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Problem-Based Learning in the Earth and Space Science Classroom, K–12

Implementing PBL is difficult for teachers, and few curriculum guides are available to support their efforts. This book fills that gap by providing the kinds of strategies and examples teachers need to facilitate open-ended inquiry in their science classrooms.”

—Peggy A. Ertmer, Professor Emerita of Learning Design and Technology, Purdue University, and Founding Editor of the Interdisciplinary Journal of Problem-Based Learning.
Implementing PBL is difficult for teachers, and few curriculum guides are available to support their efforts. This book fills that gap by providing the kinds of strategies and examples teachers need to facilitate open-ended inquiry in their science classrooms.”

—Peggy A. Ertmer, Professor Emerita of Learning Design and Technology, Purdue University, and Founding Editor of the Interdisciplinary Journal of Problem-Based Learning.
 

10 NSTA Conference Sessions that Will Turn Your World Upside Down

By Lauren Jonas, NSTA Assistant Executive Director

Posted on 2017-02-28

women reading upside down

Ready for something completely different?
Ready to love science teaching even more?

NSTA is headed to Los Angeles this month for our 2017 National Conference on Science Education, March 30-April 2. And what happens in LA won’t stay in LA. You’ll go home with a brand new perspective on your teaching.

How does this happen? It starts and ends with your fellow teachers who share what really works, in real classrooms. Whether you’re in sessions, socializing, experiencing the exhibits, or visiting local museums, you’ll be surrounded by thousands of fellow teachers who will be there to help you solve your problems and celebrate your successes. And boring won’t be on the schedule.

Below are just a few of our favorite sessions, guaranteed to give you  fresh perspective.

  • How to be a DonorsChoose Rockstar: Using Crowdfunding to Get a Killer STEM Space!
  • Science Current Events Journals: Real Science and Media Literacy
  • Identify Patient Zero of a Zombie Apocalypse
  • Using Student-Created Virtual Field Trips to Enhance Learning
  • A University Course and Middle School Teacher Professional Learning Promoting Climate and Data Literacy, plus Effective Teaching and Learning Practices
  • “Making” Three-Dimensional Learning Happen: Using Maker Space Technologies to Engage the NGSS
  • Building Scientific Literacy by Using Science News Reported in the Popular Media
  • Equity within NGSS: Strategies for Culturally Responsive Teaching in the Science Classroom
  • Putting It All Together: The Crossroads of NGSS, CCSS, and ISTE in the Elementary Classroom
  • Virtual Reality’s Emerging Future in Science Education

LA preview cover

More About the 2017 National Conference on Science Education

Browse the program preview, or check out more sessions and other events with the LA Session Browser/Personal Scheduler. Follow all our conference tweets using #NSTA17, and if you tweet, please feel free to tag us @NSTA so we see it! Need to request funding or time off? Download this letter of support.

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

Add Professional Learning Institutes to Your Conference Experience

Professional Learning Institutes (PLIs) are focused, content-based programs that explore key topics in science/STEM education in depth. One-Day PLIs are a preconference full-day session only. Full PLIs begin with a full-day preconference session, followed by pathway sessions that offer further exploration of the topics covered. PLIs are presented by experts in science/STEM education, professional learning, standards implementation, assessment, curriculum, and resources/materials development. Institutes are offered in conjunction with the NSTA National Conference on Science Education and require conference registration.

At the Los Angeles Conference, full PLIs will begin with the preconference one-day session on Wednesday, March 29, 2017, from 9:00 am to 4:00 pm, by preregistration only. The pathway sessions will be scheduled on Thursday, March 30, 2017, and/or Friday, March 31, 2017. The PLI One Day Work Sessions will be held only on Wednesday, March 29, as preconference sessions only.

Los Angeles, California: March 29, 2017

To register online for the Los Angeles conference and to purchase PLI tickets, click here. You may also download a registration form (PDF).

