Join NSTA Press author Victor Sampson for his webinar “Scientific Argumentation: Helping Students Identify, Evaluate, and Support Claims” (a 2-part course).

Use Smithsonian and other published resources to help students judge the quality or reliability of evidence, evaluate scientific claims, and construct scientific arguments. In a live, interactive format, try out an instructional strategy and an online annotation tool. This webinar will address inquiry skills and CCSS ELA standards for informational texts in scientific and technical subject areas. Provided materials focus on real-world, curriculum-relevant topics such as fracking and the Asian carp invasion.

Free registration required: http://SmithsonianScientificArgumentation.eventbrite.com

Target Audience: 9th and 10th grade science teachers
When: Part 1: Tuesday, February 17, 2015; Part 2: Monday, February 23, 2015

(Note: The course takes place over two sessions and attendance at both, along with completion of the evaluation, is required to receive a certificate)
Time: 7:00 p.m. ET/6:00 p.m. CT/5:00 p.m. MT/4:00 p.m. PT
Duration: 60 minutes each session
Where: The event will take place online via the Google+ platform. Registrants will receive links to the two sessions prior to the event.
The webinar is archived and available for viewing after the live event has occurred.

Presenters
Michelle K. Smith is Associate Director for Digital Media in the Smithsonian Center for Learning and Digital Access. She oversees content development for instructional materials and web-based programs based on the Smithsonian’s collections and expertise.

Dr. Victor Sampson is an Associate Professor of STEM Education in the Department of Curriculum and Instruction at The University of Texas at Austin. He is the author of a growing series of books about engaging students in scientific argumentation, a key practice of science that helps students master content while they write about and discuss claims and evidence.

Certificate of Participation: Webinar participants earn a certificate of participation for attending both sessions and completing the evaluation form at the end of the program.
For more information: Contact learning@si.edu.

Welcome to my new blog! The old STEM Classroom e-newsletter has gotten a makeover and become part of the new monthly Science and the STEM Classroom. As part of the redesign, I’m getting a chance to hone my skill at blogging in WordPress. A blog offers some different functionality and increased opportunities for sharing and connecting. I’m looking forward to the opportunity to learn more about formatting and how to embed images in WordPress.

I am, of course, a bit late to the party. Blogging as an educational tool has been a thing for a good 10 years now. Many of today’s classroom courses have a blog component, thanks to the ubiquity of Blackboard in higher education and other learning management systems like the open-source option, Moodle, and Edmodo, which is aimed at primary and secondary school audiences. The best part about this blogging opportunity, though, is that I’ll learn to do more advanced coding in HTML. This month, I’ll give you some ideas for incorporating coding or its fruits in your classroom.

Science Connection: Effective Science Communication

I’ve written before about the importance of communicating science for lay audiences. One of the challenges in attracting new students to scientific fields is that so much of what is written about new and exciting science is obscured by jargon. This is beginning to change, and a number of science communicators have dedicated themselves to ensuring that news about good science gets the wider attention it deserves. Some of those communicators, like Joe Hanson, are using the Internet to host several different channels of communication. Hanson has a Facebook page, Twitter feed, YouTube channel, and a blog. If you don’t already keep a list of science communication resources in your classroom, you can start with these.

Blogs

Any of the blogs from Discover magazine or the blogs at SciLogs (and there are lots of them).

On Twitter

A search for science communicator will bring up lots of results. The writers of the Discover or SciLogs blogs are good places to start.

YouTube Channels

• VSauce
• Minute Physics

This list is by no means comprehensive, and I encourage you to explore via the links posted at the mentioned sites as well as in the subject areas that most fit your own interests.

Technology Connection: Coding

You’ve probably heard some of the debate about coding and whether computer programming classes should have a place in every school. The proponents of adding this subject in school argue that learning a programming language will teach students problem solving skills. It also helps them move from simply consuming content to being able to create it, which is an essential human trait that we risk limiting access to as the world becomes more digital and less analog. Of course, learning a programming language can be challenging, and may not be necessary for everyone.

The debate about the place of coding in schools will continue. But if you’re looking for a new skill to add to your repertoire in the new year, there are a number of ways you can learn some basic coding.

If you want some background about why knowing a little bit about coding is useful, read this article about how the web works. The Internet is often the first source of information for today’s students, if not necessarily their teachers. It’s always easier to use something if you know more about how it works. It’s a good bet that your students’ workplaces will have a significant web presence. Some of those workplaces, like Etsy, even encourage employees to learn more about how their websites work. In addition, coding is taking a growing role in data visualization in the sciences. For some background on the R data visualization and statistical analysis package, read this article.

Engineering Connection: How Engineers Work

As proof that the Internet is changing the way everyone works, a compelling argument for why engineers should learn to code is presented in this blog post. Knowledge of some basic coding can help engineers work more efficiently with their data.

If you’d like more resources for inspiring your students to study engineering, a number of entertaining engineering blogs are highlighted in this article. A list of 10 YouTube channels every engineer must see can be found here.

