The Science Teacher

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Read The Science Teacher, NSTA's award-winning, peer-reviewed practitioner journal for secondary level and high school science teachers. All articles are published by our trusted partner, Taylor & Francis—bringing your work to a global audience through one of the world’s leading academic publishers. NSTA members enjoy access to all five NSTA journals, making it easier than ever to discover trusted research, innovative ideas, and valuable resources in science education.

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Current Issue

Two Conversations, One Classroom: Emerging Tools and Enduring Students

July/August 2026

Volume 93, Issue 4

This issue of The Science Teacher holds two conversations at once. On one hand, we are watching generative artificial intelligence move from novelty to fixture, reshaping how teachers plan, assess, and adapt instruction faster than most of us can keep pace. On the other hand, we are returning—again—to the students themselves: those who learn differently, who read with difficulty, who carry emotions into our rooms, and who are still working out who they are. It would be easy to treat these as separate concerns, one about the future and one about the perennial work of teaching. I would argue they belong in the same breath. The questions raised by new tools are, at their core, questions about students. Who is served? Who is overlooked? Whose thinking do we deepen, and whose do we merely move along?

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