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A Physics Teaching Approach That Supports Real-World Science by Matt Holsten
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Traditional physics education can leave many students confused, bored, or without the conceptual understanding of the equations they are required to memorize. I prefer an approach that allows students to use evidence to…
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I first encountered the KLEWS teaching strategy in an article in Science and Children (NSTA 2015), “KLEWS to Explanation-Building in Science.” I shared the article and modeled the strategy with teachers who wanted to…
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A Q&A on Wisconsin's Science Standards
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Wisconsin recently adopted new K–12 science education standards. Learn more about the standards in this Q&A with Kevin Anderson, Science Education Consultant for the Wisconsin Department of Public Instruction.When…
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Recently, my colleagues and I had an exchange with some teachers in one of our professional development programs. One teacher said, “I think I do a lot of modeling in my class. I have my kids draw pictures of the…
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Kentucky’s Systems Approach to Assessing Three-Dimensional Standards
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One thing is clear about our multi-dimensional standards: They require a complex and thoughtful approach to assessment. No single, conventional, summative test can be expected to provide reliable data sufficient enough…
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First-Graders Modeling Day and Night: Making Sense of a Phenomenon
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As a first-grade teacher in Detroit with predominantly Latinx students and English language learners, I worked for several weeks at the end of last school year with a doctoral candidate in science education and former…
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Using Primary Sources as Anchoring Phenomena
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I think the best part of attending NSTA’s national conferences is having the opportunity to learn so much from every person you meet. The sheer number of so many likeminded educators in one place can seem overwhelming,…
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One District’s Path to Improving Student Discourse
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If you’ve spent any time exploring the shifts in NGSS instructional practices you will understand the call for “less sage on the stage and more guide on the side.” While such a metaphor can be applied to a variety of…
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Three Strategies for Building Classroom Community
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As I reflect on the end of this school year, I think about how successful I was in building a classroom community. A key aspect of transitioning my classroom to three-dimensional teaching and learning was…
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Digging Deeper: Peeling Back the Practices: What Did High School Students Think?
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One of the big shifts in the NGSS is the integration of Disciplinary Core Ideas (DCIs) with Crosscutting Concepts (CCCs) and Science and Engineering Practices (SEPs). In other words, content is not taught in isolation:…
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Engineering: From Trial-and-Error to NGSS-Aligned
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Four years ago, when the other seventh-grade science teacher and I started redesigning our curriculum for the NGSS, we knew we would have to include engineering. At that time, my understanding of engineering was pretty…
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How Teachers Are Retooling Lessons Using the EQuIP Rubric
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Sometimes finding the right book or article can be the key to opening our minds to new ideas. A few years back, NSTA published a special journal series on the NGSS, and I recently re-read a few of them. Three in…
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Focusing on Instruction to Improve My School
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How do you envision science education in your classroom? Your school? Your district? In hectic life of a modern educator, it is easy to become overwhelmed by the initiatives, expectations, and pressures of our…
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Kindergarten Citizen Scientists: Taking Action to Save the Earth
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My kindergarten students recently became citizen scientists as they investigated their big questions about the natural world around them. The snow finally melted, the critters have made their appearance, and the plants…
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A Learning Trajectory for Sensemaking in Science
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The Next Generation Science Standards (NGSS) offer teachers the opportunity to consider teaching science in a new way. We help students engage with, wonder about, and make sense of natural phenomena, which closely…
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