Math Connection: New Ways of Doing Math

The recent controversy surrounding the release of Sony Pictures’ The Interview led to a good example of algebra in action. The studio reported $15 million in revenue from the first four days of online sales and rentals, from a total of 2 million transactions. The initial New York Times article about the release stated that the studio did not report how many of the transactions were $6 rentals versus $15 sales, but then the Internet took over.

The percentage of students who require remedial math courses in college before they can take the math sequences required for graduation is an issue of concern. A number of community colleges are piloting the Pathways math sequences from the Carnegie Foundation. These courses teach essential math concepts for students who do not plan to major in STEM fields in college, without getting too heavily involved in algebra, which particularly in community colleges has a very high failure rate.

Math Blogs (again, not a comprehensive list)

• Dan Meyer’s blog
• The Math Blog
• Middle School Math Blogs

Don’t Miss Out

The ITEEA Annual Conference, March 26–28, 2015, Milwaukee, WI Philadelphia Science Festival, April 24–May 2, 2015, Philadelphia, PA

If your organization is planning a STEM event and you’d like a notice to appear in this blog, please email the editor, Becky Stewart, at STEMClass@nsta.org. I’d love to hear from you.

Produced by the National Science Teachers Association (NSTA), The STEM Classroom is written by science writer Becky Stewart as a forum for ideas and resources that middle and high school teachers need to support science, technology, engineering, and math curricula. Fans of the old version of The STEM Classroom e-newsletter can find the archives here.

Follow NSTA

Last week Sen. Lamar Alexander, chairman of the Senate Health Education, Labor and Pensions (HELP) Committee released a 400-page discussion draft proposal which would rewrite the Elementary and Secondary Education Act, or No Child Left Behind.

The draft language would provide states with flexibility to decide accountability (testing) issues, and it consolidates most of the Department of Education’s K–12 programs for Teacher Quality, including the Math and Science Partnership, into a single formula grant program.

Earlier this month Senator Alexander said he wanted to get a bill to mark up by the end of February. The ensuring work between the Republican and Democratic education leaders in the Senate has led many in Washington, DC to believe this is a strong and viable attempt to come to consensus and rewrite the federal education law.

But many differences still remain. Senator Patti Murray, ranking Democrat on the HELP Committee, has signaled her priorities for the bill are to reduce testing and expand preschool. In a speech last week on ESEA education, Secretary Arne Duncan said he also wants increased funding for preschool, continued teacher evaluations, and targeted resources to the lowest-performing schools.

The STEM Education Coalition (which NSTA chairs) is calling on Congress to include a requirement that states continue to assess student performance in mathematics and science and that STEM education–related activities be given high priority in major education programs at the U.S. Department of Education (DoEd), especially those focused on teacher quality and professional development.

Stay tuned, much more ahead in coming weeks.

Jodi Peterson is Assistant Executive Director of Legislative Affairs for the National Science Teachers Association (NSTA) and Chair of the STEM Education Coalition. e-mail Jodi at jpeterson@nsta.org; follower her on Twitter at @stemedadvocate.

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

Follow NSTA

They say the world is flat … and so it often seems. Cross the ocean by plane, or travel far from home by train or car…sit down for coffee with other teachers…and the issues are almost always the same. We find much in common wherever we go. And I found this to be true recently when I attended the annual meeting of the Association for Science Education (ASE) at the University of Reading, in England (NSTA’s counterpart in the UK).

NSTA’s collaboration with the Association for Science Education has a long history. The Patron of the Association is HRH Prince Philip, Duke of Edinburgh, and it traces its origins back to 1900. The first Annual Meeting was held in January 1901, which then led to the formation of the Association of Public School Science Masters. Incorporated by Royal Charter in October 2004, the ASE operates as a Registered Charity. (By comparison, NSTA dates back to 1944.) ASE’s governance structure is a bit different. Each year a high-profile scientist or educator is appointed President and serves as spokesman for the organization. This year it’s Professor Sir David Bell, chancellor of University of Reading in the UK. On his first day “on the job” he made a major address to the ASE conference and did a radio interview about the importance of science education. The operational governance of ASE is managed by Chair Chris Harrison and Executive Director Shaun Reason. (Chris is a science education researcher and professor.)

So much for the differences; the rest is much the same. On the first day of my visit, I sat with a teacher from Finland who was looking for ways to help his bilingual immigrant students (mostly Somalian) integrate quickly. Next morning I did a workshop on “square pegs,” diverse learners who don’t seem to fit into regular classroom routines and how to structure lessons to make them successful. The attendees each had their own “square pegs” and shared many innovative solutions. NSTA’s retiring president Bill Badders was there, too, and did a workshop on how to integrate literacy seamlessly into an inquiry lesson on earthworms. Again, everyone found it relevant and the discussions were very energetic. I attended sessions on integrating science and social studies (geography) and assessment, ideas that would translate to any country’s teachers in any language. Even the exhibit hall had lots of material that merited importing, like science in Europe in the Middle Ages (much from the Islamic areas of Spain), and the greatest 3D exploration of cell biology yet.

