National Science Education Standards Research Articles

A Simple Computer Application for the Identification of Conifer Genera

The National Science Education Standards prescribe that an understanding of the importance of classifying organisms be one component of a student's educational experience in the life sciences. The use of a classification scheme to identify organisms is one way of addressing this goal. We describe Conifer ID, a computer application that assists students in the identification of conifers without requiring prior specific knowledge. Conifer ID promotes careful observational skills and presents students with visual aids during the identification to overcome some of the weaknesses of more traditional identification methods.

Making the Case for School-based Systemic Reform in Science Education

Over the last decade, stakeholders in science education have been grappling with the challenge of bringing inservice teachers up to speed with changes called for in the National Science Education Standards (NSES), including the use of inquiry as the ‘‘central strategy for teaching science’’ (National Research Council 1996). Individual teacher professional development programs served as a good way for teachers who chose to attend to learn how to use inquiry and create a more studentcentered learning environment (Czerniak et al. 2005; Kahle et al. 2000; Keys and Bryan 2000; Wright and Wright 2000). However, these experiences often did not result in school-level change due to the short duration of most programs, and the fact that only a few teachers (if any) per school participated (Shymansky et al. 2004). No Child Left Behind (NCLB) shortly followed NSES and worked to stifle the teaching of science in order to provide further instructional time for reading and mathematics. The message to teachers was clear—science was no longer a high instructional priority. For the seven-year period that followed, professional development programs at the district and school level focused on areas other than science and the majority of opportunities for teachers were outside of their local districts, though funding for those opportunities was often directed toward reading and mathematics. In 2007, NCLB-mandated assessment of science was implemented and focus was shifted back to science. Instructional time for science was inserted back into the schedule for teachers—many of whom had not been provided the opportunity to learn about and understand NSES-based science teaching. The result was that many teachers and schools were ‘‘left behind’’ in regards to understanding effective science instruction. Many students in classrooms across the U.S. today are not being given the opportunity to learn and do science, as Banilower et al. (2006) found only 14% of classrooms were high-quality in their national study. There is evidence in

Using Science Teaching Case Narratives to Evaluate the Level of Acceptance of Scientific Inquiry Teaching in Preservice Elementary Teachers

The National Science Education Standards have outlined flexible processes children perform when engaging in scientific inquiry. Cases narratives are a common component of many university science education courses but rarely are they used as a tool to evaluate the preservice teachers within these courses. This article describes the construction of a positive and negative science teaching case narrative. These case narratives can be used to evaluate the level of acceptance of scientific inquiry teaching in preservice elementary teachers.

Epigenetics Online: Multimedia Teaching Resources

The Human Genome Project, declared complete in 2003, elucidated the sequence of our genome. Researchers are now learning that another level of information—the epigenome—controls gene expression in part by controlling access to DNA. The gene-reading machinery is blocked when methyl molecules bind to DNA or histones. Conversely, when acetyl molecules bind to histones, DNA becomes less tightly wound and genes become available for transcription. The pattern of these chemical tags can be copied across cell divisions and may even be passed on to an individual's offspring. However, because acetylation and methylation are driven by cell signals, the epigenome is dynamic, enabling it to respond to the environment. Thus, epigenetic tags in a cell lineage can change over the course of an individual's lifetime, even leading to differences between identical twins. This feature focuses on multimedia resources that can be used in teaching epigenetics at the undergraduate and secondary level; several hands-on activities also are included.

Analysis of Essential Features of Inquiry Found in Articles Published in The Science Teacher, 1998–2007

In order to provide a picture of how inquiry is practiced in everyday science classrooms, the articles published in The Science Teacher from 1998 to 2007 were analyzed for explicit evidence of features of inquiry. Inquiry was operationally defined by the essential features detailed in Inquiry and the National Science Education Standards (NRC 2000). Few articles described full inquiry. Gathering and analyzing evidence were significantly more prominent than the other features of inquiry, which were present in less than 25% of the articles. This pattern may be related to teachers’ viewing inquiry more as a process than as a vehicle for learning science content. Each feature found was also rated for whether it was student- or teacher-directed. Most activities were teacher-directed.

