Question 41

What interventions do you give your students to help them overcome misconceptions about inertia?

TEACHING STANDARD B:
Teachers of science guide and facilitate learning. In doing this, teachers

• Recognize and respond to student diversity and encourage all students to participate fully in science learning.
• Encourage and model the skills of scientific inquiry, as well as the curiosity, openness to new ideas and data, and skepticism that characterize science.

TEACHING STANDARD A:
Teachers of science plan an inquiry-based science program for their students. In doing this, teachers

• Select science content and adapt and design curricula to meet the interests, knowledge, understanding, abilities, and experiences of students.
• Select teaching and assessment strategies that support the development of student understanding and nurture a community of science learners.

TEACHING STANDARD C:
Teachers of science engage in ongoing assessment of their teaching and of student learning. In doing this, teachers

• Use multiple methods and systematically gather data about student understanding and ability.
• Use student data, observations of teaching, and interactions with colleagues to reflect on and improve teaching practice.

TEACHING STANDARD D:
Teachers of science design and manage learning environments that provide students with the time, space, and resources needed for learning science. In doing this, teachers

• Structure the time available so that students are able to engage in extended investigations.
• Create a setting for student work that is flexible and supportive of science inquiry.

TEACHING STANDARD E:
Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry and the attitudes and social values conducive to science learning. In doing this, teachers

• Model and emphasize the skills, attitudes, and values of scientific inquiry.

PROFESSIONAL DEVELOPMENT STANDARD A:
Professional development for teachers of science requires learning essential science content through the perspectives and methods of inquiry. Science learning experiences for teachers must

• Involve teachers in actively investigating phenomena that can be studied scientifically, interpreting results, and making sense of findings consistent with currently accepted scientific understanding.

PROFESSIONAL DEVELOPMENT STANDARD B:
Professional development for teachers of science requires integrating knowledge of science, learning, pedagogy, and students; it also requires applying that knowledge to science teaching. Learning experiences for teachers of science must

• Address teachers' needs as learners and build on their current knowledge of science content, teaching, and learning.
• Use inquiry, reflection, interpretation of research, modeling, and guided practice to build understanding and skill in science teaching.

ASSESSMENT STANDARD A:
Assessments must be consistent with the decisions they are designed to inform.

• Assessments are deliberately designed.
• Assessments have explicitly stated purposes.
• Assessment procedures are internally consistent.

ASSESSMENT STANDARD B:

• Achievement data collected focus on the science content that is most important for students to learn.

ASSESSMENT STANDARD C:
The technical quality of the data collected is well matched to the decisions and actions taken on the basis of their interpretation.

• The feature that is claimed to be measured is actually measured.
• Assessment tasks are authentic.
• Students have adequate opportunity to demonstrate their achievements.

CONTENT STANDARD B: As a result of their activities in grades 9-12, all students should develop an understanding of

• Motions and forces

PROGRAM STANDARD D:
The K-12 science program must give students access to appropriate and sufficient resources, including quality teachers, time, materials and equipment, adequate and safe space, and the community.

Conducting scientific inquiry requires that students have easy, equitable, and frequent opportunities to use a wide range of equipment, materials, supplies, and other resources for experimentation and direct investigation of phenomena.