Category Archives: NSTA Reports

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 … Continue reading

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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 … Continue reading

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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 … Continue reading

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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 … Continue reading

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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. Continue reading

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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 … Continue reading

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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 … Continue reading

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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 … Continue reading

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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 … Continue reading

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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 … Continue reading

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