Enhancing Elementary Students’ Experiences Learning about Circuits Using an Exploration–Explanation Instructional Sequence

ABSTRACT Using an exploration–explanation sequence of science instruction helps teachers unveil students’ prior knowledge about circuits and engage them in minds-on science learning. In these lessons, fourth grade students make predictions and test their ideas about circuits in series through hands-on investigations. The teacher helps students make connections between their hands-on experiences collecting data and new terms. This lesson shows how teachers can incorporate formative assessments such as checkpoints, self tests, and exit slips into the explanation phase of instruction so students can evaluate and self-monitor their understanding of circuits in series. These activities meet the National Science Education Standards for active, student-center learning environments that cultivate the critical thinking skills necessary to learn science.

Experimental comparison of inquiry and direct instruction in science

There are continuing educational and political debates about ‘inquiry’ versus ‘direct’ teaching of science. Traditional science instruction has been largely direct but in the US, recent national and state science education standards advocate inquiry throughout K‐12 education. While inquiry‐based instruction has the advantage of modelling aspects of the nature of real scientific inquiry, there is little unconfounded comparative research into the effectiveness and efficiency of the two instructional modes for developing science conceptual understanding. This research undertook a controlled experimental study comparing the efficacy of carefully designed inquiry instruction and equally carefully designed direct instruction in realistic science classroom situations at the middle school grades. The research design addressed common threats to validity. We report on the nature of the instructional units in each mode, research design, methods, classroom implementations, monitoring, assessments, analysis and project findings.

Building a learning progression for celestial motion: Elementary levels from an earth-based perspective

Prior research has demonstrated that neither children nor adults hold a scientific understanding of the big ideas of astronomy, as described in standards documents for science education (National Research Council (1996). National science education standards. Washington, DC: National Academy Press; American Association for the Advancement of Science (1993). Benchmarks for science literacy. New York: Oxford University Press). This manuscript focuses on ideas in astronomy that are at the foundation of elementary students' understanding of the discipline: the apparent motion of the sun, moon, and stars as seen from an earth-based perspective. Lack of understanding of these concepts may hinder students' progress towards more advanced understanding in the domain. We have analyzed the logic of the domain and synthesized prior research assessing children's knowledge to develop a set of learning trajectories that describe how students' initial ideas about apparent celestial motion as they enter school can be built upon, through successively more sophisticated levels of understanding, to reach a level that aligns with the scientific view. Analysis of an instructional intervention with elementary students in the planetarium was used to test our initial construction of the learning trajectories. This manuscript presents a first look at the use of a learning progression framework in analyzing the structure of astronomy education. We discuss how this work may eventually lead towards the development and empirical testing of a full learning progression on the big idea: how children learn to describe and explain apparent patterns of celestial motion. 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 768-787, 2010

The Use of the Microcomposter to Study the Dynamics of a Mini-Ecosystem

ABSTRACT Compost bins are beginning to make their way into home gardens and classrooms, allowing students to actively participate in greening their environment. However, do they really understand the process of composting? According to the National Science Education Standards (National Research Council [NRC] 1996, 20), “Learning science is something students do, not something that is done to them.” Through the use of a microcomposter, students can study the composting process in their classroom and see the rich diversity of organisms present in the compost they create. This compost and the organisms in it can be considered a mini-ecosystem. Students can observe and test factors that affect the decomposition of organic matter and the recycling of these elements into the ecosystem. This article describes activities that teachers can do with students to assist them in understanding the composting process and exploring the biodiversity that can be found in leaf litter and compost.

A Scientific Look at Spaghetti

ABSTRACT The article's central concept is the study of a common material, spaghetti, in a scientific way. Hands-on, minds-on activities are used to study the strength of spaghetti. The quantitative investigations emphasize collection, analysis, and use of class data. This approach provides an instructional alternative that brings the spirit of the National Science Education Standards (National Research Council 1996) to the classroom.

Trail Mix Genetics: Protein Synthesis in Two Acts

ABSTRACT Protein synthesis can be a difficult concept to learn because the processes are difficult to visualize. As an alternative to relying only on textbook drawings, the author presents a role-playing activity that can help reinforce the processes of transcription and translation. Students play the roles of cell organelles and subunits and work cooperatively to synthesize the brazzein protein. This lesson is useful for both teacher and student self-assessment of understanding of content standard C of the National Science Education Standards: the molecular basis of heredity (National Research Council 1996). A general outline of the activity is described in this article, and student modifications are encouraged to make the role-playing more meaningful. This activity is engaging for students as a review of other inquiry laboratory activities. Because this activity involves eating, teachers should make sure to conduct it in a classroom or commons area where food is allowed.

