Category Archives: NSTA Reports

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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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. Continue reading

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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. Continue reading

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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 … 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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