We are proud to be working with 2018 NSTA/NCTM STEM Teacher Ambassadors, who are here at NSTA’s headquarters this week participating in an intensive communications, media, and policy training designed to expand the classroom teacher voice at the local, state, and national levels. These dynamic teacher leaders bring a variety of experience and expertise and will lend their unique perspectives in support of STEM education.

So, who are these STEM teacher superstars? We asked if they could be a STEM superhero, what would be their superpower? Read on to find out what they had to say.

Nathan Auck 

Utah Department of Education 

“If I were a STEM superhero, my superpower would be the power of convergence. I’d be able to nimbly and effectively empower disparate groups of students to work together in exploring the insights that exists at the intersections of the study of math, science, engineering and technology.”

James Brown 

Sand Creek Middle School, Albany, New York

“If I were a STEM superhero, my superpower would be to create renewable energy wherever energy is needed and my superhero name would be Captain Sustainability.”

Peg Cagle 

Reseda High School, Los Angeles, California

“My STEM superpower would be the ability to make everyone see the beauty and wonder of mathematics so that no one would ever, ever again say ‘I am not a math person!’”

Patrick Honner 

Brooklyn Technical High School, New York, New York

“My STEM superpower would be X-ray Math Vision. With X-ray Math Vision, I can see the mathematics that underlies our every experience and encounter. And the best part of this superpower is that it can be taught to others!”

Brian Langley 

Novi High School, Novi, Michigan

“If I were a STEM superhero, I would possess the power of ‘super-observancy.’ I would have an uncanny ability to detect changes in nature, especially regarding turtles (for some reason).”

Alison “Sunny” Mall 

Homer High School, Homer, Alaska

“I’m a math teacher so I already have a superpower! But if I had to choose a SECOND superpower, I would choose the power to annihilate math anxiety in students with a single touch (and vaccinate them for all future math experiences).”

Maria McClain 

Deer Valley High School, Antioch, California

“My STEM superpower would be VISUALIZATION, the ability to SEE underlying mathematical concepts in all real life situations and transfer that vision to others. My mission is to touch each student and help them SEE, understand, and appreciate the beauty and magic of the mathematics that is all around us.”

Renae Pullen 

Caddo Parish Public Schools, Shreveport, Louisiana

“If I were a STEM superhero, my power would be a ‘metacomplexus.’ I’d have the ability to solve difficult real-world problems and design innovative solutions in nanoseconds.”

Richard Velasco 

Lincoln Middle School & Pullman High School, Pullman, Washington

“If I were a STEM superhero, my STEM superpower would be teleportation, including being able to teleport anything or anyone that I’m holding. The ability to teleport instantly would be very convenient in enabling global collaboration in solving STEM-related problems.”

Camilla Walck 

Princess Anne High School, Virginia Beach, Virginia

“If I were a superhero, I would want my power to be the ability to make others see how their daily actions influence the environment. I would make them fall in love with nature and open their eyes to the beauty of all it has to offer.”

Imagine if you were asked what technology would look like in two decades. Through our ExploraVision science competition, that very same question has fueled over 400,000 young minds in the U.S. and Canada for 26 years. This year, nearly 5,000 students from Kindergarten through 12^th grade imagined ways to solve or treat common issues in agriculture, healthcare, energy storage and much more.

For over two decades, Toshiba America and the National Science Teachers Association have joined forces through ExploraVision to encourage the next generation to think big and have a role in shaping a better future. We believe that investing in early STEM education and project-based learning can foster a lifelong passion for innovation that leads to scientific breakthroughs.

From June 7-8, we gathered all eight ExploraVision winning teams in Washington, D.C. to exhibit their forward-thinking projects to elected officials, members of the media, and Toshiba Corp executives. From finding a potential cure for Cystic Fibrosis to increasing the efficiency of electric cars, this year’s national ExploraVision winners truly proved themselves to be the future generation of STEM changemakers.

Rethinking the Future of Solar Energy

Science is all about paving the way for a brighter future, and these high school students from Ward Melville High School in East Setauket, NY are doing just that—with sun. They envisioned a way to improve the efficiency of solar energy using 3D printed carbon nanotubes. Now that’s what we call clean technology.

Ending Lupus with Two-Drug Combination Therapy

A cure for Lupus has long eluded scientists and medical professionals, but these Academy of Arts and Sciences high school students from Granada Hills, CA decided to tackle the disease with a combination of pre-existing therapies. The two-drug cell therapy these young health scientists invented could shape healthcare in 20 years.

A New Way to Treat Autism with Wearable Technology

Inspired by a classmate with Autism, these students from Saint Anthony’s High School in South Huntington, NY developed a way for people on the spectrum to navigate confusing social situations. The EMREC smart bracelet they invented creates fun, personalized therapies for patients to improve emotional recognition abilities. Wearable devices that incorporate IoT and Bluetooth technology are the future of healthcare.

Making Language Visual with Augmented Reality

Imagine a world where everyone could understand each other, and language wasn’t a barrier to communication. That’s exactly what this sibling duo from The Gagie School in Kalamazoo, MI had in mind when they developed their Word Watch headset. This augmented reality headset/goggle combination can translate any verbal words into a visual text the wearer understands. Word Watch ultimately helps improve personal or professional relationships globally.

Treating Cystic Fibrosis with Nano-Sponge Technology

When these middle school students from Plainview-Old Bethpage Middle School in Plainview, NY learned their Vice Principal’s granddaughter suffered from Cystic Fibrosis, the turned empathy into innovation. The CFAST system uses nano-sponge technology to absorb excess mucus in patients’ lungs, leading the world one step closer to finding a cure for CF.

Maximizing the Efficiency of Electric Cars

At Toshiba, we know the future of transportation rests on electric vehicles. Similarly, middle schoolers at St. Brother Andre School in Ottawa, Canada found a more sustainable way to harness energy. Their Perpetual Energy Motor makes electric vehicles more efficient between charges to better manage energy. This motor could become a reality in the next several years.

Improving Crop Yield with IoT Devices

As the world’s population continues to grow, how can farmers modernize agriculture? These elementary school students from L.D. Batchelder School in North Reading, MA think the answer lies in wireless IoT devices. The iSWARM would use sensors to give farmers updates about the health of their crops in real-time. Over time, this will help improve crop yield and change the face of agro-technology.

A Unique Smart Toilet to Manage Illness

These elementary school students from St. Thomas the Apostle in Miami, FL believe that many illnesses could be prevented if symptoms were detected early on. That’s why they invented the Smart Toilet, which monitors bodily fluids and sends results to a smartphone app. With this kind of technology, the future of healthcare becomes more personal and meaningful.

The ground-breaking work these national ExploraVision winners created is a testament to the importance of encouraging scientific exploration in young students. We are proud to provide them with educational savings bonds and other prizes to inspire their next big ideas. Learn more about ExploraVision.

Photos Courtesy of Jax Photography

How can you check for understanding during a lecture to make sure it is engaging?
—S. Ohio

Although I hated lecturing, I often felt the need to do so, particularly in advanced grades. My advice is to keep direct instruction short and avoid mindless note-taking. Some things I can suggest:

• Have students complete anticipation guides, a reading, KWL (Know, Want-to-Know, Learned) chart, or hand-in questions related to the topic.
• Break up the lecture into smaller segments and have them complete an activity between the segments. As a student teacher my cooperating teacher taught me that a student’s attention span in minutes is equal to their grade level!
• Hand out Cloze-format notes (blanks where key words or phrases occur) that the students fill in as the lecture progress
• Have ‘’students respond to specific “buzz words” during the lecture to receive a small reward such as stickers or a treDevelop a mantra for the big idea of the lecture that everyone chants at intervals: “Space is really big!” ”Everything is made up of atoms!” “Living things need energy!”
• Ask students to hold up small whiteboards or paper with happy, sad or neutral emojis indicating their understanding. An alternative is holding up a green, yellow or red card small enough to cup in their hand.
• If the technology is available, use polling software to get responses as you go.

Don’t overlook the importance of note-taking! Use a graphic organizer like the Cornell system to help them learn.

Hope this helps!

Image credit: muhammed_hassan via pixabay

This week in education news, Project Lead The Way unveils a new end-of-course assessment that will test students soft skills as well as their knowledge of STEM subjects; despite a relatively steady rise in per-pupil funding, real teacher salaries rose just 7 percent since 1970, and have been largely flat since 1990; Iowa allocated $1 million to train computer science teachers; evolution and climate change skeptics lose battle over science textbooks in Florida; four senators challenge funding for global warming education programs; California legislative committee approves a bill that would provide teaching candidates willing to commit to teaching science or math curriculum for four years a state grant of $10,000; and 82% of teachers believe technology enhances learning.

STEM-Focused Program Will Test High-Schoolers’ Soft Skills

Project Lead The Way announced its new End-of-Course Assessment, the first of its kind to measure high school students’ mastery of the skills most critical for college and career success — including problem solving, critical and creative thinking, collaboration, communication, and ethical reasoning and mindset — in addition to their knowledge of STEM subjects. Read the brief featured in Education DIVE.                                                                                           

Average Teacher Salary Is Below The Living Wage In Half The Country, Report Says

In more than half the states, the average teacher is not making a living wage, a new report says. In this report, researchers at the nonprofit Education Resource Strategies found that despite a relatively steady rise in per-pupil funding, real teacher salaries rose just 7 percent since 1970, and have been largely flat since 1990. Since the 2008 recession, per-pupil funding and real teacher salaries, both adjusted for inflation, have declined in most states. Read the article featured in Education Week.

‘It’s OK To Fail:’ How Indiana Teachers Are Rethinking STEM For The Real World

In Kraig Kitts’ biology classes, it’s OK to fail. “That’s science. That’s the nature of it,” said Kitts, a science teacher at Center Grove High School. “Sometimes we don’t know. As teachers, we have a lot of pressures that everything works, every time, 100 percent.” This is the message Kitts wants to send to his students. It’s also the message he wants to relay to other Indiana teachers. Kitts is the mastermind behind the Lilly Experience for Teachers in STEM, a two-day workshop for teachers of STEM designed to redefine the field by connecting math and science curriculum to real-world applications. Read the article featured in Chalkbeat.

Iowa Dedicates $1 Million To Train Computer Science Teachers

Iowa schools are encouraged to teach computer science in every grade, making it a subject of importance in K-12 education. Recently, the Iowa Board of Education adopted suggested computer science standards, which set learning goals for students. Many Iowa schools already include computer science lesson in some form. But not all do — so to help bridge that gap, the state is offering the voluntary standards and a new $1 million state fund for teacher training. Read the article featured in the Des Moines Register.

Evolution, Climate Change Skeptics Lose Battle Over Collier Science Textbooks

The Collier County School Board voted 3-2 to adopt a new batch of science textbooks after residents filed objections to more than a dozen of them. Four Collier residents opposed some of the textbooks, making arguments ranging from unbalanced views of evolution and climate change to inaccurate racial depictions of science experts. Read the article featured in the Naples Daily News.

Insights Into Early STEM Learning

The years from birth through primary school comprise a particularly rich time for encouraging the growth of curiosity and creativity necessary in later life for careers related to STEM. Fostering STEM learning at an early age helps children develop a can-do attitude toward careers in these fields. However, learning needs to be developmentally appropriate. Furthermore, educators need guidance and support to create positive STEM education experiences for children. Read the article featured in Forbes.

Does Harrisburg Value The ‘S’ In Pennsylvania STEM Education?

Recently, Harrisburg has been making some welcome progress on the STEM and education fronts for the state. But we’ve only scratched the surface of what we need to do to provide competitive K-12 STEM education in Pennsylvania. Read the article featured in The Philadelphia Inquirer.

GOP Senators Challenge Funding For Global Warming Education Program

Four Republican senators called for an investigation of National Science Foundation grants, saying the federal agency had ventured beyond science and into political advocacy, particularly with its support of a program to encourage TV weathercasters to report on global warming. The four senators called for a probe by the foundation’s inspector general, saying the $4 million program to increase climate reporting by meteorologists “is not science – it is propagandizing.” Read the article featured on the NBC News website.

STEM Teacher Shortage Bill Advances

Teaching candidates willing to commit to teaching science or math curriculum for four years would receive a state grant of $10,000 under a bill approved by a key legislative committee. AB 2186 by Assemblyman Tony Thurmond, D-Richmond, would cost $30 million in state funds overall—a significant reduction from the $200 million that was originally proposed. The bill would also provide $5 million to cover program oversight, which would be performed by a local educational agency selected by the Commission on Teacher credentialing. Read the article featured in K-12 Daily.

Study: 82% Of Teachers Believe Tech Enhances Learning

A new MidAmerica Nazarene University survey of 1,000 teachers with at least five years of classroom experience found that 82% believe tech enhances learning, but that 70% also face “persistent” disruptions due to smartphones. The researchers, who wanted to get a better idea of how classroom technology is being used, also found that around 56% of educators reported their tools and resources are tech-based, with 42% of assignments still done by hand, and 66% said technology improved students’ productivity and engagement. Read the brief featured in Education DIVE.

How A Classics Education Prepares Students For A Modern World

With modern challenges, such as cyber-bullying or the increasing cost of medicine, a classical education, with its focus on philosophy and inquiry, can offer students the opportunity to gain knowledge and develop innovative thought, while examining issues through a moral lens. But how does a philosophy that has been taught for centuries stay relevant in an education age immersed with iPads and apps, and careers driven by the digital economy, automation and personalization? The need for thoughtfulness in our technocentric world extends beyond the creation and use of new tools. Today, students are charged with shaping policy and fighting injustice, and have endless information, and misinformation, pushed to them. Read the article featured in EdSurge.

Makerspaces Necessitate Greater Mindfulness Of Gender Bias In STEM

Despite the popularity of makerspaces, a new report from Drexel University finds that women are underrepresented in leadership roles, holding just 24% of positions, with 25% fewer girls taking part in makerspace projects in high school. The report also found gender bias in the way teachers speak of their students, referring to boys as “geek” or “builders” but to girls as just “girls.” Read the brief featured in Education DIVE.

Stay tuned for next week’s top education news stories.

The Communication, Legislative & Public Affairs (CLPA) team strives to keep NSTA members, teachers, science education leaders, and the general public informed about NSTA programs, products, and services and key science education issues and legislation. In the association’s role as the national voice for science education, its CLPA team actively promotes NSTA’s positions on science education issues and communicates key NSTA messages to essential audiences.

The mission of NSTA is to promote excellence and innovation in science teaching and learning for all.

Follow NSTA

Guest blogger Anne Lowry teaches preschool in Reno, Nevada. She has been teaching for over twenty years, drawing on her undergraduate background in archeology and geology, and her masters in early childhood education, to create a classroom full of inquiry.

Welcome Anne!

This past school year has been an amazing example of the power of phenomenon based learning.  My preK class became interested in light due to learning about and observing the 2017 Solar Eclipse, and continued with light throughout the rest of the school year.  Their curiosity about light spread to other classes—light was chosen as the theme for our “summer camp”. 

But why has the phenomenon of light been so powerful?  I looked at this question from three different angles.  First, I looked at the writings on phenomenon based learning.  Second, I observed and documented my students’ work. Third, I talked with my students about their thinking.

Painting backgrounds to show the passage of time (changes in light) for a 3-D art project.

To better understand this story, let me take you on a brief journey through this past school year.  After viewing the 2017 Solar Eclipse, the students  asked lots of questions about light.  They invited several people, including a research physicist and an eye doctor to visit and discuss their questions.  The discussions with these experts led to more questions and new investigations, where the students looked at the relationships between light and energy. They looked at light as a way of measuring time, focusing mostly on sunlight shadows and the shades of blue in the sky, and explored how artists use light to give time clues.

Using a light tube to look for the light, seeing it when an object is inserted in the opening.

The students were interested in how light moved. They remembered exploring sounds using an oscilloscope which had reminded two children of waves at the beach. Another classmate was not originally convinced of the wave analogy, so they dropped pebbles in water at the water table to see the waves. Using these experiences as analogies they decided that light moves in waves which led to questions about wind and electricity, which then led to exploring plumbing and construction.  They were particularly interested in the visibility of light.  They spent considerable time using a “light tube” made of a dark non-reflective material while shining a flashlight down inside it.  Looking into the tube through a hole in the side, there didn’t seem to be any light.  But if an object such as a child’s hand interfered with the light, the object became visible.  This led to lots of questions about light we can and can’t see. As my school is in the high desert, the many of the students were already aware of ultraviolet light, primarily from the standpoint of why sunblock and sunglasses were important. 

Using a UV flashlight to spot plastic prey in the water table.

They drew upon their experiences with sunglasses making objects more visible and remembered what the visiting eye doctor had said about sunglasses blocking ultra violet (UV) light.  They compared sunglasses and colored filters with both LED and UV flashlights. (Do not let children shine lights directly into their eyes.) They became fascinated by the different wavelengths of light as they explored how UV and fluorescence are used to capture attention. They noticed which colors and color combinations they could see better from a distance.  They commented that several color combinations seem to blend together while others “hurt my eyes!”.   This developed into an ongoing discussion about visual literacy and meanings. This was a great example of the teacher co-learning with the students.  We all brought in different materials such as clothing, packaging material, advertising material, logos, old license plates, and similar items. The students tested these with both LED and UV flashlights, taking notes, and drawing conclusions. One of the most discussed was that their favorite restaurants all had red in the logos, which they could see from far away.  The students were surprised by how bright purple and white became, and concluded that those signs would be very visible at night or on stormy days.

Towards the end of the year the students were expanding investigation of light into explorations of plants and animals.  They created their own UV flowers for bees to find, and researched how animals use the UV range of vision to find prey and avoid dangers.  During the different investigations the students used a variety of resources:  personal observation, library books, family interviews, and the internet.  The last was also used for lessons of source reliability.  Some of the class favorites include:

Arizona State University: Ask a biologist. The Visible and Non-visible Light Spectrum

 NOVA Next, article about how animals perceive power lines

Arizona State University: Ask a biologist. How Do You Know If an Animal Can See Color?

Students working on one color test using a UV flashlight.

This led to an action campaign on behalf of eagles, who can be damaged by both wind turbines and power lines as they fly.  One of the students remembered that by putting a purple filter in front of an LED flashlight, clothing color changed.  After reminding other classmates of this, especially how purple tennis shoes turned pink, the  students created color tests using construction paper, paints, and a UV flashlight.  

Once they had determined that purple showed the least change to their eyes, they composed and edited a letter which was sent to various local, state, and national organizations asking them to paint wind turbines purple, which would be visible but not distracting to an eagle.  These letters were sent, and the class received serious replies.

It was an amazing year.  But why?  This was a good group of average students at a supportive school. Why had this specific class kept the focus on light?

Was this due to starting with a phenomenon?  Everything in my notes came back to that:  beginning the year with the eclipse. I reviewed what I knew of phenomenon and phenomenon based learning, and found the NGSS brief on phenomena described my class’ experiences exactly.  My students had taken an observable event, extended the event, and spent the rest of the year figuring out the properties of light.

The description in the brief also matched what I had observed and documented throughout the year. To be sure, I reviewed discussions I had had with the students throughout the year, and then held several “year in review” reflections with my students.  

But there were additional factors in why the phenomena of the eclipse was so powerful:

The eclipse phenomena was theirs.  They had experienced it in person.  They thought as scientists do as they came with up with their own questions, made models, tested ideas and communicated the results.

The power of the phenomena went even further.  The students realized they could do research.  They had talked to “real scientists” and had their questions answered through in class visits Not only could they do research, but they could use their research to solve a problem they saw.  They had taken part in group scientific writing, and translated that into letters suggesting a specific course of action based on their research and had received serious responses.  

The investigations of phenomenon were powerful for my students because they allowed them to emulate scientists and take charge of their own scientific journey.  And that is the reason why one of this years’ students can’t wait to go to high school so, “I can do science there every day in a big lab!” and why the majority of my class now want to be scientists when they grow up.

Reference:

Using Phenomena in NGSS-Designed Lessons and Units

I was wondering how other teachers implement technology in the classroom? I think that simulations have the ability to encourage student inquiry, but often their presence seems to distract students from the learning. What are your thoughts?
—K., Wisconsin

There are many different kinds of technology in addition to laptops and tablets. Smartphone apps, sensors, meters, and cameras can have great impact on learning. Spreadsheet programs, video-editing, photo-manipulation, and desktop publishing all have a place in the science classroom. The big thing to remember is that it is not the technology that is important but how you use it in science education.

When using any technology there has to be a purpose. With simulations, I also planned a debriefing and a review assignment. Make sure you know what you want the students to learn from the simulation.

I have used technology many ways, including:

• graphing lab data using spreadsheets;
• video analysis of moving objects using cell phones;
• measuring the heat of flames, beakers and boiling water using infrared thermometers;
• using electronic probes to measure distance, velocity, temperature, oxygen, carbon dioxide, light, magnetic fields, and more;
• photographing specimens through a microscope or telescope;
• scripting, filming and editing public service announcements, mini-documentaries or science shows;
• creating websites and wikis to highlight and discuss issues;
• creating brochures, pamphlets and posters;
• programming microprocessors such as Arduino technology to use various electronic sensors ; and
• video conferencing with scientists.

Hope this helps!

Photo Credit: U.S. Navy

This week in education news, a recent study found that on average, students’ achievement scores declined over summer vacation by one month’s worth of school year learning; new study suggests that specific types of preservice training and professional development may be less related to student achievement than the content and priorities of these programs; in the age of online learning, parents and students have more access than ever before to educational resources; 76% of current and former K-3 teachers favor a more integrated early education system; new report details how sexual harassment of women permeates academic institutions, scientific societies, and federal agencies; ISTE is creating new computer science standards for educators; and the Colorado State Board of Education adopts new science standards.

More Than Robots: Inspiring STEM Education And Life Skills Via Robotics

Nearly 70,000 people cheering for their favorite teams, bleachers filled with signs and costumes, and fans gushing over game highlights and strategic execution. This was the scene in Houston and Detroit in late April—not for a football game or rally, but rather the premier sport for the mind: the world’s largest youth robotics competition, FIRST® Championship. Read the article featured in eSchool News.

What’s In ESSA’s Big Flexible-Spending Pot

The Student Support and Academic Enrichment Grants—better known as Title IV of the Every Student Succeeds Act—is one of the most flexible federal programs around. And it just got a huge increase, from $400 million in the 2017-18 school year to $1.1 billion for the 2018-19 school year. The program is closely watched by advocates and district officials alike, in part because the dollars can cover such a wide array of needs—from school safety training to drama clubs to science programs to suicide prevention. Read the article featured in Education Week.

It Takes A Community To Stop The Summer Learning Slide

This aptly-named “summer learning slide” that many students experience has represented a perennial challenge to the education and youth development communities. Consider a recent Brookings Institute study, which cites that on average, students’ achievement scores declined over summer vacation by one month’s worth of school year learning. Or an Oxford Learning statistic that highlights how, over the years, students who experience summer learning loss are two grade levels behind their peers. Read the article featured in The Hill.

What Other Countries Can Teach The U.S. About Teacher Professional Development

U.S. teachers have many possible routes into teaching, from traditional schools of education to alternative-certification programs. A new report from the Organization for Economic Cooperation and Development suggests that specific types of preservice training and professional development may be less related to student achievement than the content and priorities of these programs. Read the article featured in Education Week TEACHER.

STEM: At the Crossroads Of Traditional And Online Learning

In the age of online learning, educators, parents and students around the world — especially including from diverse and rural populations — have more access than ever before to educational resources. The STEM education community, where innovation and hands-on learning experiences are critical, often finds itself at the exciting crossroads of traditional and online learning. The role we play in classrooms and communities across the country has taught us an important lesson: As online learning continues to change the face of education, those of us at this intersection have a tremendous opportunity to embrace digital advancements and, ultimately, enhance traditional classroom environments and hands-on programs for our students. After all, what is online learning but an incredible STEM innovation? Read the article featured in T.H.E. Journal.

Many Teachers Favor A More Integrated Early Education System, National Survey Finds

Teachers of children in preschool through 3rd grade said a more unified education system, for children younger than 8 years old, would help to establish a common foundation in early childhood education that would align teaching and student learning, according to a national survey. Read the article featured in EdSource.

After-School Programs Enter Career-Tech Space

Programs like the ACE Mentor Program (ACE stands for architecture, construction, and engineering) are part of a growing interest in career and technical education, or CTE, in high schools across the country—both in school and after school. In Portland, as in many other districts, the push to increase CTE offerings is partly coming from leaders within the business community and the trades, who see it as a way to keep the pipeline into their professions flowing with workers who have the right job skills. The after-school option gives students who are already taking CTE classes something extra, while permitting students in regular classes to try on careers to see if they fit. Read the article featured in Education Week.

Girls’ STEM Programs Alone Can’t Combat #MeToo In Science Fields

Girls across the Chicago area may be kicking off summers filled with chemistry, biotechnology experiments and app development, but it’s going to take a lot more than STEM education to end a pervasive culture of sexual harassment of women in science, according to a sweeping new study. Read the article featured in the Chicago Tribune.

ISTE’s Updated Computer Science Standards Will Reflect A ‘New Era’ Of The Discipline

For the first time in six years, the International Society for Technology and Education (ISTE) is creating new computer science standards for educators. The document will reflect a “new era” in the way K-12 educators should think about teaching STEM and computer science, experts and coding advocates say. Read the article featured in EdScoop.

Colorado Adopts New Science Standards That Focus On Inquiry, Not Memorization

New science standards adopted by a divided Colorado State Board of Education call on students to learn by puzzling through problems in the natural world rather than by listening to facts from a teacher. Read the article featured in Chalkbeat.

Stay tuned for next week’s top education news stories.

The Communication, Legislative & Public Affairs (CLPA) team strives to keep NSTA members, teachers, science education leaders, and the general public informed about NSTA programs, products, and services and key science education issues and legislation. In the association’s role as the national voice for science education, its CLPA team actively promotes NSTA’s positions on science education issues and communicates key NSTA messages to essential audiences.

The mission of NSTA is to promote excellence and innovation in science teaching and learning for all.

Follow NSTA

I’m a pre-service teacher who is a little scared about teaching inquiry-based science in the classroom! What are some things you wish you knew before teaching elementary school science?
—K., New Mexico

I understand your anxieties about inquiry-based learning but think of it as the most natural thing a child does! Adults just tend to get in the way of inquiry by insisting that children do it our way or that they need to learn a bunch of facts and fill in some worksheets before they can unleash their curiosity. Let go of the idea that you need to be the expert, and you may be surprised by the direction your class goes and the kind of questions students may have—simple but very thought-provoking questions, like “What color are bacteria?” “Why do we fart?”

One of the bravest things a teacher can say is, “I don’t know!” followed up with “Let’s figure that out!” Your job is to provide the opportunity for students to ask questions and explore them scientifically. So, teach them about designing fair tests, controlling variables, making objective observations, measuring and recording accurately, and presenting their findings. You can teach these things as you and your students explore their questions as partners.

I wish I had learned more about letting go and trusting in young minds to come up with interesting questions. Instead, I was a typical “stand and deliver“ teacher until I had the confidence to let go.

Hope this helps!

Photo credit: Department of Defense Education Activity via Flickr