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Sponsored by the National Science Foundation and organized by CADRE, this event will focus on standards-based instructional materials.
ABOUTJoin educators, administrators, researchers, industry representatives, policy…
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An electronic teacher guide (eTG) was developed to determine whether a digital guide could better support teachers in implementing an inquiry-based curriculum and in enhancing their practice. Developed as a proof-of-…
What Does It Mean to Notice My Students’ Ideas in Science Today?: An Investigation of Elementary Teachers’ Practice of Noticing Their Students’ Thinking in Science
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An investigation of elementary teachers’ noticing of students’ ideas and their thinking surrounding their noticing practice.
Efforts toward improving K-12 science education emphasize teachers noticing…
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This study uses a mixed-method sequential exploratory design to examine influences on urban adolescents’ engagement and disengagement in school.
This study uses a mixed-method sequential exploratory…
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This article discusses supporting inquiry in an online learning environment.
Jaber, L. Z., Hufnagel, E., & Radoff, J. (2019). “This is Really Frying My Brain!”: How Affect Supports Inquiry in an…
“You are Never too Little to Understand Your Culture”: Strengthening Early Childhood Teachers through the Diné Institute for Navajo Nation Educators
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This article describes one effort to strengthen early childhood teaching in schools on the Navajo Nation that centers the work of two teachers within a program attempting to support teachers in the development of…
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This Research in Science Education article focuses on characterizing classroom discourse in science.
Sandoval, W. A., Kawasaki, J., & Clark, H. F. (2020). Characterizing science classroom discourse…
Profiles of Middle School Science Teachers: Accounting for Cognitive and Motivational Characteristics
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This study takes a person‐centered approach by applying latent profile analysis to examine how cognitive (pedagogical content knowledge) and motivational (instructional goal orientations, self‐efficacy beliefs, and reform…
Developing Transmedia Engineering Curricula Using Cognitive Tools to Impact Learning and the Development of STEM Identity
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This paper examines the use of Imaginative Education (IE) to create an NGSS-aligned middle school engineering curriculum that supports transfer and the development of STEM identity.
This paper examines…
How Science Teachers DiALoG Classrooms: Towards a Practical and Responsive Formative Assessment of Oral Argumentation
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This article presents lessons learned from an ongoing attempt to conceptualize, develop, and refine a way for teachers to gather formative assessment evidence about classroom argumentation as it happens…
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In this article, the authors present evidence from teachers' reflections that this stability was supported by the teachers' intellectual and emotional experiences as learners. Specifically, they argue that engaging in…
“Science Theatre Makes You Good at Science”: Affordances of Embodied Performances in Urban Elementary Science Classrooms
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School science continues to alienate students identifying with nondominant, non-western cultures, and learners of color, and considers science as an enterprise where success necessitates divorcing the self and corporeal…
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Drawing from published literature, as well as the experiences of a co-design team of motivation and science education researchers and middle school science teachers, we address the landscape of decision points for…
Training a New Generation of Problem Solvers: How Can Education Programs Develop the Problem-Solving Skills of Today's Schoolchildren and Tomorrow's STEM Workforce?
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This article addresses the need and potential for students to develop problem-solving skills as part of STEM learning.
