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Implementing Storylines: A Meaningful, Effective Way to Practice the NGSS
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Why is a shift needed?The science instructional shifts outlined in A Framework for K–12 Science Education and embodied in the Next Generation Science Standards (NGSS) are bigger than a classroom, a school, a district,…
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Scaffolding the Practice of Asking Questions and Defining Problems
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With the adoption of the Next Generation Science Standards (NGSS), teachers are wondering how to teach their students to do the science and engineering practices (SEPs). Some SEPs, such as carrying out investigations…
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Using Discourse With High School Science Students
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High school students love to talk. Covering topics from music to memes, the hallway conversations are always lively. But when students enter the classroom, they suddenly have nothing to say. I believe it’s because…
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Elementary Science—Best Practices for All Students
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Envision a room filled with noise, excited whispers, and students shouting across tables. Piles of tinfoil, plastic cups, scissors, string, and tape are scattered around the room. Paper, pencils, and notebooks filled…
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Seeds of Science, Roots of Reading Program Helps Students Develop Explanations
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The Next Generation Science Standards (NGSS) encourage three-dimensional thinking in students. 3-D thinking, and the process of developing scientific explanations, are curiosity-driven: They involve wondering, posing…
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Storylines Allow Students to Own Their Learning
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“I don’t think this data tells us enough; we only know the temperature close to the ground,” Andy* told his peers. “Hail forms in the clouds. We need to know what the temperature is in the clouds.”The students had just…
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Building Classroom Community in an NGSS-Aligned Elementary Science Classroom
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In an elementary science classroom, it’s not incredibly challenging to motivate students to want to do science and engineering. I find that the students at the grade-level I teach (fifth) are excited about school and…
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Modeling How Students Can Share Ideas and Make Sense of Phenomena by Aaron Mueller
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One of the most important steps I take to elicit student ideas in the classroom is to establish a classroom culture that makes students feel comfortable sharing their ideas. I take the time to develop a strong,…
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As several reports have shown, it is critical for teachers to understand instructional strategies that are consistent with the NGSS vision, as well as to have the skills to implement them in their classrooms. I had the…
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Teaching and Learning Through PBL-Informed Storylines
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The kindergarteners waited excitedly outside the door, anxious to see the toys my third graders created for them. My third graders were equally excited to share their toys and use science ideas to explain how their toys…
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My ‘Phenomenal’ Journey in Elementary
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I am the type of educator who gets very excited about new strategies, new and innovative technology, and new activities for students. However, I was more nervous about than excited about to choosing phenomena for my…
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Going Public: Revealing Student Thinking in Science by Missy Holzer
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Our classrooms are dynamic places where young learners gather to figure out the natural world. How can we be sure they are all making sense of the phenomena during this process? How do we know what they are thinking?We…
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When informal science institutions (ISIs) offer professional learning opportunities to teachers to support science in schools, they create the potential for dynamic science educators and classrooms that can support high…
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How Teachers Can Use Technology to Support 3-D Teaching and Learning
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Three-dimensional (3-D) teaching and learning integrates the use of science practices, crosscutting concepts, and core science ideas to help students make sense of the world. From a teaching perspective, learning…
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Next Gen Navigator Makes Its Debut
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NSTA is all about supporting teachers in understanding and implementing three-dimensional instruction in their classrooms. The first edition of the Next Gen Navigator, a new monthly e-newsletter from the National…
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