Urban School Reform Enabled by Transformative Professional Development: Impact on Teacher Change and Student Learning of Science

This longitudinal study of middle school science teachers explored if a teacher participation in the TPD program resulted in change in instructional practice as well as a significant increase in student learning. Four participating schools were matched and randomly assigned to intervention and control groups. Teacher and student outcomes were compared. Eight teachers from Bryce and Zion Middle Schools participated in the 2-week summer institute, followed by monthly release day professional development sessions focused on implementing instruction outlined in the National Science Education Standards. Student achievement was assessed using the pre- or postinstruments. Students of teachers at treatment schools experienced significantly larger gains than students at the control schools.TPD intervention teachers experienced increase in teaching effectiveness. Findings in this study revealed the positive impact that whole-school, sustained, collaborative, professional development programs have on improving teacher practice and student achievement at the school level.

Urban 5th graders conceptions during a place‐based inquiry unit on watersheds

AbstractThis study aimed to determine how 33 urban 5th grade students' science conceptions changed during a place‐based inquiry unit on watersheds. Research on watershed and place‐based education was used as a framework to guide the teaching of the unit as well as the research study. A teacher‐researcher designed the curriculum, taught the unit and conducted the research using qualitative data sources such as concept maps, science notebooks and interviews. Most students came to understand that their watershed was part of an urban environment where water drains from the surrounding land into a body of water. Thus, they began to understand how urban land use affects water quality. This study provides evidence for the use of place‐based learning in developing students' knowledge of the National Science Education Standards (NRC, 1996) and watersheds. Implications of this study include the use of place‐based learning in urban settings and the experiences needed for students to conceptualize watersheds. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 501–517, 2010

An Innovative Course Featuring Action Research Integrated with Unifying Science Themes

In this article, we describe an innovative capstone course for preservice K-8 teachers integrating action research and a unifying theme in science (AAAS in Science for all Americans. Oxford University Press, New York, 1989; NRC in National science education standards. National Academy Press, Washington, DC, 1996). The goals of the capstone course are to increase student knowledge of the unifying theme, improve written communication skills, and introduce students to educational research. We provide evidence that each of these goals is met. Student growth in theme knowledge is demonstrated through concept maps, questionnaires, and previously reported assessments. Improved writing ability is demonstrated using the spelling and grammar checking feature of Microsoft Word. The analysis of action research reports demonstrates that students are able to connect their action research project results to previous research.

Science Galls Me: What Is a Niche Anyway?

[ILLUSTRATION OMITTED] During many backyard barbecues, nature walks, and other outdoor activities, we are often approached by people fascinated by an odd bulb-like structure they have found on a nearby plant. They ask, What is this? These bulbs are actually specialized growths, galls, that have been caused by insects. Since so much natural curiosity surrounds these phenomena, why not use them to educate students about plant insect interactions? We've developed a lesson to investigate basic principles of ecology, more specifically niche partitioning, while using a jigsaw activity that explores galling insects' interactions with goldenrods. Not only does this lesson capture secondary students' interest and keeps them engaged in hands-on activities, the content addresses two Content Standards (of the National Science Education Standards) for 9-12 life sciences: (1) Organisms both cooperate and compete in ecosystems. The interrelationships and interdependencies of these organisms may generate ecosystems that are stable for hundreds or thousands of years (NRC, 1996, p. 186). (2) Living organisms have the capacity to produce populations of infinite size, but environments and resources are finite. This fundamental tension has profound effects on the interactions between organisms (NRC, 1996, p. 186). Organisms often must compete for food and resources access in natural communities in order to survive. This is true especially for insects that live on the tall goldenrod (Solidago altissima). Hundreds of insects have overcome resource limitations by out-competing other herbivores and making use of the same plant in various ways. These ecological interactions take place at the level of the individual, the population, the community, and the ecosystem. We offer an introduction to principles of ecology, plant insect interactions, and provide a classroom activity that highlights niche partitioning by galling insects to help provide secondary science educators with a way to share and explore these interactions with their students. Investigating trophic relationships among goldenrod plants and gall inducing insects offers rich learning opportunities for high school life science classes (Heinrich et al., 2001; Sandro & Lee, 2006). Our investigation focuses on gall collection, gall identification, measurement skills, and observation. These skills support the development of content knowledge as well as scientific process skills such as prediction, developing and testing hypotheses, gathering empirical data, and inference. Understanding variation in resource use is directly related to resource partitioning. Using wildlife in classroom experiments improves content retention, problem solving, and decision making (Millenbah & Millspaugh, 2003). Because a single goldenrod plant often has multiple insects associated with it, and is common within most of the United States, goldenrods are an optimal choice for investigating niche partitioning. One way multiple species are able to interact in a single environment and limit competition is a strategy called niche partitioning (Albrecht & Gotelli, 2001). Ecologists approach the problem of quantifying niches by focusing on one or more aspects of competition between species. For example, there may be many different food sources, growth resources, or habitat regions available in the environment; yet, a particular species may only use a narrow range of the environmental resources available. There are two different descriptions of a species' niche, the fundamental and the realized. These can be thought of as the and realistic niches. The fundamental niche of a species includes all of the conditions in which it could live, all of the geographic regions it could occupy, and all of the potential food sources it could consume. This type of niche is typically very broad, because many species are capable of being generalists. More specifically, a fundamental niche is determined by the morphological and physiological capacity to deal with variation in the environment, in the absence of antagonists. …

