The Hoosier Science Teacher // <p>The Hoosier Science Teacher provides ideas, resources, and professional development that supports teaching standards-based science in Pre-K-16 learning environments.</p> The Hoosier Association of Science Teachers, Inc. en-US The Hoosier Science Teacher 2475-451X <p>In general, authors retain all rights to works they produce (If your work was written under a grant or you transferred your rights in writing check to be sure you still have copyright over the work). Since you have copyright in your work, The Hoosier Science Teacher (THST) published by The Hoosier Association of Science Teachers, Inc. (HASTI) and IUScholarWorks (Indiana University) needs your permission (also called a license) to publish and archive your work. By signing this form, you give permission as provided below. Essentially, the license allows THST to publish your work, post it online and preserve it for the long term. 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If you offer your work to another publisher, you should tell them it has been published before in <em>The Hoosier Science Teacher</em>.</p><p>By signing below, you agreed as follows:</p><ol><li>You grant to THST a non-exclusive, irrevocable, royalty-free, world-wide license to publish, distribute, and archive your article in any format, now known or later invented, in any language, anywhere in the world.</li><li>THST may transfer and sublicense this license to third parties.</li><li>You retain copyright and all other rights not mentioned in this agreement.</li><li>If you publish the article in any other format or venue, you will properly cite the journal as the first publisher.</li><li>You agree to following license for THST to post and archive the Article:</li></ol><ul><li>By signing and submitting this license, you (the author(s) or copyright owner) grant to THST the non-exclusive right to reproduce, translate (as defined below), and/or distribute your submission (including the abstract) worldwide in print and electronic format and in any medium, including but not limited to audio or video.</li><li>You agree that THST may, without changing the content, translate the submission to any medium or format for the purpose of preservation.</li><li>You agree that THST may deposit your submission into IUScholarWorks on your behalf.</li><li>You also agree that THST may keep more than one copy of this submission for purposes of security, back-up and preservation.</li><li>You represent that the submission is your original work, and that you have the right to grant the rights contained in this license. You also represent that your submission does not, to the best of your knowledge, infringe upon anyone's copyright.</li></ul><p>If the submission contains material for which you do not hold copyright, you represent that you have obtained the unrestricted permission of the copyright owner to grant THST the rights required by this license, and that such third-party owned material is clearly identified and acknowledged within the text or content of the submission.</p><p>IF THE SUBMISSION IS BASED UPON WORK THAT HAS BEEN SPONSORED OR SUPPORTED BY AN AGENCY OR ORGANIZATION OTHER THAN THE HOOSIER SCIENCE TEACHER or HASTI Inc, YOU REPRESENT THAT YOU HAVE FULFILLED ANY RIGHT OF REVIEW OR OTHER OBLIGATIONS REQUIRED BY SUCH CONTRACT OR AGREEMENT.</p><p>THST will clearly identify your name(s) as the author(s) or owner(s) of the submission, and will not make any alteration, other than as allowed by this license, to your submission.</p> What Ought to be Taught? // This article provides insight into what should be taught in K-16 schools.   A diagram is provided that illustrates eight overlapping domains. Intended learning outcomes are discussed related to skills, knowledge, and attitudes. Hans O Anderson ##submission.copyrightStatement## 2018-02-15 2018-02-15 41 1 1 5 10.14434/thst.v41i124534 Talking and Writing to Learn: The Physics of Traffic Intersection Safety, Part One // <p>Physics students learn to engage in argument-based inquiry through mathematical modeling and analysis of real-world data collected from a traffic intersection in their own neighborhood. In this first part of the lesson, students focus on a single traffic intersection. Groups of students used equations of motion to construct simple mathematical models to describe how a driver approaches a yellow light at a traffic intersection. Students tested these mathematical models with a fictitious data set, then as a group collected and analyzed data from an actual traffic intersection of their choosing. Students determined the safety of the traffic intersection and presented their findings to their peers and invited members of the community. This practical research project set the stage for students (in Part Two) to tackle the larger question of whether cameras should be used to enforce traffic laws.