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NARST presentation on instructional decision making to improve argumentation in science.
Osborne, J. & Reigh, E. (2021). Towards improving science discussions: A framework to guide instructional…
We Strive: Initial Explorations of STEM Teachers' Successes and Challenges in Implementing Socioscientific Issues
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This study explores two teachers participating in professional development workshops implementing SocioScientific Issues (SSI) into STEM classrooms. Two research questions were investigated: (a) To what extent did teachers…
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The tasks described in this chapter are intended to build connections between these real-world dangers of viral spread and some relevant topics from the secondary mathematics curriculum. We also explore a link between…
Strengthening Teaching in “Rural,” Indigenous-Serving Schools: Lessons from the Diné Institute for Navajo Nation Educators
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This article reports on the first three years of a teacher-led professional development program on the Navajo Nation. We draw on both quantitative and qualitative data from our end-of-year surveys to highlight some of the…
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Science teacher leaders have been identified as an important lever for the implementation of science education reform. However, science reform implementation is locally controlled and not uniform across districts;…
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The Socioscientific Issues Teaching and Learning (SSI-TL) framework is a guide for developing an instructional approach to learning experiences focused on socioscientific issues (SSI). Despite the potential benefits of SSI…
Secondary Chemistry Teacher Learning: Precursors for and Mechanisms of Pedagogical Conceptual Change
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Despite years of research and practice inspired by chemistry education research, a recent report shows that US secondary instruction is not aligned with current national reform-based efforts. One means to mitigate this…
Investigating the Mangle of Teaching Oxidation–Reduction with the VisChem Approach: Problematising Symbolic Traditions that Undermine Chemistry Concept Development
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Specific to the topic of oxidation–reduction (redox), teachers are obligated by the discipline to prioritise symbolic traditions such as writing equations, documenting oxidation states, and describing changes (e.g., what…
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In this article we describe an Informal Science Institution (ISI)-based professional learning program for science teacher leaders (STLs) developed within the context of a research-practice partnership (RPP…
Professional Development for STEM Integration Analyzing Bioinformatics Teaching by Examining Teachers' Qualities of Adaptive Expertise
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Bioinformatics—a rapidly developing discipline that integrates mathematical and computational techniques with biological knowledge for applications in medicine, the environment, and other important aspects of life—is an…
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In super-diverse classroom contexts, students come from varied migration channels, immigration statuses, languages, countries of origin, and religions, which contribute to new and complex social configurations of the…
Evaluating the Effectiveness of an Online Professional Development for Rural Middle-School Science Teachers
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In rural, geographically dispersed school districts, access to high-quality face-to-face professional development (PD) is challenging. Our study developed and compared the effectiveness of an online PD for middle-school…
Exploring the Noticing of Science Teachers: What Teachers' Notice and Using Video to Capture Teacher Knowledge
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Knowing how science teachers develop their professional knowledge has been a challenge. One potential way to determine the professional knowledge of teachers is through videos. In the study described here, the authors…
Why Does Teacher Learning Vary in Professional Development? Accounting for Organisational Conditions
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Professional development providers often struggle with how some teachers take up and internalise new instructional practices while others have difficulty implementing new ideas and strategies. Teacher personal…
Why Do Teachers Vary in Their Instructional Change During Science PD? The Role of Noticing Students in an Iterative Change Process
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This qualitative study uses a nonlinear, iterative model of teacher learning (Interconnected Model of Professional Growth; Clarke & Hollingsworth, 2002) alongside professional noticing to help understand why elementary…
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Foregrounding climate education in formal science learning environments provides students with opportunities to develop critical climate-related knowledge and skills. However, research has shown many challenges to teaching…
Elementary Teachers’ Knowledge of Using Language as an Epistemic Tool in Science Classrooms: A Case Study
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Language is a fundamental tool for learning science. This study highlights the importance of teacher knowledge in utilising language as a tool for knowledge generation in the classrooms. This case study examines elementary…
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The authors are developing a model for rural science teacher professional development, building teacher expertise and collaboration and creating high-quality science lessons: technology-mediated lesson study (TMLS…
Elementary Science Teacher Educators Learning Together: Catalyzing Change With Educative Curriculum Materials and Vignette Writing
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In this article, we describe a professional learning community (PLC) for science teacher educators that supported changes in pedagogy through educative curriculum materials and vignette writing.
In this…
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Practical research article from Science Scope.
Liu, P., Taylor, S. Colwell-Johnson, A., Lee, A. A., McKinney, D., Harris, C. J., Linnenbrink-Garcia, L., Marchand, G. C., & Schmidt, J. A. (2023).…
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Abstract concepts, such as gravity, may provide the perfect opportunity to bring phenomena into the classroom. Using phenomena and summary writing together might help student learning since it requires making connections…
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Adopting a complexity perspective, we attempt to understand how teachers shift over time by examining their epistemic orientation to knowledge generation and their understanding of the nature of the epistemic tools of…
How Do On-Site Teacher Educators Approach Professional Development? A Study of Insider/Outsider Hybridity
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In-service professional development is important for improving teaching. However, little research has examined how the roles, beliefs, and backgrounds of the individuals providing professional development can best be…
Unpacking Teachers’ Orientations Toward a Knowledge Generation Approach: Do We Need to Go Beyond Epistemology?
