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Robert E. Yager Exemplary Teaching Award—2019 winners
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The Robert E. Yager Exemplary Teaching Award recognizes six full-time K–12 teachers of science who successfully use innovation and excellence in their classroom. District III Katherine Owens STEM…
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Robert E. Yager Exemplary Teaching Award—2018 winners
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The Robert E. Yager Exemplary Teaching Award recognizes six full-time K–12 teachers of science who successfully use innovation and excellence in their classroom. District II None awarded District IV James Brown …
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Robert E. Yager Excellence in Teaching Awards — 2017 winners
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This award recognizes excellence and innovation in the field of science education. This award acknowledges teachers who share Robert Yager’s passion for education and continued professional development. This award also…
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Awards and Recognition Program
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Awards and Recognition Program Dare to Dream! Have you ever dreamed of yourself as a STAR and seeing your name up in lights? With 17 teacher award programs, your dream could become a reality. Did you know more than $80,000 in cash and prizes are just waiting to be claimed? We are excited to…
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Awards and Recognition: Videos
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Awards and Recognition: Videos Distinguished Informal Science Education Award Distinguished Service to Science Education Award…
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New Teacher Welcome Hub Welcome to Your NSTA Teaching Community!Resources, connections, and inspiration to support you in your first years of teaching science.Explore Resources Join a CommunityMember Benefits Sign up for…
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National Science Teaching Association Celebrates Its 2025 Teacher Awards Honorees
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Exemplary science teaching leads to better assessment of student learning
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Too often science teachers focus on the information included in textbooks and a specific curriculum. But these resources do not include Exemplary Science Teaching. The Next Generation Science Standards (NGSS) continue…
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“Knowledge” — how to use the term to illustrate the “doing” of science
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“Knowledge” has several meanings for its use with student learning! A definition of “Knowledge” is traditionally considered information to help reform science education. It refers to information that can be used to…
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Constructivist theory and its use in the Next Generation Science Standards
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The people involved with the Next Generation Science Standards (NGSS) have indicated that they did not plan to “mess” with teaching goals, professional development of teachers, and the ways teachers teach which were…
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Emory University freshman Alexa Dantzler maintains the temperature of a solution that, after reacting it with several chemicals, will allow her to determine how much calcium carbonate exists in an antacid tablet. As we…
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Misconceptions about the “doing” of science
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Many teachers feel they are “doing” science when they teach what is in textbooks, laboratory manuals, and their lectures. Such a focus on science teaching has existed for decades. Teachers, school administrators,…
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Differences between “Inquiry” and “Practices”
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“Inquiry” and “practices” are recognized actions in science teaching that are used in the Next Generation Science Standards (NGSS). “Inquiry” was a term which was central to many science education reform efforts–…
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Three major features of “doing” science
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NSTA has identified three major features of students who actually “Do” science. The first of these is Human explorations of the natural world. The second includes Explanations of the objects and events encountered. …
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Bruce Alberts’ Grand Challenges Offer Reforms Sought by Science Educators
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Bruce Alberts, co-founder of the Science & Health Education Partnership, brings science to life in a San Francisco public school. UCSF Public Affairs file photo circa 1987. Bruce Alberts grew up living near Chicago…
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