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.

How Schools Are Failing Girls…And What We Can Do About It

By Lisa Hinkelman It has long been thought that girls are “good at school.” They tend to be more compliant, follow directions, cause fewer disruptions, and earn better grades, and ultimately are often viewed as better students than boys, particularly in K–12 settings. But does this type of performance and compliance translate to postsecondary and […]

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Adding Inquiry to ‘Cookbook’ Labs

“I have converted several standard labs from AP Physics 1 to more engaging inquiry labs using NGSS [Next Generation Science Standards]. I want my labs to connect to my students’ lives, phenomena they see and feel every day,” says Jose Rivas, AP Physics 1 and engineering teacher at Lennox Math, Science, and Technology Academy in Lennox, California.

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Why I Am Voting YES for Science Teaching

I am an elementary teacher, not a science teacher. I teach everything from shoelace tying to technology. When I began teaching, my science content knowledge was at a minimal and when I taught science I tiptoed around it as if I were Indiana Jones navigating through the Temple of Doom. I feared and avoided any […]

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NSTA Members to Vote on New Name

The NSTA Board of Directors took a bold step to usher in a new, exciting future for NSTA by voting in February in favor of changing the association’s name from the National Science Teachers Association to the National Science Teaching Association. The board believes this represents a major shift in NSTA’s vision to better connect […]

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NSTA Conferences: Professional Learning and So Much More

Editor’s Note:  In this blog series commemorating NSTA’s 75th Anniversary we take a look to the past with an eye to the future. Can you imagine attending an NSTA convention over Thanksgiving weekend?! Indeed, that was the timing of NSTA’s first regional meetings (in conjunction with NEA and AAAS), in 1944.      However, NSTA’s first “independent” National Convention […]

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Podcasting in the Science Classroom

“Make sure [you convey] what you want students to learn [when they make podcasts]. The content is more important than the technology; learning outcomes are more important,” Basler emphasizes.

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NSTA’s 75th: Celebrating the Past, Educating for the Future

Editors Note: Today in this blog series commemorating NSTA’s 75th Anniversary we celebrate the many stakeholders who work hard every day so that ALL students are engaged in science learning and who have helped NSTA to become a dedicated advocate for science education and a leading influencer on science and STEM teaching and learning nationwide.  […]

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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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