</p> Matthew Perkins Coppola ##submission.copyrightStatement## 2018-02-15 2018-02-15 41 1 6 20 10.14434/thst.v41i123677 Moonlighting // <div class="page" title="Page 1"><div class="section"><div class="layoutArea"><div class="column"><p><span>An activity for elementary school children that simulates the moon</span><span>’</span><span>s cycle.  The activity explains the reasons why we see the moon at different times of the day and in different parts of the sky. The activity may also be used to demonstrate moon rise, moon set, and the phases of the moon.</span></p></div></div></div></div> Frances H Squires ##submission.copyrightStatement## 2018-02-15 2018-02-15 41 1 21 28 10.14434/thst.v41i124542 Using Expansive Framing to Enhance Personal Relevancy and Engagement in Science // Indiana science standards conceptualize science, engineering, and computer science towards two main goals: preparing students with adequate knowledge and skills to pursue science careers, and helping students develop into scientifically literate citizens capable of fully engaging with socio-scientific issues. Meeting these goals requires an understanding of how to contextualize science skills and content for application outside the classroom: teaching beyond the test towards students' future needs and interests. They need to make connections between science taught in the classroom with their own lives. One strategy for doing so is by utilizing expansive framing, a way of making this connection more tangible towards increasing relevancy and engagement with science. Here, we discuss expansive framing, how it works, and how it can be easily utilized in the K-12 science classroom. We follow up with considerations and implications for effective science teaching and learning. Jeffrey Daniel Radloff Anthony Chase ##submission.copyrightStatement## 2018-02-15 2018-02-15 41 1 29 36 10.14434/thst.v41i123230 Considerations when Using Informal Education Centers to Promote Learning // <p class="Body">Recommendations are provided regarding why informal education programming should be included in our schools.  Eight recommendations are provided to help informal educators connect to individuals and organized groups.</p> James E Hollenbeck ##submission.copyrightStatement## 2018-02-15 2018-02-15 41 1 37 43 10.14434/thst.v41i123203 Poem on Atmospheric Phenomena // <p>A "science-flavored" poem about atmospheric phenomena is offered as a literacy-rich reading activity for all learners.</p> Arthur J Stewart ##submission.copyrightStatement## 2018-02-15 2018-02-15 41 1 44 46 10.14434/thst.v41i123181 How Scientists are Portrayed in NSTA Recommends Books // If you use trade books or picture books in your science teaching, how do you choose which books to use with your students? How important is that decision? Do you rely on someone else to evaluate the books so you are assured of their appropriateness and quality? We used the Draw-A-Scientist Test Checklist to examine the illustrations, images, or photographs of scientists portrayed in picture books promoted for use in elementary and middle school classrooms by the National Science Teachers Association in their <em>NSTA Recommends</em> book lists for the last three years. Results revealed that there was much consistency in how scientists were portrayed in the books across the three years, but there were also issues with appropriate numbers of representations of minorities, women, and age of scientists. Kevin D. Finson Donna Farland-Smith Cecile Arquette ##submission.copyrightStatement## 2018-02-15 2018-02-15 41 1 47 63 10.14434/thst.v41i123186 Let’s Talk About ‘My’ Concept Map: Use of Dialogue to Enhance Concept Mapping // <span>The intersection of dialogue and concept map use is explored through this qualitative study. An introductory chemistry classroom for middle or high school students explores the combined effect of these two evidence-based teaching strategies. Following the lesson, students participated in a focus group to provide feedback on the lesson's use of discussing their concept maps. The results of that feedback and ideas for improvement and how to utilize this strategy in your own classroom is presented. Although this method may pose it's own unique set of challenges in the classroom, student understanding of basic foundational chemistry concepts was advanced.</span> Roshan Lamichhane Amber Simpson ##submission.copyrightStatement## 2018-02-15 2018-02-15 41 1 64 75 10.14434/thst.v41i123006