Songer, N.B. (2022 April) Training a new generation of problem solvers: How can…
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The University of Alaska Fairbanks (UAF) Development Team is working with the Northwest Arctic Borough School District to develop STEM lessons utilizing Iñupiaq knowledge systems and university research for middle school-…
Transforming Science Learning Framework: Translating an Equity Commitment into Action through Co-Design
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In this study, we present a conceptual tool for guiding teachers’ principled pedagogical actions toward equitable instruction, referred to as the Transforming Science Learning (TSL) framework. The TSL framework was…
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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…
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To address the lack of a classroom observation protocol aligned with integrated STEM, the author team developed one to measure the degree of integrated STEM instruction implemented in K-12 science and engineering…
Investigating the Presence of Mathematics and the Levels of Cognitively Demanding Mathematical Tasks in Integrated STEM Units
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Effective K-12 integrated STEM education should reflect an intentional effort to adequately represent and facilitate each of its component disciplines in a meaningful way. However, most research in this space has been…
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Mastery goal structures, which communicate value for developing deeper understanding, are an important classroom support for student motivation and engagement, especially in the context of science learning aligned with the…
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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…
“Unnatural How Natural It Was”: Using a Performance Task and Simulated Classroom for Preservice Secondary Teachers to Practice Engaging Student Avatars in Scientific Argumentation
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Facilitating discussions is a key approach that science teachers use to engage students in scientific argumentation. However, learning how to facilitate argumentation-focused discussions is an ambitious teaching practice…
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Eliciting and interpreting students’ ideas are essential skills in teaching, yet pre-service teachers (PSTs) rarely have adequate opportunities to develop these skills. In this study, we examine PSTs’ patterns of discourse…
Exploring the Potential of an Online Suite of Practice-Based Activities for Supporting Preservice Elementary Teachers in Learning How to Facilitate Argumentation-Focused Discussions in Mathematics and Science
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This study explored the use of a three-part suite of practice-based activities -- one- and two-player online simulations, an avatar-based simulation, and a virtual teaching simulator—for supporting preservice teachers in…
Socio-Scientific Learning During the COVID-19 Pandemic: Comparing In-person and Virtual Science Learning Using Model-Evidence Link Diagrams
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Science learning is an important part of the K-12 educational experience, as well as in the lives of students. This study considered students’ science learning as they engaged in the instruction of scientific issues with…
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This report takes stock of what we currently know as well as what we need to know to make classroom assessment maximally beneficial for the teaching and learning of STEM subject matter in K–12 classrooms…
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Teachers must know how to use language to support students in knowledge generation environments that align to the Next Generation Science Standards. To measure this knowledge, this study refines a survey on teachers’…
Intersections of Teacher Noticing and Culturally Sustaining Pedagogy: A Conceptual Framework to Inform the Design of Teacher Learning
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Teacher noticing scholars are just beginning to explore how to support noticing that is responsive to students' cultural resources. The theoretical basis of the teacher noticing literature affords scholars a range of paths…
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…
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…
Embodied, Dramatizing Performances in Science Class: Multimodal Spaces and Places of Knowledge and Identity Construction
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We explored the semiotic choices children in grades 1–6 made that nurtured embodied, dramatizing performances in science classes at urban public schools, serving predominantly students of color in a large US city. We…
How It All Happened: Cause and Effect as a Lens and Thinking Tool to Observe and Make Sense of Two Puzzling Phenomena
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This article uses cause and effect as a lens and thinking tool to observe and make sense of phenomena in elementary science.
Mohan, L., Harris, E., & Guy-Gaytan, C. (2023). How it all happened:…
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In this report section, we discuss the importance of aligning classroom assessments with learning goals and instructional practices to both shape and evaluate students’ learning opportunities.
In this…
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Framework to organize foothold practices for centering justice in science education.
Framework to organize foothold practices for centering justice in science education.…
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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…
Characterizing Adaptive Expertise: Teacher Profiles Based on Epistemic Orientation and Knowledge of Epistemic Tools
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With an ultimate goal of characterizing teachers' movement toward understanding the epistemic complexity of generative learning environments, this study refers to adaptive teaching expertise (AdTex) as a…
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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…
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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…
Science Teachers’ Implementation of Science and Engineering Practices in Different Instructional Settings
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This article explores science teachers’ implementation of science and engineering practices (SEPs) under different instructional settings.
This article explores science teachers’ implementation of…
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With a decade passing since the release of the Next Generation Science Standards (NGSS), it is timely to reflect and consider the extent to which the promise of science teaching and learning that values and centers…
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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21st Century Skills
Biology
Classroom Practice
Educational Technology
Science
Professional Development…
Resource
Classroom Practice
Science
Presentation
Elementary
Middle
Katherine L. McNeill…
Event
To learn more, visit, http://education.ti.com/en/us/professional-development/t3-las%20vegas#!….
Texas Instruments
Conference
Classroom…