Call for Papers

Don’t see a theme that fits your idea? Don’t let that stop you from writing! Manuscripts unrelated to the theme are always welcome! We make room for good manuscripts on any middle school science topic.

Volume 50 (Jan-Dec 2027)

50(1) Jan/Feb 2027: Critical Thinking Strategies

Submission deadline: June 1, 2026 

Manuscripts unrelated to the theme are always welcome!

Critical thinking: it’s a skill we want to promote in our students. Critical thinkers are reflective thinkers capable of both understanding and making connections between ideas. They can compare and contrast, problem solve, analyze and evaluate information, explain and apply concepts; skills crucial to the classroom and to the working world. How do you promote critical thinking in your classroom? What practices do you employ for stimulating critical thinking in your classroom? Share your tips regarding...

• Using inquiry and questioning to promote critical thinking
• Documenting and assessing gains in critical thinking
• Exposing your students’ thinking
• Addressing the social aspect of critical thinking such as promoting active listening and teaching collaboration skills
• Incorporating, managing, and assessing class discussions 
• Scaffolding oral and written communication
• Remodeling a lesson to incorporate critical thinking
• Differentiating for English Language Learners

50(2) March/April 2027: Systems Thinking

Submission deadline: August 1, 2026 

Manuscripts unrelated to the theme are always welcome!

Systems thinking—it is a relatively new term for many science teachers. Appendix G of the NGSS identifies systems and system models as crosscutting concepts through which students are expected to develop an understanding of disciplinary core ideas.  This is accomplished by specifying a system’s boundaries and by “making explicit a model of that system” (NGSS Lead States, 2013). Although there exists a natural connection to engineering through the testing that occurs when a model is used as a system, systems thinking is crucial to all the sciences by allowing students to see the interconnectedness of the various system components. Share your ideas concerning systems thinking by considering how you:

• Develop student understanding of a habitat and how the physical, chemical, and biological components interact and impact each other
• Explore how a change in a system impacts a system’s components
• Use models to represent systems and their interactions—such as inputs, processes, and outputs—and energy and matter flows within systems (MS-PS1), (MS-PS2-4)
• Construct explanations based on models of earth and space systems
• Use modeling of Earth systems to predict weather
• Explain the flow of the Sun’s energy through earth processes
  

50(3) May/June 2027: From the Headlines/ Natural Disasters

Submission deadline: October 1, 2026

Manuscripts unrelated to the theme are always welcome!

Natural disasters, from hurricanes to earthquakes to wildfires, are powerful events that impact communities around the world. In the classroom, these events offer an incredible opportunity to teach about science, geography, engineering, and the environment. However, integrating the complexity of natural disasters into middle school curricula can be a challenge. The Next Generation Science Standards (NGSS) highlight the importance of understanding Earth systems, human impacts, and the forces of nature, but how can educators bring this to life in an engaging, age-appropriate way?

We invite you to share your innovative approaches for teaching middle school students about natural disasters. We are particularly interested in submissions that address the following areas:

• Incorporating real-world examples of natural disasters into science lessons and activities
• Using data analysis or simulations to help students understand the science behind natural events (e.g., seismic activity, weather patterns, or geological changes)
• Designing engineering challenges that teach students how to prepare for or respond to natural disasters (e.g., building earthquake-resistant structures, creating disaster response plans)
• Utilizing technology (e.g., GIS, modeling software, or coding) to analyze natural disaster impacts or create solutions
• Integrating cross-disciplinary projects that tie natural disaster topics into language arts, social studies, or math lessons
  Addressing the human and environmental impact of natural disasters through discussions on resilience, recovery, and sustainability
   

Please ensure that your submissions clearly show how students' conceptual understanding is deepened through these lessons or projects, and how these activities align with NGSS standards. We also encourage submissions that highlight practical strategies for overcoming the challenges of integrating these topics into existing curricula. We look forward to your innovative ideas for bringing natural disasters to life in the classroom and making these complex topics accessible and engaging for middle school students. 

50(4) July/Aug 2027: Best Practices in Middle School Science Education 

Submission deadline: December 1, 2026 

Manuscripts unrelated to the theme are always welcome!

