Category Archives: NSTA Reports

The blogging arm of NSTA Reports (the association’s member newspaper) and of NSTA in general. Click on a headline to read the entire post.

The Role of Instructional Resources in Supporting Investigation and Design

We are at an exciting time in science education. The Framework for K-12 Science Education (NRC, 2012) presents a vision for how we should teach science that is grounded in empirical evidence and what we know about how students learn. The Framework focuses on learners building useable knowledge of the world by making sense of […]

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Supporting Classroom Implementation of Investigations and Design for All Students

Previous blogs on this series have focused on describing the Science and Engineering for Grades 6-12: Investigation and Design at the Center report’s conclusions and recommendations on the importance and role of investigation and engineering design in students learning science. Those blogs have highlighted the changes that must take place in the teacher-student interaction to […]

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Engaging in Authentic Research

Looking for an opportunity for you and your students to do authentic scientific research? Then programs like Rutgers University’s Waksman Student Scholars Program (WSSP) and the NASA/IPAC Teacher Archive Research Program (NITARP) might be for you.

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Reflecting on the Flipped Classroom

Since educators began adopting flipped classroom strategies—in which instruction that typically occurred in class happens outside class, and instructors help students apply what they learned during class—many have developed new perspectives and new methods.

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Preparing Future Teachers to Put Investigation and Design at the Center of Their Classrooms

The recently released report Science and Engineering in Grades 6–12: Investigation and Design at the Center makes a strong statement right in the title: engaging students in scientific investigations and engineering design should be the core of what teachers do in their classrooms. Other blog posts have described how investigation engages students in doing science […]

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Science Teachers and the Course Forward for STEM Education

Science teachers’ voices do count—and are being heard—in Washington, D.C.  On December 4, the National Science and Technology Council (NSTC) published Charting a Course for STEM Education, which presents a five-year strategic plan for how federal agencies can best support STEM education, from preschool through university. In developing the report, science teacher (and NSTA Press author) […]

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English Learners in STEM Subjects

Conducting a review of the research literature on science education with English learners (ELs) would be a demanding task. Reimaging what is possible for ELs in science education would be an even more demanding task. Consider the enormity of the task to reimagine what it takes to transform the education system in order to promote […]

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Engaging English Learners in K-12 Engineering

Engineering is now part of the Next Generation Science Standards as well as many state standards. As schools and teachers begin to think about how to introduce engineering in their classrooms, they should do so in ways that support all students, including English learners. Because K-12 engineering is a relatively new discipline, we have an […]

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Learning Wins in STEM Games

Jamie Easley, eighth-grade science teacher at Eleanor Roosevelt Middle School in Dubuque, Iowa, says she created Science Ball—a baseball-like game—“to make test review interesting [for students]…It’s important to find every way possible to increase engagement and interest in the material we’re teaching, especially if it’s an unusual way to do it,” she contends.

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Investigation and Design: Aligning Secondary Science to What is Best

Take a look at this short video from my high school chemistry class: https://www.youtube.com/watch?v=sNHmVEJLAvI&feature=youtu.be Now ask yourself, were you surprised by my choice to use ice to reboil the water?  What did you feel when you watched that event?   Were you curious about why that event could take place?  Did you have your own unique […]

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