Category Archives: Strengths in Science Classrooms

A Note to the Teacher: Encouraging All to Pursue STEM

Posted on November 3, 2020 by Brooklyn Wilson

There are many misconceptions about equity and equality. These two terms are often used interchangeably even though they are very different. Equity is defined as proportional representation while equality is defined as treating everyone the same, giving the same opportunities. … Continue reading →

Posted in Equity, Misc, STEM Activity, Strengths in Science Classrooms | Tagged , , , , | 2 Comments

A Note to the Teacher: DRIVE!

Posted on October 7, 2020 by Brooklyn Wilson

What drives a classroom? Daniel H. Pink, the author of New York Times best-seller, Drive helps us tackle this specific question. He uncovers the surprising truth about what truly motivates us. Motivation 3.0 We are going to dive into Motivation … Continue reading →

Posted in Drive, Engaging Resources for the Science Classroom, Strengths in Science Classrooms | Tagged , , , | 4 Comments

Misconceptions to New Knowledge

Posted on February 24, 2019 by creighcl

Misconceptions in Science There are many scientific misconceptions out there and, as teachers, it is our duty to help our students dispel these misconceptions by using evidence and laws to create new knowledge. Common misconceptions that you may come across … Continue reading →

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Challenge Your Misconceptions

Posted on February 24, 2019 by murraypk

You are probably wrong (and that’s ok) Everyone holds some misconceptions. There is so much misinformation out there that it is inevitable. I know that not everything I “know” is accurate. I regularly find out that I’m wrong about something I … Continue reading →

Posted in Misc, Strengths in Science Classrooms | 2 Comments

Misconceptions in our classrooms

Posted on February 23, 2019 by bischowj

A misconception is a view or opinion that is incorrect due to faulty prior knowledge, thinking or understand. Naturally, these will pop up in our future classroom, but how do we as teachers notice confront them in our classrooms? 5 … Continue reading →

Posted in Strengths in Science Classrooms | 2 Comments

The Earth is How Old?

Posted on February 23, 2019 by grantcp

It’s four and half billion years old – not 6,000. The sciences are riddled with a lot of misconceptions that change as we get older, but there’s nothing wrong with misunderstanding a concept or fact due to a lack of … Continue reading →

Posted in Misc, Strengths in Science Classrooms | 8 Comments

Wait, Compounds & Molecules Aren’t the Same Thing?

Posted on February 20, 2019 by yezierkl

Alternate Conceptions Within the Chemistry Classroom: What Does That Even Mean? Alternate conceptions are very present inside any chemistry classroom. Sometimes, there are even developed outside of the classroom! These ideas can form: As a child from observing the world … Continue reading →

Posted in Strengths in Science Classrooms | 8 Comments

Evolution vs. Natural Selection: Why are the Misconceptions Important to Correct?

Posted on February 19, 2019 by mattaldt

        Introduction: Imagine if a group of students walk up to you and make the following statements about biology: “Natural selection and evolution are the same thing.” ” Natural selection leads to the creation of new features. … Continue reading →

Posted in Misc, Strengths in Science Classrooms | 3 Comments

Missing That Conception

Posted on February 19, 2019 by thomasbs

“You know, Mr. Thomas, I heard that toilets flush backwards in Australia. Why is that?” What is a Misconception? In science, misconceptions are when background knowledge that the students have are wrong or inaccurate. This can prove problematic when you’re … Continue reading →

Posted in Strengths in Science Classrooms | 5 Comments

What Does It Mean to Be Strong?

Posted on February 19, 2018 by Dillon Frank

For most people the first thing that comes to mind when they hear the word “strong” is raw strength, such as muscles.  But when we hear the phrase “Play to your strengths”, most people don’t mean play to your raw … Continue reading →

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