Middle school science education plays a crucial role in shaping the next generation of scientists, engineers, and informed citizens. As educators, we are tasked with creating engaging, standards-aligned experiences that foster curiosity, critical thinking, and a deep understanding of the natural world. However, with evolving curricula, new technologies, and an ever-changing educational landscape, it can be challenging to implement the best strategies for student success.

We invite you to share your insights and successful approaches to middle school science education. We are particularly interested in submissions that explore the following areas:

• Innovative teaching strategies that foster inquiry-based learning, hands-on experimentation, and active student participation
• Effective integration of STEM concepts (science, technology, engineering, and mathematics) to create interdisciplinary, real-world learning experiences
• Incorporating inquiry-driven investigations and project-based learning to help students develop problem-solving and critical thinking skills
  Leveraging technology (e.g., simulations, interactive tools, coding, or data analysis software) to enhance science instruction and deepen conceptual understanding
• Utilizing formative assessments and feedback to guide student learning and ensure mastery of key science concepts
• Supporting diverse learners through differentiated instruction, inclusive practices, and strategies for fostering a growth mindset in the science classroom
• Implementing outdoor or field-based learning to connect students with the natural world and provide authentic science experiences
   

Please ensure that your submissions demonstrate how your practices engage students in meaningful, hands-on learning and align with current science standards (such as NGSS). We also encourage submissions that reflect strategies for overcoming common challenges, including time constraints, resource limitations, and student engagement, while maintaining rigorous academic expectations. We look forward to hearing about your best practices and how they’ve helped to inspire middle school students in their exploration of the natural world. Your ideas can help shape the future of science education in middle schools nationwide. 

50(5) Sept/Oct 2027: Assessment

Submission deadline: February 1, 2027

Manuscripts unrelated to the theme are always welcome!

Assessment is a necessary part of classroom instruction. Assessment can be as varying as a quick formative check for understanding, an end-of-unit summative test, or it can involve standardized testing. While most of us are familiar with ‘traditional’ assessments, authentic assessments can require application of what students have learned to a new situation. Assessment can also go beyond identifying student understanding; it can also be employed as a tool that you can use to evaluate the alignment of unit plans to district, state, or national standards. Tell us how you...

• Create 3D assessments
• Create and utilize authentic assessments
• Assess for skills and procedures
• Work with your school or district colleagues to develop and analyze assessments
• Use technology to assess students 
• Analyze and utilize the data obtained from assessment
• Prepare your students for standardized testing
• Assess for the three-dimensional nature of the NGSS
• Modify assessments for English Language Learners
• Use assessments to inform your instruction
• Other ideas regarding assessment are welcome!
  

50(6) Nov/Dec 2027: Scientific Literacy

Submission deadline: April 1, 2027

Manuscripts unrelated to the theme are always welcome!

In an increasingly complex world, scientific literacy is more essential than ever. From understanding climate change to navigating emerging technologies, students must be equipped with the skills to analyze scientific information, think critically about data, and make informed decisions. Middle school is a critical time to build these foundational skills, but how can we ensure that our students not only gain scientific knowledge but also develop the ability to engage with science meaningfully in their everyday lives?

We invite you to share your innovative approaches to fostering scientific literacy in middle school classrooms. We are particularly interested in submissions that explore the following areas:

• Teaching students how to read and interpret scientific texts, including articles, data sets, and visualizations, to develop both comprehension and critical thinking skills
• Using inquiry-based learning to encourage students to ask questions, design experiments, and evaluate evidence like scientists do
• Integrating real-world science issues into lessons, from public health to environmental sustainability, to make science relevant and connected to students’ lives
• Promoting media literacy and skepticism, helping students identify credible sources, evaluate claims, and understand the influence of media on public perception of science
• Creating interdisciplinary projects that integrate scientific literacy with literacy skills, mathematics, and technology to build a well-rounded understanding of scientific concepts
• Designing assessments and activities that evaluate not just content knowledge but also the ability to apply scientific thinking to everyday challenges
   

Please ensure that your submissions demonstrate how these approaches help students develop not only knowledge but also the capacity to engage in scientific discussions, ask thoughtful questions, and make evidence-based decisions. We also encourage submissions that reflect strategies for overcoming common challenges, such as bridging the gap between abstract scientific concepts and real-world applications. We look forward to your ideas for advancing scientific literacy in middle school students, ensuring they leave the classroom equipped to be informed, thoughtful, and engaged citizens in a rapidly changing world.
 

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