIRA-ISHIKAWA, Yasufumi TSUCHIYA
and Atwushi MIYAWAKI
P-48
Space Educational Program - Implementation of
Sample Return Missions
by *Hideaki KOBAYASHI and Tsutomu YAMANAKA

Workshop
W-01
A Simple and Useful Method for the Observation of
Somatic Cell Divisions Using Acetic Dahlia Solution
as a Staining Solution for Biology Class at the
Secondary School Level
by *Yoshihiko YONEZAWA and Hidehiro HANMOTO

Higher Order Thinking Workshop a Success

If you are a school teacher or are concerned at all about science education and you were near Vancouver, I hope you attended. Dr. J S. Shipman led a dynamic group of scientists and educators through activities leading to exciting science lessons...Lessons where students learn, under guidance, how to direct there own science learning. Why is that so important? Because during your lifetime, the world changes and keeping up with new developments in science, or even finding them yourself, can lead to your survival.
. . . TM
An updated version of Bloom's Taxonomy applied in a new way, the H.O.T. Skills Wheel is key to building student confidence in their own ability to think deeply about and be creative in sciences like botany and ecology.
. . . TM
Trying Shipman's H.O.T. Skills Wheel will lead to independent learners who can become great global citizens. Read more here. Contact Dr. Shipman through the, "Read more here," link and then clicking Dr. J's name at that link if you would like to find out more. You can send an e-mail.

Via the internet, participants were also able to connect with the ideas of Dr. Suzanne Kapelari. They had opportunities to try out Plants Cafe, too.

Cornstarch and Water Mixture

Water molecules go in between the starch molecules....
Vocabulary: colloid(s); suspension(s); solution(s); matter; molecules


Spangler does the "walk" across a cornstarch mixture tub on Ellen!
(Ellen Degeneres, February 13, 2008)

He tries to talk Ellen into it, but, a member of the audience does it instead...Ashley from LA.

Advice: Go fast. If not, you sink. (Spangler shows how!)

Ashley goes back and forth... She has fun and doesn't sink.

It's a lot of cornstarch!

So, what is the science?

Other "Cornstarch Science"



http://www.kidzone.ws/science/cornstarch.htm


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More Non-Newtonian Fluid Information:

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http://60secondscience.org/activities/cornstarchAndWater.html
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A related journal article:
http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6V8Y-3WRBNP8-1&_user=10&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=4313de27416a85d7f1143328ba3abab0
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Relate this "Cornstarch Science" to the Science Standards---Lesson Plan: www.nbtc.cornell.edu/education/kitlib/getlessonplan.php?id=51

"Cornstarch Science" teaches about nanotechnology!!!
www.bowlesphysics.com/nano/Nanotechnology.ppt
Note: Some of the videos have spelling errors. Did you catch them? Try to catch errors by proof reading whenever you do any work.

Asking Questions and Pursuing Answers

Keys to learning in science,as in all academic disciplines involves asking questions and seeking answers. In science, students can explore scientific phenomena via investigation and experimentation build essential scientific skills such as observing, measuring, replicating experiments, manipulating equipment, collecting data, organizing and reporting it.

When students choose what phenomenon to study or what investigations to conduct, and what experiments to do, with guidance from the teacher, they are more likely to remember the desired content. In addition, they are using critical thinking skills to formulate the questions. In this way, too, needs of students of various levels and backgrounds can best be accommodated.

Science is not so much studying history of science, rather, it is using historical scientific knowledge to build new knowledge. If students do this from their own starting points, the most overall growth can occur. Instead of gifted waiting and waiting for others and those less talented struggling and struggling while the middle group feels content or waits or struggles, each child can be in his or her own optimum learning environment.

(c) 2008 J. S. Shipman

Science Standards

Each state has science standards to which students and parents, among others, can link. The standards can provide a guided study tool to the student interested in self-learning or in "passing state exams."

Let's look at some. (Post under development)

Science standards by state: http://www.geosociety.org/educate/standards.htm

http://www.nap.edu/readingroom/books/nses/

http://www.nap.edu/readingroom/books/nses/overview.html#content

How does your state measure up to the national standards?

http://www.edexcellence.net/foundation/publication/publication.cfm?id=352

http://www.stateline.org/live/ViewPage.action?siteNodeId=136&languageId=1&contentId=72494

Other countries may have similar sets of standards. Feel free to post links in the comments (by clicking under "comments" below.

(c)1996-2008 J. S. Shipman