New Year's Resolution: Don't neglect Plants!

There is “a recognized tendency, even for knowledgeable biologists, to overlook, underemphasize or neglect plants when teaching introductory biology courses.”³⁵ Too often, biology is “botany taught by a zoologist,” leaving students with “the popular delusion that biology is the study of animals.”²⁹ This results in widespread ignorance about and underappreciation of plants.^{3,4,10,14,33,36
Source: http://www.actionbioscience.org/education/hershey2.html. Accessed January 1, 2010}

Plants provide excellent examples and experimental subjects for all the life science standards (NSES p. 106) Source: http://www.actionbioscience.org/education/hershey2.html. Accessed January 1, 2010

Plant blindness can be costly. What values do plants bring to us? That is a good question to ask ourselves and our students. Try to make your own list, then, check out the following and other pages on the web. Visit your local botanic garden for more ideas. Don't forget the virtual Plants Cafe (here or top left of this blog for the link).

• ^{http://www.mlswa.org/underwaterplantguide/value_of_plants.htm (Values of underwater plants...good photos)
  http://www.suite101.com/blog/gypsyprincess/the_value_of_plants_in_the_medicinal_world (plants for medicines)}
  
  
• ^{http://ehp.niehs.nih.gov/members/2001/suppl-1/69-75fabricant/fabricant-full.html}
• ^{http://www.oak-forest.org/pubworks/ValueofPlantsandLandscaping.asp (landscaping---aesthetic value---water conservation value)}
  
  
• ^{http://www.sciencedirect.com/science?Article on value of plants in arid environments...Reclaiming or preventing deserts anyone?} Wadi Allaqi Biosphere Reserve, Egypt⁾

• ^{http://www.utextension.utk.edu/publications/spfiles/SP614.pdf ($ value---plant appraisal)}

• ^{http://www.vprgs.msu.edu/node/986 (nutritional value)}

^{Other links related to what science is taught---the science learning standards...}

• ^{http://www.nap.edu/openbook.php?isbn=0309053269}
• ^{http://www.big6.com/2004/07/27/state-learning-standards-the-big6%E2%84%A2who-needs-%E2%80%98em-using-newsbank%E2%80%99s-big6-tools-to-support-standards-based-instruction-a-case-study-from-texas/}
• ^{http://www.ssnsc.org/education/education%20standards.htm}

• ^{http://www.sciencebuff.org/collections/research-collections/botany/botany-science/ (has many other education links)}
  
  
• ^{http://www.aspb.org/education/foundation/principles.cfm}
  
  
• ^{http://www.siu.edu/~ebl (economic botany ideas)}
  
  
• ^{http://www.nps.gov/plants/alien (on invasive species)}
  
  
• ^{http://www.science.siu.edu/parasitic-plants (Dan Nickrent's information on parasitic plants)}
  
  
• ^{https://www.georgiastandards.org/standards/Georgia%20Performance%20Standards/Botany.pdf (standards fromthe state of Georgia, USA, as an example)}
  
  
• ^{http://botanicalgarden.berkeley.edu/education/eduBOYP.shtml (life science unit for K-4, lower primary grades, roughly ages 5-9)}
  
  
• ^{http://www.nbii.gov/portal/community/Communities/Plants,_Animals_&_Other_Organisms/Botany/ (What is botany? What are its subsets?)}
  
  
• ^{http://www.nbii.gov/images/uploaded/8496_1254759519509_Botany-factsheet_9-09.pdf}
  
  
• ^{https://www.msu.edu/~cppt/Faculty/Nair/index.html (cherries as an example)}
  

Please feel free to add links from your own countries either by e-mailing them (shipmanjs@gmail.com) or by adding them to the comments below the post.

Happy, healthy, blessed, and, prosperous New Year.

Scotland uses Data to Enhance Science Literacy

"In the recent Trends in International Maths and Science Survey report, Scotland fared far worse in science than many western nations – at P5 level, only 51 per cent of pupils had teachers who considered themselves very well prepared to teach science. Prof Paterson said: 'This [consideration] is especially important because, with Curriculum for Excellence, they are being expected to lead the development of the curriculum.'" Read more...
Source: Fiona MacLeod. http://thescotsman.scotsman.com/latestnews/Scottish-classrooms-to-face-new.5845662.jp. Accessed: 11-21-09.