Professional Learning Institute (PLI) Ticket Scholarship Opportunity

The Northrop Grumman Foundation is providing free PLI attendance (a $150 value) to Los Angeles area teachers attending the NSTA National Conference in Los Angeles, March 29–April 2, 2017.

To qualify for a PLI Ticket Scholarship you need to be:

  • A full-time teacher of science, technology, or engineering working within a 100 mile radius of Los Angeles.
  • Registered for the NSTA National Conference in Los Angeles March 29–April 2, 2017 and able to attend the PLI, which is a preconference all-day session on March 29.

Please complete a short eligibility survey via this link: https://www.surveymonkey.com/r/PLI17

You will receive an email confirming your scholarship once you are accepted based on the criteria listed.

If you have any questions, please contact Wendy Binder at wbinder@nsta.org.

Future NSTA Conferences

2017 National Conference

2017 STEM Forum & Expo

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women reading upside down

Ready for something completely different?
Ready to love science teaching even more?

 

Inquiring Astronomy: Incorporating Student-Centered Pedagogical Techniques in an Introductory College Science Course

Journal of College Science Teaching—March/April 2017

By Debbie A. French and Andrea C. Burrows

Increases in student-centered pedagogy have been more prevalent in K–12 education than in collegiate undergraduate science education. The purpose of this study was to determine the effects of using student-centered pedagogy advocated in K–12 education on introductory astronomy students’ content knowledge, interest, and recall of content taught in the semester. Forty-two students participated in the study and took the Test Of Astronomy STandards (TOAST) at the beginning and end of the semester. The students had an average initial TOAST score of 37% and a post-TOAST score of 62%. Students also participated in surveys reporting their interest in astronomy, whether their interest in astronomy changed, and what they remembered from the course. Students (79%) reported the class increased their interest in astronomy in a survey given at the end of the semester. Students reported remembering the active-learning activities more than astronomical facts. These results show encouraging results for creating and implementing student-centered pedagogical techniques in college science courses of all disciplines.

Increases in student-centered pedagogy have been more prevalent in K–12 education than in collegiate undergraduate science education. The purpose of this study was to determine the effects of using student-centered pedagogy advocated in K–12 education on introductory astronomy students’ content knowledge, interest, and recall of content taught in the semester. Forty-two students participated in the study and took the Test Of Astronomy STandards (TOAST) at the beginning and end of the semester. The students had an average initial TOAST score of 37% and a post-TOAST score of 62%.

Increases in student-centered pedagogy have been more prevalent in K–12 education than in collegiate undergraduate science education. The purpose of this study was to determine the effects of using student-centered pedagogy advocated in K–12 education on introductory astronomy students’ content knowledge, interest, and recall of content taught in the semester. Forty-two students participated in the study and took the Test Of Astronomy STandards (TOAST) at the beginning and end of the semester. The students had an average initial TOAST score of 37% and a post-TOAST score of 62%.

The Power of Investigating: Guiding Authentic Assessments

Children want to explore, dig, build, play, and wonder. To do this they need to touch, feel, see, observe, listen, manipulate, plan, and create. How does a teacher build and maintain a learning environment that will help students investigate meaningful questions? How does a teacher plan and manage ongoing investigations? How does a teacher use resources to bring learning to life?
Children want to explore, dig, build, play, and wonder. To do this they need to touch, feel, see, observe, listen, manipulate, plan, and create. How does a teacher build and maintain a learning environment that will help students investigate meaningful questions? How does a teacher plan and manage ongoing investigations? How does a teacher use resources to bring learning to life?

