Category Archives: NSTA Reports

How NSTA Expanded My Small Town World

Guest blog post by Pam Devers I grew up as the typical “small town girl living in a small town world” (Journey).  In the eighth grade my mind was set that I was going to be a science teacher and … Continue reading

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Robert E. Yager Exemplary Teaching Award—2019 winners

The Robert E. Yager Exemplary Teaching Award recognizes six full-time K–12 teachers of science who successfully use innovation and excellence in their classroom. District III Katherine OwensSTEM TeacherWashington Episcopal SchoolBethesda, Maryland After almost a decade in the consumer product industry … Continue reading

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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. Continue reading

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Why I Am Voting YES for Science Teaching by Judy Boyle

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 … Continue reading

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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 … Continue reading

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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 … Continue reading

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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. Continue reading

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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 … Continue reading

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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. … Continue reading

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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. … Continue reading

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