The impact of a professional development program integrating informal science education on early childhood teachers’ self-efficacy and beliefs about inquiry-based science teaching

This report aimed to measure the impact of a unique professional development program entitled Project ASTER III (Active Science Teaching Encourages Reform) on teachers’ self-efficacy and perceptions about inquiry-based science teaching. Project ASTER III enabled teachers to explore inquiry-based science teaching through exhibit-based hands-on/ minds-on investigations at a science museum and to develop a science curriculum aligned with museum exhibits and state and national science education standards. Quantitative data indicated that teacher beliefs were positively and significantly impacted by the professional development program and confirmed that programs like ASTER III are effective but need to be provided on a continuous basis to reinforce these beliefs in the teachers. Finally, three themes emerged from the analysis of the qualitative data from the participant journals: (1) impact on teacher understanding of inquiry, (2) increased confidence about science teaching, and (3) benefits of collaboration.

Henry David Thoreau, Forest Succession & the Nature of Science: A Method for Curriculum Development

[ILLUSTRATION OMITTED] A main reason for using the history of in classroom instruction is its utility, in promoting students' understanding of the nature of (hereafter NOS). As indicated in such documents as the National Science Education Standards, it is important to help students develop their understanding of NOS so that they will become more critical consumers of the very scientific knowledge that increasingly impacts their daily lives (National Research Council, 1996). Science education research draws attention to the importance of having students explicitly and reflectively consider NOS tenets during instruction (Howe & Rudge, 2005; Khisthe & Abd-ElKhalick, 2002). Explicit learning means that through some aspect of instruction, one or more of the relevant NOS tenets are directly targeted for students to evaluate. Reflective learning underscores that students must be challenged to develop their own conceptual understanding of the NOS tenets, in contrast to the alternative (didactic) approach in which a teacher tells students how the NOS tenet applies to a given situation. Another important consideration for NOS instruction is the degree to which it is imbedded in a context (Clough, 2006). On one end of the spectrum, there are decontextual approaches which involve exposing students to various black box activities (Lederman & Abd-El-Khalick, 1998) and having them explicitly/ reflectively examine relevant NOS tenets. These can be very powerful introductions to NOS, but as Clough (2006) points out, when students only learn such tenets in a decontextual approach, they may leave instruction with a dualistic conception of NOS--believing that what occurs in real science is distinct from that learned during the decontextual activity. Using history of in instruction is a potential contextual approach for students to explicitly and reflectively learn NOS tenets, and education literature contains numerous examples of its use in this regard (e.g., Howe, 2007; Monk & Osborne, 1997; Khisfhe & Abd-El-Khalick, 2002; Solomon, Duveen, Scot & McCarthy, 1992). Indeed, these studies provide empirical efficacy (albeit modest) that the instrumental use of history of can help students develop more informed NOS conceptions. While these studies : effectively present varied ways that history has been used in this regard, they do not provide to replicate their approaches (how to go about identify aspects of the history of to the important NOS tenets). This article provides a method for teachers who intend to use one or more episodes from the history of to help their students explicitly and reflectively learn more informed NOS conceptions. The method facilitates: 1. how to identify relevant NOS tenets exemplified in the episode. 2. how to design classroom problems that have students explicitly and reflectively consider NOS using the historical episode. An example of this approach is given using the work of Henry David Thoreau and introductory concepts of ecological forest succession. Though several of the specific elements of the Thoreau lessons are discussed in the next sections, for the sake of space, only the salient features are highlighted. Readers are certainly encouraged to download supplemental materials from the author, which include the lesson plans and a detailed discussion of how to go about researching episodes from the history of for use in the classroom. These can be found at http://www.assumption.edu/users/emhowe/Thoreau.html. * The Nature of Science Essentially, NOS deals with understanding the unique aspects of scientific knowledge or scientific ways of knowing. Stakeholders in education largely agree that there are fundamental tenets about NOS that students should be learning in the classroom (McComas, 2005). A partial list of these tenets underscores that: * Science demands and relies on empirical evidence. …