Online Courses: MSU Master of Science in Science Education: Biomimicry: The Technology of Biology

Biomimicry: The Technology of Biology is a 2 credit course that introduces the rapidly emerging discipline of biomimicry as a source of inspiration to create solutions to human problems. You will learn how to use nature as a source of ideas, how to conceptualize functions, mechanisms, and strategies that biological species use to thrive on earth. Industries are using forms, processes, and systems from the biological world to inspire technological innovation. This course is relevant to all disciplines and is now being taught from first grade to doctorate programs around the world.
Biomimicry: The Technology of Biology is a 2 credit course that introduces the rapidly emerging discipline of biomimicry as a source of inspiration to create solutions to human problems. You will learn how to use nature as a source of ideas, how to conceptualize functions, mechanisms, and strategies that biological species use to thrive on earth. Industries are using forms, processes, and systems from the biological world to inspire technological innovation. This course is relevant to all disciplines and is now being taught from first grade to doctorate programs around the world.
Biomimicry: The Technology of Biology is a 2 credit course that introduces the rapidly emerging discipline of biomimicry as a source of inspiration to create solutions to human problems. You will learn how to use nature as a source of ideas, how to conceptualize functions, mechanisms, and strategies that biological species use to thrive on earth. Industries are using forms, processes, and systems from the biological world to inspire technological innovation. This course is relevant to all disciplines and is now being taught from first grade to doctorate programs around the world.

Online Courses: MSU Master of Science in Science Education: Special Topics in Microbiology

Special Topics in Microbiology is a 3 credit course and provides an inquiry based examination of current microbiology related topics. Topics may vary from semester to semester and will be selected by the assessment of what is considered “newsworthy.” Topics could include but not be limited to hospital acquired and community acquired infections, antibiotic resistance, immunizations, food safety and drinking water. Emphasis will be placed on the ramifications of issues with respect to industry, medicine, and personal health.
Special Topics in Microbiology is a 3 credit course and provides an inquiry based examination of current microbiology related topics. Topics may vary from semester to semester and will be selected by the assessment of what is considered “newsworthy.” Topics could include but not be limited to hospital acquired and community acquired infections, antibiotic resistance, immunizations, food safety and drinking water. Emphasis will be placed on the ramifications of issues with respect to industry, medicine, and personal health.
Special Topics in Microbiology is a 3 credit course and provides an inquiry based examination of current microbiology related topics. Topics may vary from semester to semester and will be selected by the assessment of what is considered “newsworthy.” Topics could include but not be limited to hospital acquired and community acquired infections, antibiotic resistance, immunizations, food safety and drinking water. Emphasis will be placed on the ramifications of issues with respect to industry, medicine, and personal health.

Online Courses: MSU Master of Science in Science Education: Microbial Genetics

Microbial Genetics is a 3 credit course designed to provide an understanding of the fundamentals of genetic processes in bacteria (prokaryotes). The study of bacterial genetics has provided much of the understanding of fundamental genetic processes for all organisms, especially through the use of in vivo and in vitro genetic tools. Emphasis will be placed on the advances in microbial genetics and effects on technological and medical advances. Tuition rates for MT residents: $266.50/credit. For more information visit the web site at: http://www.montana.edu/msse/
Microbial Genetics is a 3 credit course designed to provide an understanding of the fundamentals of genetic processes in bacteria (prokaryotes). The study of bacterial genetics has provided much of the understanding of fundamental genetic processes for all organisms, especially through the use of in vivo and in vitro genetic tools. Emphasis will be placed on the advances in microbial genetics and effects on technological and medical advances. Tuition rates for MT residents: $266.50/credit. For more information visit the web site at: http://www.montana.edu/msse/
Microbial Genetics is a 3 credit course designed to provide an understanding of the fundamentals of genetic processes in bacteria (prokaryotes). The study of bacterial genetics has provided much of the understanding of fundamental genetic processes for all organisms, especially through the use of in vivo and in vitro genetic tools. Emphasis will be placed on the advances in microbial genetics and effects on technological and medical advances. Tuition rates for MT residents: $266.50/credit. For more information visit the web site at: http://www.montana.edu/msse/

Online Courses: MSU Master of Science in Science Education: Infection and Immunity

