discovery education homework help science

discovery education homework help science

Enhancing Science Education Through Digital Resources: A Comprehensive Guide for Educators

1. Introduction to Digital Resources in Science Education

The biggest challenge we face at this time is creating a comprehensive website for educators. Although there are many smaller websites and digital resources for education already available, this website will simply summarize current research that was conducted while integrating technology in a high education institution. The research shall focus on not only how these resources impact students, but also how they will impact the realm of science education. In this section of our comprehensive website, there will be many different categories of digital resources that can be used in a classroom. Each category has its own section with information on approximately ten to twenty digital resources that are currently research-based. Each category will then be linked to their own page where they are not only listed, but also include the summaries.

Science is a subject that presents itself in almost every aspect of our daily lives. Science is usually a general education requirement from kindergarten, high school, to college. Every grade has its own standards, but they all have similar topics. For example, earth science is usually taught in late elementary school and followed up with geology or oceanography in college. Biology is also a common subject that is taught from an early age, which builds up to genetics or microbiology. Being a science teacher is fun, but it is also crucial for youth today. Without scientists and science education, the process of education will cease to exist. Knowing that using digital resources to not only enhance the students’ experience in our classrooms, but also make our teaching materials more accessible to all educators, is very exciting.

Section 1: Introduction

A Guide to Using Digital Resources in Science Education

2. The Benefits of Using Discovery Education for Homework Help

Three examples, from various locations, of how students and teachers are using United Streaming as a homework helper in a science unit have been chosen. In each of these examples, all the Discovery Educator resources for a topic within the Science Area of Learning are being used for students as a homework helper. In the Madison, Ohio, school district, Laura Copenhaver, a fifth-grade student, uses a map of the United States featuring the many geographic regions and landforms they will be studying to write a science riddle centered on one of them. Lauren will also subscribe to My DE, which will allow her to bookmark content she will use in developing a detailed report on the region she has chosen. The final project for this geography study will be for each student to use the notebook and outline they have developed to introduce their “home” section of the country to the rest of the class. This will include the presentation of a continent in a suitcase, decorated by the student, which they will use to present a 3-5 minute “commercial” for their area of the country.

The reasons for using Discovery as a homework helper are all-encompassing, but for this publication, the primary focus will be on science education. Many schools are already using Discovery Education services to teach students digital-age skills, offer students virtual experiences, and create collections of videos and digital companion resources that meet district needs. Another advantage of Discovery Education is the homework help that students can access from home. Photojournalism, a service for purchasing video for newspaper and yearbook use, is one of the components that engenders a high level of user satisfaction. Customer satisfaction with video streaming is also above the 80th percentile. The feedback from educators who use United Streaming agrees that the full videos, as well as the educational video clips, are used to enrich both in-class lessons and homework offerings.

3. Strategies for Incorporating Discovery Education in Science Curriculum

The strategies that work successfully with Discovery Education Digital Streaming in the science classroom directly align with the National Science Education Standards (NRC 1996; 2012), the International Technology and Engineering Educators Association’s Standards for Technological Literacy (ITEEA 2000), the inquiry process, Brain-Based Learning (Sousa, 2008), and research-based best practices in Science Education. Discovery Education’s digital resources support educators in all content areas. Through the power of digital, Discovery Education creates an integrated approach to teaching and learning while producing channels of informative and visually engaging multimedia resources such as Film and Guides, Virtual Field Trips, Up Close events covering live men, programs covering major historical events, audio and music resources, image and illustrations databases, animations, interactive games, biomes, math clips, virtual labs, science fair center, famous scientist videos (Men and Women), educational blogs and podcasts in all fields of instruction. Teachers simply register with Discovery Education at no cost and can immediately access podcasts for listening abilities, down.

Educators not currently using Discovery Education are encouraged to explore the variety of resources and features that may be implemented in their science curricula. The following are practical strategies that educators can use to incorporate Discovery Education into their science curriculum: streamlining relevant short documentaries or digital media clips into a daily lesson plan as a bell-ringer activity or writing prompt; introducing the Concept Overview feature of DE to help students organize pertinent scientific information, arrange data for inquiry learning, alignment inquiry opportunities with class textbooks and instructional materials, and highlight significant vocabulary words throughout the units; accessing the SlideShow feature for professional development presentations and instructional strategies for faculty; targeting academic vocabulary and terms found within the Multimedia resources as a weekly word wall or game of concentration for the science classroom; investigating the PODcast or VODcast materials to share with fellow science faculty or to flip the science classroom; or using the Science Fair Central for project-based learning or for students who may need extra enrichment on a particular topic.

4. Case Studies and Success Stories

District Case Study: In this longer vignette, explore some aspect of the DE implementation at the district level. Perhaps the district used District Level Benchmark data to compare to state test data and found that students using DE Science were outperforming other students in science, background variables controlled. Or perhaps the district used DE in a new and innovative way at the district level or in-district PD, like implementing more frequent or larger-scale formative assessments, but still experienced significant improvements in student performance. Provide just enough detail about the study or other DE impact to make the reader want to know the specifics of the question and the results. Quoting or “hearing from” teachers, students, or administrators can add further depth for the reader. In this section, the article may offer 1-2 case studies and/or success stories.

Success Story: Brief narrative that demonstrates how the use of DE Science has improved learning outcomes and/or student or teacher engagement. These stories can take many different forms; a quote from a student or teacher about their enjoyment of (or frustration with) an earlier curriculum; the impact of the local or school district findings or implementation of a specific intervention – what did teachers, students, or parents say or do, as a result? The story of a specific school’s use of benchmark assessments to mirror state standards and increase test scores of a particular subgroup of students; summary of a study of a particular DE program.

One valuable way to provide evidence is by highlighting others’ experiences. This section may include several case studies and/or success stories that specifically demonstrate how Discovery Education has been incorporated within the district, school, classroom, and/or additional extracurricular enrichment programs to support science learning. The scenario(s) should provide a summary and some background information to frame the story as a teaching and learning solution. The case studies and success stories should illustrate teaching practices and learning outcomes, as well as quantitative or qualitative data. The human interest in the case should also be explored, integrating quotes, stories, unusual or dramatic events, or intriguing results to provide a compelling narrative.

5. Conclusion and Future Directions

Templates, or anchor charts, were developed to save teachers’ time and support their understanding of effective, research-based teaching strategies. These are sometimes referred to as tools, clear and concise statements based on well-established educational research and principles. The resources in this guide are based on teacher feedback and coaching materials used under the ESD-STOY and IO-ORIGINAL NHSA studies. Teachers with these programs were given resources such as game boards, puzzles, images, or guiding questions in folders for future reference or to use with other teachers. These materials are intended to be informative and to bridge teachers’ conceptual understanding of science and STEM in everyday events. These formats could easily be adapted for the wider Dash! community. Discovery Education provides dynamic digital resources to enhance education in science and STEM. Digital resources are available for free, and some of the paid (assessment) programs have free trials.

The practices and resources shared in this guide represent part of a larger research study. The project was a national, longitudinal research study involving five sites, teachers, and students in multiple states. This guide focused on the digital and hands-on resources and highlights research-based approaches that are feasible for resource-strapped schools. Participation in the project used the formational coaching model proposed by Fay, Johnson, Kaplan, and Tichnor-Wagner. Formational coaching creates supportive spaces, promotes leadership, and takes seriously the full humanity of the practitioners involved. The goal of each site, sometimes called a community of practice, was to support elementary teachers as they explored effective science and mathematics education.