NSTA provides national and international leadership in science education by identifying the qualities and standards for good science education; these are set forth in the form of position statements, which are used to support the improvement of science education at all levels.
The following NSTA position statements represent the organization’s official stand on issues, as well as the membership’s response to these issues. The first statement, Beyond 2000—Science Teachers Speak Out, is NSTA’s chief policy statement and sets forth goals and recommendations for science education in the United States. The remaining statements address a host of key issues important to the teaching and learning of science.
NSTA position statements are developed by teams of science educators, scientists, and other national experts in science education, with the input of the NSTA membership. For official guidelines on the development of statements, click here.
If you have questions or comments about any of the following NSTA position statements or would like to obtain copyright approval, please contact Cindy Workosky.
NSTA Position Statements
- Beyond 2000—Teachers of Science Speak Out
- Aerospace Education
- Animals: Responsible Use of Live Animals and Dissection in the Science Classroom
- Competitions, Science
- Computers in Science Education, The Use of
- Disabilities, Students with
- E-Learning in Science Education, The Role of
- Elementary School Science
- English Language Learners, Science for
- Environmental Education
- Evolution, The Teaching of
- Gender Equity in Science Education
- High School Science, Learning Conditions for
- Induction Programs for the Support and Development of Beginning Teachers of Science
- Informal Environments, Learning Science in
- Inquiry, Scientific
- International Science Education and the National Science Teachers Association
- K–16 Coordination
- Laboratory Investigations in Science Instruction, The Integral Role of
- Leadership in Science Education
- Liability of Science Educators for Laboratory Safety
- Metric System, Use of the
- Middle Level Students, Science Education for
- Multicultural Science Education
- National Science Education Standards, The
- Nature of Science
- Parent Involvement in Science Learning
- Preparation, Science Teacher
- Professional Development in Science Education
- Professionalism for Science Educators, Principles of
- Quality Science Education and 21st-Century Skills
- Research on Science Teaching and Learning, The Role of
- Safety and School Science Instruction
- Sexuality and Human Reproduction, The Teaching of
- Societal and Personal Issues, Teaching Science and Technology in the Context of
- Substance Use & Abuse
From time to time, NSTA publishes background papers for science educators on issues affecting science teaching and learning. These backgrounders have not been adopted by the NSTA Board of Directors as part of a formal position statement. In some cases, the information enhances or expands on an existing position statement.
At present there are no background papers.