Infection and Immunity is a 3 credit course that addresses some basic aspects of microbiology as they relate to infectious disease. How are microbes different from each other and from humans, and why do these differences matter? How do antimicrobial agents kill or inhibit microbes without seriously harming humans? How do microbes acquire resistance to antimicrobial agents? Attention will then turn to the immune system, with emphasis on the roles of the immune system in infectious disease.
Infection and Immunity is a 3 credit course that addresses some basic aspects of microbiology as they relate to infectious disease. How are microbes different from each other and from humans, and why do these differences matter? How do antimicrobial agents kill or inhibit microbes without seriously harming humans? How do microbes acquire resistance to antimicrobial agents? Attention will then turn to the immune system, with emphasis on the roles of the immune system in infectious disease.
Infection and Immunity is a 3 credit course that addresses some basic aspects of microbiology as they relate to infectious disease. How are microbes different from each other and from humans, and why do these differences matter? How do antimicrobial agents kill or inhibit microbes without seriously harming humans? How do microbes acquire resistance to antimicrobial agents? Attention will then turn to the immune system, with emphasis on the roles of the immune system in infectious disease.

Online Courses: MSU Master of Science in Science Education: Streamside Science: Hands-On Approach

Streamside Science: Hands-On Approach is a 3 credit course designed to increase the water resource knowledge of students through hands-on, field-based curriculum. To accomplish this, students will be asked to adopt a local stream and perform lab assignments "in the field" to better understand hands-on water quality monitoring techniques. The course will improve the teaching skills of secondary science teachers utilizing distant delivery technologies.
Streamside Science: Hands-On Approach is a 3 credit course designed to increase the water resource knowledge of students through hands-on, field-based curriculum. To accomplish this, students will be asked to adopt a local stream and perform lab assignments "in the field" to better understand hands-on water quality monitoring techniques. The course will improve the teaching skills of secondary science teachers utilizing distant delivery technologies.
Streamside Science: Hands-On Approach is a 3 credit course designed to increase the water resource knowledge of students through hands-on, field-based curriculum. To accomplish this, students will be asked to adopt a local stream and perform lab assignments "in the field" to better understand hands-on water quality monitoring techniques. The course will improve the teaching skills of secondary science teachers utilizing distant delivery technologies.
 

"Iron Science" students

By Mary Bigelow

Posted on 2017-02-28

I used to assign projects for students to complete at home. But I’m now at a middle school where many students do not have access to materials and resources outside of class. I need alternatives for in-class projects!  –A., Colorado

In-class projects would level the playing field if students receive materials and class time with opportunities to work collaboratively and creatively.

You can find ideas for challenging, low-cost projects that are not time-consuming in the NSTA K-12 journals. The activities and investigations correlate with the Next Generation Science Standards (NGSS), so they are focused and authentic. Articles in the middle-level Science Scope feature sidebars documenting big ideas, essential pre-knowledge, time, and cost.

Another option might be to adapt a version of the Exploratorium’s Iron Science Teacher, which was used by teacher-coaches in a professional development program I worked with. Each team received a box of common materials (e.g., rubber bands, a cork, craft sticks, plastic bottles, balloons, paper clips, marbles, wooden blocks, tape, and more) and a “theme ingredient.” General supplies were available (glue sticks, rulers, a stapler, and so on). The teams had one day to develop a model using the theme ingredient (the cork in this example) and any or all of the other materials, along with a written description. No two projects were alike, and all showed a high level of creativity.

For students, you could require inventions or models that demonstrate learning of topics recently addressed in class (Newton’s Laws, for example). You could add an option for students to request and justify additional materials. Provide a project rubric and time for students to demonstrate their work and write illustrated descriptions.

This will take several class periods, but it’s time well-spent, as you observe and assess what students have learned conceptually as well as their creativity, ability to work together, and use of problem-solving strategies.

 

 

I used to assign projects for students to complete at home. But I’m now at a middle school where many students do not have access to materials and resources outside of class. I need alternatives for in-class projects!  –A., Colorado

In-class projects would level the playing field if students receive materials and class time with opportunities to work collaboratively and creatively.

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