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This study aimed to assess the effectiveness of a professional development program rooted in knowledge generation theory. Specifically, it sought to examine the changes in teachers' three orientations following…
Centering Educators’ Voices in the Development of Professional Learning for Data-Rich, Place-Based Science Instruction
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This self-reflective case study describes our project team’s efforts to promote equity in science professional learning (PL) by centering the voices of educators in the PL design process and within the course itself. In…
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In today’s technologically complex and connected world, students’ needs to develop competencies and confidence with data have never been greater. The authors describe effective practices for engaging all students with data…
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Repository of project simulation tasks and data.
Repository of project simulation tasks and data.
Mathematics
Science
Classroom Practice…
The Schoolyard SITES Curriculum Workbook: A Design Process for Engaging Students in Citizen Science in Their Schoolyard
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Schoolyard SITES Curriculum Workbook includes a narrative description of the SITES professional development program and the Project Planning Guide.
Schoolyard SITES Curriculum Workbook includes a…
Schoolyard SITES: School-Community Partnership to Learn About Teaching Locally-Relevant Citizen Science
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Our research study examines the community-based partnership PD model and its impact on school teachers’ self-efficacy and their success in engaging students in the NGSS science practices through citizen science projects…
Cultivating a Higher Level of Student Agency in Collective Discussion: Teacher Strategies to Navigate Student Scientific Uncertainty to Develop a Trajectory of Sensemaking
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Teachers play a crucial role in guiding students through sensemaking by addressing uncertainties and assisting in solution development. Student uncertainty is recognized as a pedagogical resource, engaging them in…
Communities of Practice and the Elevation of Urban Elementary Teacher Discourse About Critical Pedagogy of Place
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Children who live in under-resourced communities and attend under-resourced schools deserve access to high-quality teachers and educational opportunities to support their success and well-being. This study emerged from a…
Event
Join your colleagues in the City of Brotherly Love for NSTA's 58th National Conference on Science Education. Conference registration and exhibits will be at the Pennsylvania Convention Center. Most sessions and events have…
Event
Conference
21st Century Skills
Achievement
Astronomy
Assessment
Biology
Classroom Practice
Chemistry…
Event
Conference
21st Century Skills
Achievement
Astronomy
Assessment
Biology
Classroom Practice
Chemistry…
Event
21st Century Skills
Achievement
Astronomy
Assessment
Biology
Classroom Practice
Chemistry
Climate Change…
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Previous research suggests the value of technology-enhanced materials that guide learners to use dynamic, interactive visualizations of science phenomena. The power of these visualizations to improve student understanding…
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Gerard, L.F., Varma, K., Corliss, S., & Linn, M.C (2011). Professional development in technology-enhanced science. Review of Educational Research. 81(3), 408 – 448
ABSTRACT:
The knowledge integration framework is used…
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Loving, C. C., Schroeder, C., Kang, R., Shimek, C., & Herbert, B. (2007). Blogs: Enhancing links in a professional learning community of science and mathematics teachers. Contemporary Issues in Technology and Teacher…
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21st Century Skills
Biology
Classroom Practice
Educational Technology
Science
Professional Development…
Integrating Innovative Technologies in Inquiry Science: Professional Development for Teachers and the Impacts on Teacher and Student Learning (Dorsey, Linn, Ryoo, Gerard)
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This session presents results from four studies investigating professional development support for teachers’ use of innovative technologies in inquiry science and the impacts of support on learning…
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Science
Professional Development
Presentation
Elementary
Betty Young…
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Mathematics
Science
Professional Development
Presentation
Middle
Pradeep M. Dass…
Talk Science! Scalable, Web-based Professional Learning to Improve Science Teaching & Learning (Doubler)
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Science
Professional Development
Presentation
Elementary
Susan Doubler…
Target Inquiry: Transforming In‐Service Teacher Professional Development and Instruction in High School Chemistry (Yezierski, Herrington)
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This session presents results of a four-year longitudinal, mixed-methods study showing how Target Inquiry affects teacher beliefs, transforms teacher practice, and increases student achievement…
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To learn more, visit http://www.nabt.org/websites/institution/index.php?p=10
National Association of Biology Teachers (NABT)
Conference…
Event
To learn more, visit http://www.nabt.org/websites/institution/index.php?p=12.
National Association of Biology Teachers (NABT)
Conference…
Effective, Sustained Inquiry-Based Instruction Promotes Higher Science Proficiency Among All Groups: A 5-Year Analysis
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Student’s performance in science classrooms has continued to languish throughout the USA. Even though proficiency rates on national tests such as National Assessment of Educational Progress are higher for Caucasian…
Professional Development to Enhance Teachers' Practices in Using Information and Communication Technologies (ICTs) as Cognitive Tools: Lessons Learned from a Design-Based Research Study
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Technology integration in K-12 classrooms is usually overly teacher-centered and has insufficient impact on students' learning, especially in enhancing students' higher-order cognitive skills. The purpose of this project…
Technologies and Reformed-Based Science Instruction: The Examination of a Professional Development Model Focused on Supporting Science Teaching and Learning with Technologies
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While access to computers, other technologies, and cyber-enabled resources that could be leveraged for enhancing student learning in science is increasing, generally it has been found that teachers use technology more for…
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Many national initiatives in K-12 science, technology, engineering, and mathematics (STEM) education have emphasized the connections between teachers and improved student learning. Much of the discussion surrounding these…