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Integrating Engineering Practices and Career Competencies into Science Classrooms
Professional Learning Unit |
A Framework for K-12 Education calls for the integration of engineering design into K-12 science classrooms. This PLU introduces the challenges and opportunities this shift raises. Participants will explore connections…
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Working With NSTA Student Chapters on Community-Focused Science Events
Blog Post |
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School Laboratory Employee Safety Training Requirements
Blog Post |
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A Layered Approach to Scientific Models
Journal Article |
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Professional Learning in Science Education
Position Statement |
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Volunteering + You = A Successful NSTA
Blog Post |
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Quickly Teaching Speed, Velocity, and Acceleration—Part 2
Journal Article |
In the February 2019 issue we looked at teaching speed and velocity. Now we’re ready to tackle acceleration.
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COVID-19: Fortifying Your Personal Finances During the Pandemic
Reports Article |
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Comparing Academically Homogeneous and Heterogeneous Groups in an Active Learning Physics Class
Journal Article |
Many methods have been developed for managing groups in active learning classes, but little research has been done on the effect of group structure itself. Results are presented for an active learning physics class in…
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Modifying Traditional Labs to Target Scientific Reasoning
Journal Article |
This article showcases how a physics lab course was successfully redesigned to promote important reasoning abilities not explicitly addressed in the typical college setting. Student development of such abilities is…
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Using Computational Thinking and Modeling to Build Water and Watershed Literacy
Journal Article |
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The Symbol of Joyful Learning Is a Pumpkin
Blog Post |
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Dealing With Chemical Waste in the Science Instructional Space
Blog Post |
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Journal Article |
As undergraduate institutions rely more heavily on teaching assistants (TAs) they are simultaneously encouraging implementation of course-based research experiences (CBREs). Due to the dynamic nature of CBREs, it is…
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Journal Article |
To support undergraduate instruction and learning outcomes (i.e., systems thinking and decision-making in interdisciplinary contexts) grounded in the Food-Energy-Water Nexus (FEW Nexus), we implemented a multiyear…
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