But, wait... Some things are well done:

It is following current research trends and is so modern to use data to inform teaching. Scotland is headed in a very positive direction by using survey results to steer their teacher training. We can expect to see Scotland moving ahead in, "Maths and Sciences," very soon. Congratulations, teachers. I invite you to join this International cite , together with teachers from all over the world. We can all improve our science literacy through better science and math teacher training. Thank you for leading the way using data.

Fun and Learning: Google Games---Seeking Top Performers for work...relating that to science and math education.

Here is a story about Google Games, a day of engineering- and math-heavy challenges. This particular story, by Wade Rousch, is about challenges that took place in 2008. It is about a recruiting method that can be adapted to science and math education. It is about the joy of learning. It is about being surrounded by others who want to learn and who learn recreationally.

Read the article here, then, think about what you can carry away from it to apply to science education situations.

Math team, chess teams, science fairs, bridge-building competitions and other venues blending learning and fun may foreshadow this type of recruiting. Do you feel joy from participants at these events? Do you feel joy from students in your science and math classes? Are your top students challenged? Are all students challenged at appropriate levels?

Do you remember finishing all the math exercises and science problems in the text books within the first two weeks of school because they were fun to do, and then being bored in class? Today, as a student, one can go to the internet and use Google (or other search engine) and find math and science challenges (For example, the MIT courses in the left hand column of this blog...). Neither work, nor, education, should hold people back from reaching their full potential, and being happy. Maybe we need a "Google Games," open to the whole public...pre-K through age 160+. Hmmm!

Tapestry for Science Learning

Here is a Virginia Science Education Website. Every one can find some ideas here!

http://www.vast.org/

Face book---

http://www.facebook.com/pages/Virginia-Association-of-Science-Teachers/23532441846

A sample program page---
http://www.vast.org/content/File/newsletters/maynewsletter08web.pdf

Physics and music...microwaves...Teacher training

Learn how we use the physics of music to derive information about the early universe from the signal strength of the Cosmic Microwave Background at different frequencies.

Join the science teacher webinar...
Source:
http://learningcenter.nsta.org/product_detail.aspx?id=10.2505/9/WSFSE09_Dec16;
Accessed 10-31-09

Here are links to NSTA--National Science Teachers Association

Table of Contents for NSTA Week of October 26, 2009

http://www.nsta.org/

STEM Education Focus of PCAST October Meeting Education Secretary Duncan Calls for Reforms in Teacher Education 2009 Siemens We Can Change the World Challenge Winners Meet with U.S. Secretary of Education Science Education in Fort Lauderdale, Nov. 12–14 NSTA Offers Conference Rate Online for Buy a Brick … Build a Legacy Program "Stuffing" the November Calendar with Web Seminars for Middle and High School Teachers Real Answers to Real Science Questions Members' Choice!

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.
.

Science Teacher Education--Global network

http://tts.imtranslator.net/2IvM

If you are interested in science teacher education, please send an e'mail to shipmanjs@gmail.com. Specify your area of interest or your question. Put, `Read about it,` sci ed,` in the `Re:` line. Thank you. Dr. J

Educating Children and Teachers about Trees

I went for a walk in the woods yesterday: In New York, there are still a few trees with a spectacular array of color. Most leaves are on the ground. Children and the young at heart find frolicking in the downed leaves brings great joy. The cautious and those feeling old, though they may be young, worry a bit about the leaves being slippery if they are wet but join in autumn reverie. Fall scents fill the air.

Twigs and bark are easily visible. Leaves can be examined readily. Autumn is a time for learning about trees.

"There can be so many leaves. Which trees are they from? Are these all oaks? How do we tell them apart?"

"How do you tell a swamp maple from a striped maple, from a red maple, from a sugar maple? How can we make maple syrup?"

"Look at the bark on that tree. It looks like one tree near the ground and like a completely different tree five or six feet up!"

The air is also full of inquisitiveness. It is a, "teachable moment."

Here is a resource to assist both teachers and students with tree education:

http://www.trees4life.ca/

Enjoy the fall. Since these activities carry over into winter, enjoy the winter, too!

Dr. J
(c) 2008. J. S. Shipman

Science Teacher Education and Curriculum Development: Questions for Reflection

Reflection directions: Read through the questions and then write a reflection about what you think. Feel free to post ideas in the comments.

