| |
| Scientist Stereotypes Eroding Among Students | | Although a small majority of students still hold stereotypical views of scientists, many students have a growing awareness that anyone can be a scientist, according to science educators participating in an informal NSTA Reports poll. Read more. | |
|
|
| |
|
| Math Is Integral to Early Childhood STEM Learning | | In her blog post, early childhood science education expert Peggy Ashbrook suggests resources that have helped her understand what children ages 2–5 may know and be able to do and invites readers to leave suggestions in the comments section. Read more. | |
|
|
|
| |
| Solar Eclipse of 2017 Resource Collection | | Click here for access to NSTA's collection of resources about the Total Solar Eclipse of 2017 and solar eclipses in general. Resources include NSTA journal articles with lessons/activities, NSTA Press books, an e-chapter, a Science Object, virtual conference archives, and the NASA Eclipse website. A must-read is the "Observer's Guide to Viewing the 2017 Total Solar Eclipse" PDF to learn about the event and how to experience it safely. Also, register here for a free solar eclipse webinar on Thursday, August 10, from 6:30 to 8:00 pm ET. | |
|
|
|
| |
| Join the NSTA Recommends Book Review Team | | Calling all science-loving educators! NSTA needs reviewers for our book review program, NSTA Recommends. This program acts as a professional grapevine, letting teachers tell teachers about the most helpful science resources available for grades K–College. Please contact Emily Brady at [email protected] if you're interested in becoming a reviewer. | |
|
|
| |
| |
| Register Now for August 9 NGSS Summer Institute | Sign up now for NSTA's August 9 summer institute in Naperville, IL (Implementing Next Generation Science Standards); we'll examine the shift toward the Next Generation Science Standards (NGSS) and what it looks like in the classroom with a focus on the following: Conducting an investigation and analyzing classroom video to develop an understanding of three-dimensional teaching and learning;
Exploring how the new science standards use performance expectations to assess student achievement of science and engineering practices, disciplinary core ideas, and crosscutting concepts;
Investigating the key practices of constructing explanations and developing models by applying a process for studying standards;
Discussing and reflecting on what resources and supports teachers need to successfully implement three-dimensional learning in their classrooms. Learn More | View the Agenda | Register Online | Download a Registration Form | |
|
|
| |
| The Role of Science in Boosting Outcomes for English Learners | | All too often, English learners (ELs) do not receive the same educational opportunities as their non-EL peers. This pattern manifests in a variety of ways, including the disparate levels of access that ELs have to high-quality science instruction. Indeed, a recent Education Trust-West study of California school districts found that ELs are significantly underrepresented in advanced science courses throughout the state. The report also notes that ELs consistently score lower than the rest of the population on statewide science assessments at all grade levels. Read the article featured in New America. |
|
|
| 'STEM Deserts' in the Poorest Schools: How Can We Fix Them? | | Students attending high-poverty schools tend to have fewer science materials, fewer opportunities, and less access to the most rigorous mathematics classes, like calculus and physics, than students attending low-poverty schools, a new analysis points out. That means that they're less likely to encounter real-world problem-solving that characterizes advanced work in those fields—as well as the most rigorous content that serves as a benchmark for beginning college majors or minors in those fields. Read the article featured in Education Week. |
|
|
| |
| |
| |
| |
| |
| |
