JoinFreebies and Opportunities for Science and STEM Teachers, August 13, 2024
By Debra Shapiro
Legislative Update
Senate Appropriations Committee Marks Up Education Funding Bill
By NSTA Legislative Affairs & Advocacy Team
Posted on 2024-08-09
How Failing in Science Helped Solve the Coho Salmon Mystery
By Meghan Ward, Krystal Nunes, Nicole Laliberté, Fiona Rawle
Freebies and Opportunities for Science and STEM Teachers, August 6, 2024
By Debra Shapiro
Cultivating a Culture of Belonging in Science
By Maria Ong, Ph.D.
Posted on 2024-07-29
Nia’s Painful Breast
Breast Anatomy, Lactation, and Mastitis
By Jenna Ridlen, Sharifah Albraiki , Sarah Ellis, Jocelyn A. Moore, Anusree Mukherjee
Freebies and Opportunities for Science and STEM Teachers, July 30, 2024
By Debra Shapiro
SP25: Designing Equitable, 3D, Curriculum-Anchored Assessments: Topic Study for K-12 Educators
Do you want to design an engaging, three-dimensional assessment that you can use in your classroom that is connected to your instructional materials and coherent from the perspective of your students?
Do you want to design an engaging, three-dimensional assessment that you can use in your classroom that is connected to your instructional materials and coherent from the perspective of your students?
Do you want to design an engaging, three-dimensional assessment that you can use in your classroom that is connected to your instructional materials and coherent from the perspective of your students?
Do you want to design an engaging, three-dimensional assessment that you can use in your classroom that is connected to your instructional materials and coherent from the perspective of your students?
Do you want to design an engaging, three-dimensional assessment that you can use in your classroom that is connected to your instructional materials and coherent from the perspective of your students?
WI25: Supporting Student Sensemaking with the Crosscutting Concepts: Topic Study for K-12 Educators
Students who use CCCs regularly build confidence in their science practices and develop a stronger sense of science identity. Each session presents participants with the opportunity to consider the different ways in which the CCCs can be used in the classroom for science instruction and assessment.
Program outline:
Students who use CCCs regularly build confidence in their science practices and develop a stronger sense of science identity. Each session presents participants with the opportunity to consider the different ways in which the CCCs can be used in the classroom for science instruction and assessment.
Program outline:
Students who use CCCs regularly build confidence in their science practices and develop a stronger sense of science identity. Each session presents participants with the opportunity to consider the different ways in which the CCCs can be used in the classroom for science instruction and assessment.
Program outline:
Students who use CCCs regularly build confidence in their science practices and develop a stronger sense of science identity. Each session presents participants with the opportunity to consider the different ways in which the CCCs can be used in the classroom for science instruction and assessment.
Program outline:
Students who use CCCs regularly build confidence in their science practices and develop a stronger sense of science identity. Each session presents participants with the opportunity to consider the different ways in which the CCCs can be used in the classroom for science instruction and assessment.
Program outline: