MCLEAN, Va. — May 20, 2024—The National Science Teaching Association (NSTA) today announced the grand-prize winners in the Shell Science Lab Regional Challenge. The competition encouraged K–12 teachers who have found innovative ways to deliver quality lab experiences using limited school and laboratory resources to share their approaches for a chance to win a school science lab makeover support package.

To enter the Shell Science Lab Regional Challenge, K–12 science teachers located in select school districts near Shell USA Inc. assets were asked to describe their school’s current laboratory resources, explain why laboratory upgrade support is needed, and detail their approach to science education instruction using their school’s current lab facilities. A panel of science educators then reviewed and selected the top entries.

"These Shell awardees are actively increasing the numbers of students who are learning about science. By creating student-centered classrooms and designing engaging lessons, they are ensuring that all of their students know about and can do science. These awardees are developing classrooms that demonstrate the vision of consequential and equitable science instruction. With their work, the vision of science education for all is becoming a reality," observed NSTA President Julie Luft.

2024 Shell Science Lab Regional Challenge Grand-Prize Winners

Elementary Level: Cristina Eilers
Newport Elementary School
Crosby, Texas

As a STEM/Discovery Lab teacher, Cristina Eilers bases her lessons on the standard Science Texas Essential Knowledge and Skills (TEKS). Her philosophy of teaching science is that students retain more science information by experiencing the TEKS hands on. Her inquiry-based, hands-on lessons allow students to explore a variety of science topics. With inquiry-based science, students make real-world connections through exploration and high-level questioning. This type of learning encourages students to engage in problem solving and experimental learning. 

The regional winner award has brought opportunities for Eilers to increase her knowledge of science. At the fall NSTA conference, she gained knowledge in areas she felt would have the greatest impact on students. During the conference, she learned about coding and that computer science lacks female as well as minority representation. She is currently writing a grant to establish a “Girls in Coding” club at her school. The new supplies have opened students’ eyes to new areas of science. In all her years of teaching, she has never heard, “This was the best day in science!” so often as she does now. In addition, the regional winner cohort has allowed Eilers to communicate with the other winners across the country via the forums. Educators in the forums have shared ideas about daily lessons they are incorporating in their classrooms and feedback about what they liked and disliked about the lessons.

Middle Level: Catherine Thomas
Central Middle School
Galveston, Texas

Catherine Thomas’s philosophy of open and diverse teaching drives her class activities and interactions with students. At the start of a new topic, she begins by capturing their attention through videos or small experiments. Students then proceed to group activities and interactive lessons online in which they expand one another's knowledge through discussions. Her use of behavior contracts and her efforts to familiarize herself with students’ backstories result in a free environment and a resourceful and connective space where students can achieve goals while being constantly challenged. 

As a regional winner, Thomas has increased her collaboration among colleagues, fostering a positive culture in which innovative ideas are encouraged. The recognition she received has prompted her peers to seek guidance, creating a ripple effect that elevates their enthusiasm for science. The award has allowed her to connect with experts and mentors and create a supportive network that inspires and guides her scientific journey. Being part of the science cohort has been an immensely rewarding and enriching experience for her. Engaging with fellow participants has not only deepened her understanding of scientific concepts, but also has sparked her curiosity and eagerness to explore more by reading and gaining information. The cohort has provided a platform for exchanging deep insights, sharing knowledge, fostering a passion for learning, and creating a supportive community of like-minded individuals.

High School Level: Tiffany Booth
Eleanor McMain High School
New Orleans, Louisiana

Tiffany Booth believes that science is best taught through inquiry, real-life application, and the use of kinesthetic or experiential methods. She contends that inquiry is needed to capture students’ interest and create the intrinsic motivation needed for them to learn science. After sparking their initial interest and curiosity, she connects the relevance of the topic to students’ daily lives with hands-on activities and experiences, giving students an opportunity to gain collaborative skills while moving toward autonomy as a future scientist. 

Winning the regional challenge has enabled Booth to provide more hands-on opportunities for her students during inquiry-based activities. The materials provided by the grant have allowed students to experience science rather than simply learn about it. They are able to make connections between concepts in evolution and genetics. These activities have led to increased student engagement. The educator cohort has provided resources that she uses in her classroom. The Daily Do lessons offer interesting real-life phenomena that she uses to pique her students’ interest. The e-book chapters also serve as a valuable resource to supplement instruction. Booth has benefited from knowing that there is a forum that she can use to communicate with other professionals.

In addition to the school science lab makeover support package—valued at $15,000 (for the elementary winner) and $20,000 (for the middle level– and high school–level winners)—each grand-prize winning teacher will receive an additional $5,000 of support to attend a future NSTA National Conference on Science Education. 

The grand-prize winners and their principals were formally recognized for their achievement during an evening celebration that took place during the NSTA National Conference in Denver in March.

For more information about the Challenge, visit the competition website.

About NSTA
The National Science Teaching Association (NSTA) is a vibrant community of 35,000 science educators and professionals committed to best practices in teaching science and its impact on student learning. NSTA offers high-quality science resources and continuous learning so that science educators grow professionally and excel in their career. For new and experienced teachers alike, the NSTA community offers the opportunity to network with like-minded peers at the national level, connect with mentors and leading researchers, and learn from the best in the field. For more information, visit www.nsta.org, or following NSTA on X, formerly known as Twitter; Facebook; Instagram; YouTube; and LinkedIn.

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Contact
Kate Falk, NSTA
(703) 312-9211
kfalk@nsta.org