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Science Class celebrates its second anniversary with this issue. Thank you to all of our readers for making the past year such a success. Science Class now reaches more than 150,000 science educators every month! Your feedback on how we can better serve you—our readers—has been invaluable. As we enter our third year of "publication," please continue to let us know how we are doing. Use the Feedback link or e-mail us at enewsletterfeedback@nsta.org.


In this issue, the high school edition of Science Class focuses on Interpreting Evidence. This theme is supported by a range of NSTA-approved teaching resources: news stories, Internet SciLinks, books, and NSTA journal articles.

To view the elementary and middle level versions of Science Class, please click on the links at left.


How do you know that your students understand what they observe? Many teachers struggle with how to accurately assess student understanding, particularly when dealing with inquiry-based assignments. "Empirical (observable) information is what science people generally think of as data. The need for conclusions to be empirically based is probably the hallmark separating science from other ways of interpreting the world" (The Lingo of Learning, p. 91). This issue looks at ways you can help your students to interpret their own data and evidence and to make connections between what they predict and what they see.

Interpreting Evidence in the News

Article summaries provided by the NSTA WebNews Digest (Visit http://www.nsta.org/mainnews for nationwide news for science educators).

This month’s selection of news stories will show you how a program that enabled students to study DNA by working with scientists and an activity with barn owls that could help reduce the need for pesticides.

Click here to read more:


Interpreting Evidence on the Net

In this month's high school journal, The Science Teacher, NSTA members read "Inquiry and Developing Interpretations from Evidence." The link to that article is:


SciLinks is a web-based service from NSTA that provides online content chosen for printed articles and books. It does so through keywords; the keyword for this issue is:

Presenting Scientific Data: http://www.scilinks.org/retrieve_outside.asp?sl=9263569910441044

NSTA Articles on Interpreting Evidence

The following NSTA journal articles provide you with useful ideas for classroom lessons and activities related to interpreting evidence.

Click here to read more:


Books, Books, Books

Click here to view the books from the NSTA Catalog that deal with interpreting evidence.


Click here to view the newest titles from NSTA Press:


Professional Development

First Major Study Suggests Worth of National 'Seal'

The first in a long-awaited series of studies shows that nationally certified teachers are more effective at raising their students' reading and math scores than are teachers who apply for the credential but do not receive it. (Education Week)

Click here to read more:


NSTA Opportunities

Submit a Manuscript to The Science Teacher

For its first-ever summer issue, The Science Teacher is seeking manuscripts that describe new and creative ideas for the secondary science classroom.

Click here to read more:


Coming Your Way: A Summer Issue of The Science Teacher

You told us you have more time for reading and planning in the summer months, so we are mailing our first-ever summer issue of The Science Teacher this July.

Click here to read more:


NSTA's Position Papers—Advocating for Science Education

NSTA has written a series of research-based position statements that outline the organization's stand on critical issues in science education. These position papers can offer you a sound voice on important issues affecting science education today.

Click here to read more:


Next Month's Theme:

Student/Teacher/Community Successes

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