Though zoos and aquariums have become increasingly focused on conservation education, their menageries of unique and diverse learning opportunities have been underutilized. This practical NGSS-aligned guide to field trips at zoos and aquariums is written specifically for science teachers to support broader utilization of zoos and aquariums as educational resources. Common challenges for education at zoos and aquariums are discussed through the context of "ZooU", a new postsecondary-level animal behavior laboratory experience at an aquarium. Recent research using ZooU demonstrated that active learning pedagogy aligned with the Next Generation Science Standards (NGSS) could facilitate expansion of education at zoos and aquariums beyond their conservation education niche. Generally, students indicated that ZooU provided new opportunities for them to explore their own interests, demonstrate their learning, and augment their previous laboratory and aquarium experiences. Following both self- and researcher assessments of the students’ work, integrated analyses revealed that students who engaged in more active learning activities at the aquarium demonstrated a greater increase in skills aligned with the NGSS. This guide introduces zoos and aquariums as educational resources before focussing on meaningful connections to curricula, creation of active learning activities, differentiation and scaffolding strategies, and assessment for both students and field trips.

The goal of the University of Southern California (USC)/Norris Comprehensive Cancer Center funded Wonderkids Program is to develop medical and cancer themed curricula for elementary students in an after-school program in the Los Angeles area. Wonderkids is a Science, Technology, Engineering and Math (STEM) careers program that focuses on the various “ologies” within the STEM fields with hands-on curricula and guest speakers from the fields addressed in these curricula. The curricula described in this article introduce the fields of audiology, gastroenterology, and osteology/orthopedics and the way cancer can affect parts of the body that are covered in these fields. Wonderkids students at three elementary schools, grades one to three were given a test before and after the curricula were taught to assess the impact of the educational intervention. The results showed that there was a statistically significant difference (p<0.001) between the scores of the pre-test and the post-test for all topics.

Scientist-led K-12 outreach offers many benefits to scientists, teachers, and students. However, according to recent research, many of these programs are top down rather than collaborative. Our team facilitated a museum-based scientist-teacher partnership to co-design a lesson on shark biology for middle school students. Following the implementation of the lesson, we conducted interviews with the scientist and teacher participants. The participants described several benefits for the students including contextualizing science in the real world, providing exposure to new careers, and humanizing scientists. Teacher benefits included increased content knowledge and feeling reenergized to teach their subject. The scientist gained knowledge about science standards and classroom pedagogy. The challenges to the partnership included time constraints and restrictions enforced by the school districts. Using the findings from our study, we describe how other organizations can facilitate similar scientist-teacher partnerships to help improve science literacy and career aspirations. These recommendations include partnering with organizations that are designed to support scientist-teacher partnerships, identifying collaborators early, and committing time to build a strong partnership. Scientist-teacher partnerships are highly effective for improving scientists’ communication skills, increasing teachers’ content knowledge, and contextualizing science for students. Each of these are vital for increasing participation in science.

It is critical to develop students’ science communication skills as they progress through their education. One way in which this goal can be accomplished is through the integration of Flip (formerly known as Flipgrid) into educational programs. Flip allows educators to create prompts that students can respond to. Students can then respond to these in video form which can then lead to deeper discussion on various topics. This brief will share an example of how Flip was utilized with high school students spending time at a botanical garden to not only promote science communication skills but to help engage them with plant life. This activity allowed students to assume the role of “educator” by becoming an expert on a specific plant species and recording a video introducing others to that organism. In the end, students found themselves eager to share their knowledge with others and to learn from the Flip videos that their peers had created.

Creating equity for Black science students requires deep listening and can be achieved with phenomenological qualitative research and a community of inquiry. The phenomenological study examines the lived experience of a phenomenon of a participant. This article investigates how Black students perceive advanced science classes and what prevents them from enrolling. To create equity, a community of inquiry consisting of educators analyze the student perceptions of advanced courses, identify barriers and then propose solutions to reduce or remove obstacles. Research methods, student data, and study results are discussed. Suggestions for readers applying the author's plan are also provided.

Apart from equipping learners with 21st-century skills, environmental science (ES) education fosters problem-solving, creativity, critical thinking, and a sense of responsibility and agency in children. Community science centres contribute to ES education by stirring up interest, enthusiasm, and awareness in both science and environmental issues; however, they face challenges. This case study uses narrative inquiry to explore how two preservice teachers identified opportunities for improvement at a community science centre, and how they consequently redesigned the curriculum to improve teaching and learning. The pedagogical opportunities for improvement at the Science Centre covered learner experiences, teaching experiences and backgrounds, scaffolded learning, learner engagement with resources, learner connections, and programming at the centre. The successful curriculum redesign was influenced by the Technological Pedagogical Content Knowledge (TPACK) model, which provided strategies for improvement. Our findings highlight pedagogical strategies and recommendations to improve ES curricula for young learners at informal learning centres.