Bugs in Our Backyard
K12Science
I was recently reading the July/August 2026 issue of “Science Scope” a publication of the National Science Teaching Association. In this issue I read the section “Citizen Science” written by Jill Nugent. She wrote an article entitled “Backyard Biodiversity: Bring Science to Life with Bugs in Our Backyard.” As educators we look for ways to make science relevant, hands-on, and engaging for our students. Involving them in real world science is one way to accomplish this, and with Bugs in our Backyard citizen science project, learners of all ages are invited to participate in...
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HQIM - High Quality Instructional Materials
K12Science
I was recently reading the July/August 2026 issue of “Science Scope” a publication of the National Science Teaching Association. In this issue I read an article written by Patty McGinnis. She wrote an article entitled “HQIM in Practice.” Over the last decade, U.S. researchers have linked high-quality instructional materials (HQIM) and positive student learning outcomes. Examples include: Open SciEd Amplify Science Smithsonian Science for the Classroom Inquiry Hub HMH Science Dimensions
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Taking Students Outside
K12Science
I was recently reading the May/June, 2026 issue of “The Science Teacher,” a publication of the National Science Teaching Association. In this issue I read an article written by Gregory MacDougall. He wrote an article entitled “Taking Students Outside: A Framework for Making Science Real.” Gregory shared a four-part framework for outdoor science instruction: 1. Explore the school grounds with purpose. 2. Connect standards to outdoor phenomena. 3. Plan specific student actions using the science and engineering practices. 4. Extend learning through reflection and action.
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Building Science Literacy
K12Science
I was recently reading the May-June, 2026 issue of “Science and Children” a publication of the National Science Teaching Association. In this issue, I read the Science 101 column written by Matt Bobrowsky. It was entitled “Q: How Can I Build Science Literacy for Lifelong Learning (Using Thermal Insulation)?” We can build science literacy by teaching students that science is a process of asking questions, testing ideas, using evidence, and explaining results — skills they will use far beyond the classroom.
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Consequences of High Stakes Testing
K12Science
I was recently reading the May-June, 2026 issue of “Science Scope” a publication from the National Science Teaching Association. In this issue, I read the Leadership Matters column written by Amy Bekins. It was entitled “The Unintentional Consequences of High Stakes Testing on Middle School Science.” Some ways that leaders can build science efficacy and increase achievement for all contents is to: 1. Incorporate more nonfiction texts. 2. Conduct experiments where students can practice mathematics skills, such as graphing, with real data. 3. Leverage each teachers’ content expertise...
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A Place for Earth and Space Science
K12Science
I was recently reading the May-June, 2026 issue of “Science Scope” a publication from the National Science Teaching Association. In this issue, I read a guest editorial, written by Christine Hirst Bernhardt. It was entitled “Making a Place for Earth and Space.” Christine is the President-Elect of the National Earth Science Teachers Association. She is a former Earth and space science teacher, her research and practice focus on supporting teachers in fostering authentic science learning and students’ epistemic agency.
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Journey to Curiosity
K12Science
I was recently reading the May 20, 2026, blog from the National Science Teaching Association. The blog was entitled, “Teaching Students to Think in Science: Where Curiosity Meets Cognitive Strategy” written by Kristen Barnes. Science instruction leans heavily on synchronous learning, individual work, note-taking and getting the ‘right answer.” However, the true goal of science education isn’t completion. Science education should focus on cultivating the lifelong journey of curiosity.
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Why Experts Disagree
K12Science
I was recently reading the March - April 2026, issue of The Science Teacher, a publication of the National Science Teaching Association. In this issue I read an article written by Douglas Allchin. He wrote an article entitled “When Experts Disagree.” Respect the consensus of the relevant scientific experts. That’s the benchmark for reliable science in informing public policy or personal decision-making. But what if the experts disagree? What if there is no genuine consensus? If we cannot confidently sort fact from fiction, what are we to do?
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Why Learn Outdoors?
K12Science
I was recently reading the March - April 2026, issue of Science and Children, a publication of the National Science Teaching Association. In this issue I read an article written by Mary Starr, Jordan Sherry-Wagner, Carrie Tzou, Megan Bang, Shirin Vossoughi, and Anna Lees. They wrote an article entitled “Place Matters.” Outdoor learning is not simply a change in instructional setting, but a shift in relationships among children, educators, families, and the socio-ecological systems they inhabit. Outdoor learning, when historicized and relationally grounded, becomes a practice of...
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Stop Cheating in an AI World
K12Science
I was recently reading the March - April 2026, issue of Science Scope, a publication of the National Science Teaching Association. In this issue I read an article written by Patty McGinnis. She wrote an article entitled “AI in the Classroom.” The rate of cheating in science classrooms has not changed after the availability of ChatGPT and other generative AI tools. The sudden alarm to do something about a problem that we have been complacent about for decades highlights some fundamental misconceptions about both why cheating happens and the role that technology plays (or doesn’t) in...
info_outlineI was recently reading the November-December 2025 issue of “The Science Teacher”, a publication of the National Science Teaching Association.
In this issue, I read the section, “Editor’s Corner written by Brooke A. Whitworth. She wrote an article entitled, “The Enduring Impact of Science Education: Why We Persist.”
Despite the challenges of teaching, science teaching is not just important work, but essential work. Our students, our communities, and our future need dedicated science educators now more than ever. That is why we continue to teach and why we persist.