How to Improve U.S. Education

In a recent Newsmaker Interview (“Arne Duncan hopes a team approach will improve U.S. schools,” J. Mervis, 10 April, p. [159][1]), Education Secretary Arne Duncan responded to a question about whether there is a consensus regarding what students should know about science before leaving high school. He replied that “…across the board, we need to get clearer, higher, fewer standards.” He is apparently unaware of the K–12 science learning goals developed in an unprecedented undertaking by the American Association for the Advancement of Science (AAAS) ([ 1 ][2]–[ 3 ][3]) or of those formulated by the National Academy of Sciences (NAS) ([ 4 ][4]). Duncan must understand that we simply do not need another definition of what students have to know before they leave high school in order to move ahead with substantial reform. The windfall monies now available to the U.S. Department of Education (ED) and the National Science Foundation (NSF) can potentially put the United States on track to realize fundamental and lasting improvements in the quality and availability of science education. But the funds may well be wasted if they are invested in an array of panic-driven quick fixes. Thus, ED and NSF must work together to design a long-term plan of action that focuses on the attainment of the learning goals in the AAAS and NAS documents ([ 1 ][2]–[ 4 ][4]); interrelates programs for improving teacher preparation, redesigning school science curricula ([ 5 ][5]), and developing teaching materials and assessment instruments; carries out the serious cognitive research and data collection needed to inform those undertakings; and takes into account the lessons of the past, both positive and negative ([ 6 ][6], [ 7 ][7]). Achieving these goals will not be easy, but it is possible and even necessary—and the leadership of AAAS and Science can be crucial to the success of this agenda. 1. [↵][8]American Association for the Advancement of Science, Science for All Americans (Oxford Univ. Press, New York, 1989). 2. American Association for the Advancement of Science, Benchmarks for Science Literacy (Oxford Univ. Press, New York, 1993). 3. [↵][9]American Association for the Advancement of Science, Atlas of Science Literacy (National Science Teachers Association Press, Washington, DC, 2001). 4. [↵][10]National Research Council, National Science Education Standards (National Academy Press, Washington, DC, 1996). 5. [↵][11]American Association for the Advancement of Science, Designs for Science Literacy (Oxford Univ. Press, New York, 2000). 6. [↵][12]1. S. L. Helgeson, 2. R. E. Stake, 3. I. R. Weiss 4. et al ., The Status of Pre-College Science, Mathematics, and Social Studies Educational Practices in U.S. Schools: An Overview and Summaries of Three Studies (U.S. Government Printing Office, Washington, DC, 1978). 7. [↵][13]1. F. J. Rutherford , J. Sci. Ed. Technol. 14, 4 (2005). [OpenUrl][14] 8. The author is a former Chief Executive Officer of AAAS. [1]: /lookup/doi/10.1126/science.324.5924.159 [2]: #ref-1 [3]: #ref-3 [4]: #ref-4 [5]: #ref-5 [6]: #ref-6 [7]: #ref-7 [8]: #xref-ref-1-1 View reference 1 in text [9]: #xref-ref-3-1 View reference 3 in text [10]: #xref-ref-4-1 View reference 4 in text [11]: #xref-ref-5-1 View reference 5 in text [12]: #xref-ref-6-1 View reference 6 in text [13]: #xref-ref-7-1 View reference 7 in text [14]: {openurl}?query=rft.jtitle%253DJ.%2BSci.%2BEd.%2BTechnol.%26rft.volume%253D14%26rft.spage%253D4%26rft.genre%253Darticle%26rft_val_fmt%253Dinfo%253Aofi%252Ffmt%253Akev%253Amtx%253Ajournal%26ctx_ver%253DZ39.88-2004%26url_ver%253DZ39.88-2004%26url_ctx_fmt%253Dinfo%253Aofi%252Ffmt%253Akev%253Amtx%253Actx

