NSTA Position Statements

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 key issues important to the teaching and learning of science, as well as the membership’s response to these issues.

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 positionstatements@nsta.org.

• Aerospace Education
• Animals: Responsible Use of Live Animals and Dissection in the Science Classroom  (under revision)
• Assessment  (under development)
• Climate Science, The Teaching of  (new)
• Digital Technologies (under development)
• Early Childhood Science Education (Endorsed by the National Association for the Education of Young Children, April 2014)
• E-Learning in Science Education, The Role of
• Elementary School Science (newly revised)
• English Language Learners, Science for
• Environmental Education (under revision)
• Evolution, The Teaching of
• Exceptionalities, Students with
• Gender Equity in Science Education  (newly revised)
• High School Science, Learning Conditions for (newly revised)
• Induction Programs for the Support and Development of Newly Hired Teachers of Science (new)
• Informal Environments, Learning Science in
• International Science Education and the National Science Teachers Association
• Laboratory Investigations in Science Instruction, The Integral Role of
• Leadership in Science Education
• Liability of Science Educators for Laboratory Safety (newly revised)
• Metric System, Use of the
• Middle Level Students, Science Education for
• Multicultural Science Education (under revision)
• Nature of Science  (new)
• The Next Generation Science Standards
• Parent Involvement in Science Learning
• Poverty (under development)
• PreK–16 Coordination (under development)
• Preparation, Science Teacher (under revision)
• Professional Development in Science Education (under revision)
• Professionalism for Science Educators, Principles of
• Quality Science Education and 21st-Century Skills
• Research on Science Teaching and Learning, The Role of (newly revised)
• Safety and School Science Instruction
• Societal and Personal Issues, Teaching Science in the Context of
• STEM Education Teaching and Learning (new)
• Three-Dimensional Teaching and Learning, Transitioning from Scientific Inquiry to (new)
• Urban Science Education (under development)

Background Papers

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.

• The Development of the Next Generation Science Standards (NGSS)