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.

Investigation and Design: Aligning Secondary Science to What is Best

Take a look at this short video from my high school chemistry class: 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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What Role Does the Teacher Play in Guiding Investigation and Design?

As a member of the committee charged with revising America’s Lab Report, I’ve often been asked the question, why are we updating recommendations now? The reason is simple: we know a lot more now about how students learn science and engineering, and how teachers can support students as they engage in science investigations and engineering […]

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Reimagining STEM for English Learners

Science, engineering, technology, and math (STEM) learning is for all students. STEM learning is essential in today’s classrooms because it arms our students with the knowledge and skills to process information, uncover problems, design solutions, collect data, evaluate evidence, and engage with technology. STEM isn’t just experimenting in laboratories and solving complicated equations; our world […]

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Investigations that Engage Learners in Science Performances

The release of the consensus study report Science and Engineering for Grades 6-12: Investigation and Design at the Center from The National Academies of Sciences, Engineering and Medicine provides teachers of science with a structure to engage students in science and engineering performances. The report concludes that engaging students in learning about natural phenomena and […]

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Supporting Students With Disabilities in STEM

Jason, is this big enough?” My seventh-grade teacher asked me about the text on the whiteboard, in front of the entire class. Much to my horror, she continued to ask this repeatedly for what felt like the rest of the year. As a middle school student who had suddenly become aware of pretty girls and […]

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Helping Students Develop Perseverance

While some people use the terms “perseverance” and “grit” interchangeably, David Upegui, science teacher at Central Falls High School in Central Falls, Rhode Island, has a different view.

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Girls in STEM

Walk into the average STEM workspace and you may find random scribbled notes, models and figures, the occasional pen missing a cap, and a variety of tools specific to STEM work. Beyond the desks, the hum of electronics, and an exorbitant amount of plaid button-downs, you’ll sense an air of excitement and passion. Looking amongst […]

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Connecting Businesses and STEM Students

How can teachers help students explore science, technology, engineering, and math (STEM) career paths? One way is to have them do a project with a local business, according to David Lockett, STEM teacher at Edward W. Bok Academy in Lake Wales, Florida.

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Combining Science and Civic Literacy

Why should teachers blend science with civic literacy? Because “happiness comes from being part of something bigger than yourself…Students get to understand and research community issues…[and] serve as ambassadors in the community,” asserts Tom Condon, who co-teaches the Citizen Science Institute (CSI), a districtwide magnet, alternative program housed at Marshall Middle School in Olympia, Washington.

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Teaching Climate Science? Leading Teachers and Scientists Explain NSTA’s New Position Statement and Answer Your Questions

NSTA recently issued a position statement calling for greater support for science educators in teaching evidence-based science, including climate science and climate change. The statement promotes the teaching of climate science as any other established field of science and calls on teachers to reject pressures to eliminate or de-emphasize climate-based science concepts in science instruction. […]

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