Do we have to assess CCCs? By Jennifer Childress Self | September 14, 2022 Since the release of A Framework for K–12 Science Education a decade ago, Crosscutting Concepts (CCCs) have become part of the national conversation about science education. Almost all states now include CCCs in their state science standards, and more instructional materials include CCCs every day. There is a difference, though, between including the CCC words (e.g., patterns, cause and effect) somewhere in a document and fully supporting students to learn CCCs. Ten years down the road, it still doesn’t seem like we as a field are [...]

How can teachers attune to students' cultures? By Jon Boxerman | July 13, 2022 I recently returned from a long-awaited trip to Guam. As a member of the NSF INCLUDES SEAS Islands Alliance research team, I was there to study how Indigenous/diasporic islanders, who have historically been underrepresented in the geosciences, maintain identity and a sense of belonging to their heritage culture, while developing STEM identities and a sense of belonging to the STEM community. In Indigenous/diasporic settings, in-person research is particularly effective. Personal relationships, which can take many years to cultivate, are vitally important to garner trust and foster [...]

By Christopher Harris | June 8, 2022 It is hard to believe that we are nearly a decade out from the release of A Framework for K–12 Science Education (Framework) and the Next Generation Science Standards (NGSS). Also noteworthy is that we are now at a point where the vision for science education put forth by the Framework has become part of education policy in many corners of the U.S. This vision recasts science proficiency as not only what students know, but also how they can use and apply what they know. In today’s science classrooms, students are expected to [...]

By Brooke Bourdélat Gorman | May 2, 2022 Many years ago, I was the kind of student who would sit in class furiously writing down every word my teacher said. It was a source of stress if a friend distracted me or the teacher talked too fast because I might miss a word, or worse, a whole sentence. At the end of class, I would shut my notebook, put it in my backpack, and take my transcription home to “learn” the information, mostly by memorizing. There were exceptions; some teachers did more labs or more problem solving or more collaboration, [...]

Forming Professional Learning Communities Around Student Work Analysis By Lauren Stoll and Jill Wertheim | April 6, 2022 “That mind shift has to change. It’s not just: I gave a test, here’s a score, it goes in the gradebook...now we have to do something else so the student does accomplish the standard.” - Secondary Resource Teacher When we used to gather with other teachers to look at student work from assessments, it was often for the purpose of evaluating student performance and coming up with a grade. However, we have since discovered there is even more value to be gained [...]

What is the difference between “using” and “developing” the three dimensions?  By Jennifer Childress Self | March 9, 2022 When I was about five years old, I started taking piano lessons. I wasn’t extraordinarily talented, but I practiced a lot and worked hard (much to the annoyance of my long-suffering parents). Initially, I learned finger placements for scales and how to read music. Later, my teacher introduced chords and terminology for keys and rhythm. Eventually, once my legs were long enough to reach the pedals, I learned how to sustain the sound and control the volume and pace of the [...]

What does effective teacher guidance look like in science instructional materials designed for today’s science standards? By Jenny Sarna | February 9, 2022 In my first year as a teacher, I relied heavily on an inquiry-based textbook as I enthusiastically dove into writing units and lessons for my high school biology course. As I mapped out my plan, I modified the textbook’s unit structure by swapping activities for ones I liked better or skipping ones that weren't convenient. Despite my best intentions and efforts, my modifications sometimes derailed the plan for the unit, or worse — left my students confused [...]

Should we expect K–2 students to revise models, iterate solutions, and define criteria and constraints? By Vanessa Wolbrink | January 6, 2022 I wasn’t ready for the transformation I was about to witness when I stepped into my kindergarten classroom my first year as a teacher. How will these students who know so little about the world around them — including even the difference between a letter and a number — start to read, add, and engage with science knowledge and practice by the end of the year? I was amazed by the intensity of their curiosity and thirst to [...]

How can we use feedback to support student learning? By Neelo Soltanzadeh | December 8, 2021 I recently came across a recipe for "fesenjoon", a Persian staple at my family's Thanksgiving table. As I attempted to recreate this stew that I'd eaten many times, I found myself repeatedly speed-dialing my mom: "Is this the right color?", "Why do I have so many pots to clean?", "Does our family recipe use duck or chicken?” My mom listened patiently, asked me a few questions, and helped coach me through cooking my first fesenjoon, giving me valuable feedback on the culinary choices I [...]