Do you have input for teacher education and curriculum development? You might if you are an employer needing employees with math and science skills. You might if you are a parent of a young child. You might if you are a researcher with knowledge of new scientific developments. You might if you are already teaching science at any level. You might if you are a student.

To have a science that educates us for sustainability, many of your experiences contribute to developing and implementing a leading curriculum for science.

Skilled scientists and/or global citizen, we all need science education. To have it reflect the situations of the world and support diverse needs, science education continually needs to be updated. Higher-order thinking skills, critical thinking skills, are necessary to learn what we need to know to be effective global citizens building sustainability.

Science is not easy for everyone. How can the knowledge we need be transmitted? How can people stay current as times change?There is so much to know and more data available every day. How do we not get overwhelmed? How do we use the new technologies to improve science education? How do we account for diversity of experiences, linguistics, and cultures in curriculum design? How do we expand our curriculum and instruction forum to increase multiculturalism?

How can the programs developed engage the learners? How do we imagine better science education programs? How do we evaluate/assess science learned? How do we help individuals, male and female, old or young or in-between, of any culture or race or mixed races, to recognize their potential to do science...to contribute positively to the global community?

How do we use science education to foster the desire to learn continually? How do we encourage use of science knowledge to improve the world?

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.

CELS=Coalition for Education in the Life Sciences

Coalition for Education in the Life Sciences

[under development]

Cartoons and Music: Planning Winter Science Lessons?

If you think science in December is difficult, you might enjoy this cartoon, which mentions December, and brings some vocabulary to the viewers' attention. While it needs more, "science," to make the lesson, it is an interesting way to start a class learning about plant structure and photosynthesis.



Where will you go from here? What lesson ideas did the cartoon give you?

Search You-tube for another video with, "Photosynthesis," as the theme. There are several available. For example:
(Source: http://www.youtube.com/watch?v=_IV-E68rh18, TakTakTinnna: Mr. Durand singing the photosynthesis song, accessed 9-29-08),
or, here is a photosynthesis rapp created by students. (Source: http://www.youtube.com/watch?v=q6XrL9uYJXo, Boris, Anthony, and, Brandon, with Gino as, "the beat", teach photosynthesis in Ms. Stokes' Bio, accessed 9-29-08)


or,
another rap found here, by more students, "ingoldby and sherry."



You can see all the students are still learning. Look how far Boris, Anthony, Brandon, Gino, Ingoldby, and, Sherry have come already. It takes a lot of courage to get up in front of the class to talk about photosynthesis, let alone, rap. Can you provide a beat like that and rap? Congratulations, gentlemen. When your CDs come out, let us know!

You can also develop your own song. You might be able to use National Institute of Environmental Health music links to help you develop your own photosynthesis songs.

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Students might write an essay or draw a Venn diagram comparing and contrasting the animated cartoon with a video on photosynthesis that you find or create. Be sure to help students learn to check for technical accuracy. For example, if plants are thought to be a separate group from trees, that is not accurate. Students can understand that there are herbaceous plants, or, "herbs," and woody plants, or, "trees." Both herbs and trees are plants that photosynthesize.

Any time students read material, watch TV, or scan the internet, they need to think deeply about what information they gain, and assess if the material presented is accurate. Studying photosynthesis is no different. Have fun as you study plants.


Dr. J

Sometimes we use math!!!

I thought you would enjoy this math video. It is well done and the lyrics are available. It is an excellent example of putting math standards into an audible form, very artistic. Smile.


Congratulations, Drew D'Amelia!

It is a wonderful example. Can you do a creative video on science standards that you are studying? Just trying will help to expand your mental brain capabilities. Whole brain development is encouraged by such creativity. Enjoy and share your results.

Dr. J

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

Curriculum Guides Available from Newspapers

Curriculum Guides for Teachers (or, for parents providing enrichment at home) are often available from newspapers.
For example, the Times-Herald Record lists several. Click on the paper name to see what they have. You can also contact your local paper and see if they have anything. You might also want to ask them to have more articles on science topics. (I would like to see articles on preservation of habitat, especially in urban and developing sub-urban and rural areas. Often development proceeds more quickly than thinking about habitat preservation. Sustainability of the Earth requires that we think deeply and implement sustainable, preservation measures. What would you like to see? Let us and your paper know.)

If you are looking for curriculum guides for specific science areas, please email me at shipmanjs@gmail.com and let me know.