A Visual Demonstration of Plasmid DNA Preparation from Bacteria

[ILLUSTRATION OMITTED] Unprecedented advances in unraveling mysteries of life have occurred as a result of the molecular biology revolution. Some major achievements of this revolution include new methods for the production of therapeutic compounds, insights into mechanisms of gene function and regulation, and the complete sequencing of the genomes of numerous organisms including humans. A critical foundation of this revolution is the ability to use the bacterium Escherichia coli (E. coli) as a factory to produce large amounts of virtually any DNA of interest by inserting it into a small, extrachromosomal circle of DNA called a plasmid. The ease and reproducibility of plasmid DNA isolation from bacteria permits numerous labs to conduct molecular biology experiments and greatly accelerates progress in understanding complex biological processes. High school biology and introductory undergraduate biology or molecular biology classes frequently include labs in which students either isolate or manipulate plasmid DNA. Such labs often consist of a cookbook lab protocol that contains little, if any, information as to the purpose of the various steps involved in isolating the plasmid DNA. A major problem with this approach is that it leaves the procedure as a mysterious black box for most students. To assist in illustrating the roles of the different steps of the protocol, a model bacterial cell can be constructed with readily available materials and used in a highly interactive presentation that visually demonstrates the purpose of each step. This demonstration can be used as a stand-alone lesson when introducing recombinant DNA or it can be used as part of an introduction to a wet-lab experiment (a simple, rapid, low-cost, and highly reliable protocol is presented in the Appendix). The demonstration and the discussion related to it provide numerous opportunities to stress concepts included in the National Science Education Standards. * Developing Student Interest Why should I care? seems to be a common question in the minds of many students in introductory courses. Depending on the time available, the level of the students or their interests, a number of approaches can be used to help capture students' attention and engage them in class discussion. In high school freshman biology classes, we found that a means of introducing recombinant DNA technology and the role it can play in students' lives is to use an example of cloning a specific gene. Because of the prevalence of diabetes, a useful example is the cloning of the human insulin gene and the production of human insulin for therapeutic use in bacteria (Ladisch & Kohlmann, 1992). This example permits student involvement by questioning them about what they know about diabetes, the role of insulin in the disease, the health effects of this disease, or other areas the students or instructor want to develop. Since many students know someone with diabetes (in many cases they know a classmate who has diabetes or one of them may even suffer from the disease), this example provides an opportunity to get students to actively participate in discussion, regardless of their academic abilities. An alternative introduction is to discuss consequences of sequencing the entire three billion base pairs of DNA of the human genome (http://www.ornl.gov/sci/techresources/Human_ Genome/home.shtml). The current and potential uses of this technology in forensic science, health care, and business decisions are all areas that may be discussed depending on what focus the instructor wants to develop. Many students who are not normally interested in biological sciences become interested through discussions regarding possible uses of personal genetic information. Students are often surprised to learn that their ability to obtain health or life insurance or their employment may be affected by the DNA sequences they have inherited (http://www.ornl.gov/sci/ techresources/Human_Genome/elsi/elsi. …

Popular Media in the Biology Classroom: Viewing Popular Science Skeptically

Research Article| August 01 2009 Popular Media in the Biology Classroom: Viewing Popular Science Skeptically Grant E. Gardner, Grant E. Gardner Search for other works by this author on: This Site PubMed Google Scholar M. Gail Jones, M. Gail Jones Search for other works by this author on: This Site PubMed Google Scholar Miriam Ferzli Miriam Ferzli Search for other works by this author on: This Site PubMed Google Scholar The American Biology Teacher (2009) 71 (6): 332–335. https://doi.org/10.2307/20565328 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Twitter LinkedIn Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Grant E. Gardner, M. Gail Jones, Miriam Ferzli; Popular Media in the Biology Classroom: Viewing Popular Science Skeptically. The American Biology Teacher 1 August 2009; 71 (6): 332–335. doi: https://doi.org/10.2307/20565328 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentThe American Biology Teacher Search This content is only available via PDF. Copyright National Association of Biology Teachers Article PDF first page preview Close Modal You do not currently have access to this content.