2024 Winners

ELEMENTARY

Cristina Eilers

Newport Elementary School
Crosby, TX

As a STEM/Discovery Lab teacher, Cristina Eilers bases her lessons on the standard Science TEKS. Her lessons supplement classroom science lessons by incorporating what students are learning in the classroom in a STEM-based/discovery aspect. Her philosophy of teaching science is that students retain more science information by experiencing the TEKS hands on. Her inquiry-based, hands-on lessons allow students to explore different science topics. With inquiry-based science, students make real-world connections through exploration and high-level questioning. This type of learning encourages students to engage in problem-solving and experimental learning. The regional winner award has opened opportunities for Eilers to grow her knowledge of science. At the Fall NSTA conference, she gained knowledge in areas she felt would have the greatest impact on students. During the conference, she learned about coding and that computer science lacks female as well as minority representation. She is currently writing a grant to begin a “Girls in Coding” club at her school. The new supplies have opened students’ eyes to new areas of science. In all her years of teaching, she has never heard, “This was the best day in science” so much. The regional winner cohort has allowed Eilers to communicate with the other winners throughout the country via the forums. Educators in the forum have shared ideas about daily lessons they are incorporating in their classrooms and feedback on what they liked and disliked about the lessons.

MIDDLE SCHOOL

Catherine Thomas

Central Middle School
Galveston, TX

Catherine Thomas’s philosophy of open and diverse teaching drives her class activities and interactions with students. At the start of a new topic, she begins by hooking their attention through videos or small experiments. Students then proceed to group activities and interactive lessons online where they expand each other’s knowledge through discussions. Her use of behavior contracts and getting to know students’ backstories keep a free environment to create a resourceful and connective space where students can hit targets while being constantly challenged.

As a regional winner she has increased her collaboration among colleagues fostering a positive culture where innovative ideas are encouraged. The recognition she received has prompted her peers to seek guidance, creating a ripple effect that elevates their enthusiasm for science. The award has allowed her to connect with experts and mentors, and create a supporting network that inspires and guides her scientific journey. Being part of the science cohort has been an immensely rewarding and enriching experience. Engaging with fellow participants has not only deepened her understanding of scientific concepts but has also sparked her curiosity and eagerness to explore more by reading and gaining information. The cohort has provided a platform for exchanging deep insights, sharing knowledge, fostering a passion for learning, and creating a supportive community of like-minded individuals.

HIGH SCHOOL

Tiffany Booth

Eleanor McMain High School
New Orleans, LA

Tiffany Booth believes that science is best taught through inquiry, real-life application, and the use of kinesthetic or experiential methods. Inquiry is needed to gain students’ interest and create the intrinsic motivation needed for students to engage in learning science. After sparking initial interest and curiosity, she combines the relevance of the topic to daily lives with hands-on activities and experiences, which provide an opportunity for students to gain collaborative skills while moving toward autonomy as a future scientist. Winning regional challenge has enabled Booth to provide more hands-on opportunities for her students during inquiry-based activities. The materials provided by the grant have allowed students to experience science rather than simply learn about it. They are able to make connections between concepts in evolution and genetics. These activities have led to an increase in engagement among her students. The educator cohort has provided resources that she uses in her classroom. The daily do lessons provide interesting real-life phenomenon that she uses to pique the interest of students. The e-book chapters also provide a valuable resource to supplement instruction. Booth has benefited from knowing that there is a forum that she can use to communicate with other professionals.