Gizmos and Gadgets | Books | Safety Information | References
For middle school, there is one kit:
Kit PK-0300
For elementary school, there are two kits:
Kit 1 PK-0200
Kit 2 PK-0210
The contents of all the kits are shown below.
The High School Physics Kits support the lessons and experiments found throughout NSTA's book, Using Physics Gadgets and Gizmos, Grades 9–12: Phenomenon-Based Learning. Two kits are available and each includes about 25 tools to support lessons in angular momentum, buoyancy, magnetism, pressure, energy, and more.
What’s included in the high school physics kits:
Kit 1 PK-0100PressureAtmospheric Mat Pressure Globe Hollow Prism Super Bottle Rocket Launcher Atmospheric Pressure Cups Laws of Thermodynamics Reversible Thermoelectric Demo Elasticity of Gases Demo Fire Syringe Drinking Bird Ice Melting Blocks Energy Colliding Steel Spheres Euler's Disc Happy / Unhappy Balls Crookes Radiometer Magnetic Accelerator Dropper Popper Astroblaster Colors RGB Snap Lights and Spinner Quantitative Spectroscope Primary Color Light Sticks Resonance Set of 8 Boomwhackers Sound Pipe Music Box Mechanism Standing Wave Apparatus Singing Rods w/ Rosin 2D-motion Vertical Acceleration Demonstrator Ballistics Car Introductory Energy and Motion Lab Air-Powered Projectile Angle Wedges Launch Pad |
Kit 2 PK-0110BuoyancySolar Bag Boat & Rock Galileo's thermometer Cartesian Diver Poly Density Bottle Angular Momentum Rotating Platform Extreme Gyroscope IR-Controlled UFO Flyer Perpetual Top Celts Power Ball Gyroscope Magnetism Magnetic Field Model Clear Compasses Levitron 3D Magnetic Compass Electromagnetic Induction Lenz's Law Apparatus World's Simplest Motor Electromagnetic Flashlight Deluxe Hand Crank Generator 1 Farad Capacitor More "Cool Stuff" Mirage Doppler Ball Flying Cow Fun Fly Stick Energy Ball Bernoulli's Bag |
The Middle School Physical Science Kit is ideal for supporting the lessons found throughout NSTA's book, Using Physical Science Gadgets and Gizmos, Grades 6-8: Phenomenon-Based Learning. The kit contains about 25 ‘cool tools’ that work in conjunction with the book’s instructional approach, which encourages students to first experience how the gadgets work and then become curious enough to find out why.
The Elementary Physical Science Kits are ideal for supporting the lessons found throughout NSTA's book, Using Physical Science Gadgets and Gizmos, Grades 3-5: Phenomenon-Based Learning. The two kits contain about 22 ‘cool gadgets’ (with four of most of them) that are perfect for Phenomenon-Based Learning, which encourages students to first experience how the gadgets work and then become curious enough to find out why.
·
Bobrowsky,
M., 2007, The Process of Science...and
its Interaction with Non-Scientific Ideas, American Astronomical Society,
Washington, D.C. http://aas.org/education/The_Process_of_Science
·
Champagne, A.B., Gunstone, R.F., & Klopfer,
L.E. 1985, "Effecting changes in cognitive structures among physics
students," in H.T. West & A. L. Pines (Eds.), Cognitive structure and conceptual change. Orlando, FL: Academic
Press.
·
Chi, M.T.H. & Roscoe, R.D 2002, “The Processes and Challenges of
Conceptual Change,” in Reconsidering
Conceptual Change: Issues in Theory and Practice, M. Limón and L. Mason, Editors.
Kluwer Academic Publishers: Boston.
·
Crouch, C.H. & Mazur, E. 2001, “Peer Instruction: Ten Years of Experience and
Results,” Am. J. Phys., 69, 970.
·
Dale,
E. 1969, “Audio-Visual Methods in Teaching,” Holt, Rinehart, and Winston.
·
Donivan, M. 1993, “A dynamic duo takes on
science.” Science and Children, 31(2), 29-32.
·
Enger,
S.K. and Yager, R. E., 2001, Assessing Student
Understanding in Science: A Standards-Based K-12 Handbook, Corwin Press,
Inc., Thousand Oaks, CA
·
Jacobs,
H. H., Ed., 2010, Curriculum 21 Essential
Education for a Changing World, ASCD, Alexandria, VA
·
Meadows,
Donella H., 2008, Thinking in Systems
– A Primer, Chelsea Green Publishing, White River Junction, VT
·
McTighe,
J. and Wiggins, G., 2013, Essential
Questions – Opening Doors to Student Understanding, ASCD, Alexandria,
VA
·
National
Research Council, 2011, A Framework for
K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas,
National Academy Press, Washington, DC
·
National
Research Council, 2000, Inquiry and the
National Science Education Standards:
A Guide for Teaching and Learning, National Academy Press,
Washington, DC
·
National
Research Council , 2000, How People Learn
– Brain, Mind, Experience, and School, National Academy Press,
Washington, DC
·
P-16
Science Education at the Akron Global Polymer Academy
http://agpa.uakron.edu/p16/btp.php?id=wait-time
https://www.helsinki.fi/en/news/new-roads-to-learning
Deep learning and understanding are the goals of phenomenon-based learning.