There were some differences in emphasis, of course. Assessment is a high-priority issue there as here, and there were many sessions on the topic. But because of the smaller scale (and perhaps less litigious environment), there were more initiatives in performance and multi-factorial assessment programs discussed. And because the current assessments are very familiar to educators, it was common to learn about how a certain experience could increase success on a certain component of a test.

The growing emphasis on early childhood education here has already been embedded into science education in the UK, with many creative ideas. And of course, our national goals are changing at a much more rapid pace with the inspiration of the Next Generation Science Standards (NGSS)—a topic that almost every participant wanted to learn more about. Change is occurring in England, Scotland,and Wales as well, but perhaps at a slightly slower pace that might seem more manageable to the average attendee.

The meeting also provided opportunities for me to talk to the ASE staff about organizational issues. They share the challenge of getting pre-service teachers to stay involved once they are hit with the heavy load of their first few years of teaching. The meeting featured a great forum where beginning teachers could make 10-minute presentations of their favorite lessons rather than commit to a full=hour session; this was one of the most popular areas of the exhibit hall and it seemed “a good time was had by all.”

In the past many NSTA members have associated international efforts with tours. Visiting schools and teachers is always informative and enriches our perspective on what we do at home. But we can go much further. Our International Committee does far more than that, beginning with a full day of discussions at each national conference. At ASE we discussed possible projects through which we might combine web resources in a convenient and easy-to-access portal, create international discussion forums on very specific topics like climate change education, and perhaps exchange publications. Citizen Science initiatives might also enable us to facilitate for young investigators the comparison of methods and ways of thinking, and these insights could help us adapt our own classroom curricula to an increasingly diverse student body. (Do you have ideas? Send them to Juliana_texley@nsta.org and they will be included in a Board discussion in the near future.)

In common conversation, the term “flat” is often equated with something that is boring or lacks effervescence. But not in this case! A “flat” world is one with endless opportunities. To create valuable pathways to better international cooperation in science education, we don’t have to cross high hurdles. Our common teaching instincts provide the sign posts to guide us toward productive collaborations.

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

Follow NSTA

One of the perks of being an NSTA member is having access to all of the journals online. Regardless of the grade level you teach, the journals have ideas for authentic activities and investigations that can be used, adapted, or extended for different levels of student interest and experience. Most are aligned with the NGSS.

This month, the article EQuIP-ped for Success appears in all three journals, describing a rubric with criteria on which to evaluate lessons and units and their alignment with the NGSS.

Science & Children: Systems and System Models

Most of our students are familiar with the solar and metric “systems,” but any interaction of two or more things can be considered a system, and the resulting system can help us understand phenomena. This issue explores systems and the models used to understand them. Bill Robertson’s Science 101 column–How Should We Use the Concept of Systems?—is a good summary of the topic. And here are some SciLinks that provide content information and suggestions for additional activities and investigations related to this month’s featured articles:

• The Early Years: Exploring Systems [Systems]
• Formative Assessment Probes: Ice Cubes in a Bag [States of Matter]
• Teaching Through Trade Books: What’s the Big Idea About Bees? [Honey Bees, Pollination]
• Design in the Watershed [Watersheds, Water Quality]
• Printing the Playground [Engineering Structures]
• Virtual Modeling [Models]
• In the Watery World [Rivers and Streams, Water Quality, Invertebrates]
• Modeling Change With Clay [Landforms, Changes in the Earth’s Surface]
• Engineering Encounters: A System of Systems [Systems]
• Methods and Strategies: The Future of Farming [Plants as Food, Plant Growth]

Science Scope: Human Impacts on Earth Systems

The featured articles explore the ever-threatening human impact on Earth systems. Get some ideas for student projects and investigations on the topic. Here are some SciLinks that provide content information and suggestions for additional activities and investigations related to this month’s featured articles:

• Aliens Invade and Drop Off Litter [Invasive Species]
• The Human Impact on Earthquakes: Natural Fracturing Versus Fracking [Earthquakes, Tectonic Plates, Predicting Earthquakes, Earthquake Measurement]
• Life With Limited Resources [Duckweed, Sustainable Development, Deforestation, Food Webs]
• No Space? Little Money? No Garden? Not So Fast! [Composting, Sustainable Agriculture]
• Plotting Plants [Invasive Species, Taxonomy]
• Tried and True: A Water Cycle of Many Paths [Water Cycle]

The Science Teacher: Project-Based Science

Projects have come a long way from the days of gumdrop replicas of the atom! Working on projects provides students with ways of connecting and applying the content, practices, and concepts they are learning. The article Project-Based Science leads off this discussion. Here are some SciLinks that provide content information and suggestions for additional activities and investigations related to this month’s featured articles:

• The Green Room: Symbiotic Relationships [Symbiosis, Parasitism and Mutualism]
• Health Wise: Pardon me? Helping Students Avoid Noise-Induced Hearing Loss [Noise Pollution, Hearing]
• Near-Space Science: A Ballooning project to engage students with space beyond the big screen [Gas Laws, Kinetic Theory, Air Pollution]
• Global Warning [Climate Change, Global Warming]
• Treating Pompe Disease [Dominant and Recessive Traits, Enzymes]
• The Community Connection [Water Quality, Watersheds, Eutrophication]