http://www.phenomenaleducation.info/phenomenon-based-learning.html
http://www.scientificamerican.com/article/curiosity-prepares-the-brain-for-better-learning/
Lehesvuori, S., Viiri, J., Rasku-Puttonen, H., Moate, J. & Helaakoski, J. 2013, “Visualizing Communication Structures in Science Classrooms: Tracing Cumulativity in Teacher-Led Whole Class Discussions,” Journal of Research in Science Teaching, 50, 912-939
Abstract: http://onlinelibrary.wiley.com/doi/10.1002/tea.21100/abstract
“...it is also important that the teacher should be able to change the preplanned type of talk if necessary. He or she should be sensitive to the students’ ideas and act accordingly. This ability to guide classroom discussion effectively is one of the main signs of the expert science teacher, as Leach and Scott (2003) and Ryder et al. (2003) have also indicated. Also Tabak and Baumgartner (2004) stressed that in science education there should be a balance between different discourse forms. But the different talk patterns are nor learned if they are not explicitly taught and discussed (Crespo, 2002; Penick & Bonnsetter, 1993). "
Viiri, J. & Saari, H., 2006, “Teacher Talk Patterns in Science Lessons: Use in Teacher Education,” Journal Of Science Teacher Education, 17, 347-365
http://link.springer.com/article/10.1007/s10972-006-9028-1
Finnish schools will begin reorganizing their classrooms during the 2016-2017 school year based on the country's new National Curriculum Framework. Some classrooms in Helsinki, the country’s largest city, have already begun the process, according to The Independent.
The National Curriculum Framework serves as a broad outline for educators, and requires that for at least a couple of weeks each year, educators use “phenomenon-based teaching" -- an approach that emphasizes broad interdisciplinary topics rather than single-subject classes.
http://www.huffingtonpost.com/2015/03/28/finland-education-overhaul_n_6958786.html
Faris, A.O. 2009, “The Impact of Homogeneous vs. Heterogeneous Collaborative Learning Groups in Multicultural Classes on the Achievement and Attitudes of Nine Graders towards Learning Science,” ERIC Number: ED504109
Full text PDF: http://files.eric.ed.gov/fulltext/ED504109.pdf
Kim, H. 2015, “Effects of Science and Engineering Practices on Science Achievement and Attitudes of Diverse Students including ELLs,” NABE Journal of Research and Practice, V. 6.
https://www2.nau.edu/nabej-p/ojs/index.php/njrp/article/view/130/93
Lastly, a misconception that relates closely to my teaching is that only certain children are equipped to learn in this kind of educational setting. In my experience, children from all backgrounds, and especially those at risk of poverty-related academic, emotional, and social difficulties can benefit greatly from the structure and flexibility that PBL offers. Using this strategy, teachers decide on project topics that connect to their students’ background knowledge, including personal experiences. Students then participate in creating and evaluating their learning experiences. When children are happy, they learn better. Resilience can then build within the community through the joy of learning — a hallmark of PBL.
— Tatyana Zhukov
https://www.noodle.com/articles/phenomenon-based-learning-what-is-pbl
Strong, R., Silver, H.F., & Robinson, A. 1995, “Strengthening Student Engagement: What Do Students Want (and what really motivates them)?” Educational Leadership, V. 53, No. 1
“Peer Instruction: Ten Years of Experience and Results,” Crouch, C.H. & Mazur, E., Am. J. Phys., 69, 970-977, 2001.
http://web.mit.edu/jbelcher/www/TEALref/Crouch_Mazur.pdf
"Effecting changes in cognitive structures among physics students,"
Champagne, A.B., Gunstone, R.F., & Klopfer, L.E. In H.T. West & A. L.
Pines (Eds.), Cognitive structure and conceptual change. Orlando, FL: Academic
Press, 1985.
http://eric.ed.gov/?id=ED279535
“The Processes and Challenges of Conceptual Change,” Chi, M.T.H. & Roscoe,
R.D in Reconsidering Conceptual Change: Issues in Theory and Practice, M. Limón
and L. Mason, Editors. ,Kluwer Academic Publishers: Boston, 2002.
https://www.researchgate.net/publication/226777487_The_Processes_and_Challenges_of_Conceptual_Change
http://www.scienceonstage.org.uk/exhibition2015/Poster%20pdfs/157176.pdf