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Equity Instruction Implementation ESPAÑOL CultureEngaging English Learners in the Science and Engineering Practices

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Equity Instruction Implementation ESPAÑOL CultureEngaging English Learners in the Science and Engineering Practices

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Practice Brief 27 -- Topics:Equity Instruction Implementation ESPAÑOL Culture
Engaging English Learners in the Science and Engineering Practices

Teachers should know NGSS practices are heavily language-dependent-and teach accordingly to make experiences inclusive for multilingual students.

District staff and PD providers should learn about local approaches for supporting disciplinary language use with English Learners and help science teachers apply these.

School leaders should develop teachers' collective expertise to ensure approaches to developing language are coherent across subject matter instruction.

What is the Issue?

Authors:

KERRI WINGERT AND TIM PODKUL

Reflection Questions

Consider how science learning supports language development. Does language development also support science learning?

How can you remove the language barriers to accessing science in your setting? How can you support comprehension by connecting new content to the prior knowledge of students?

How can you build a community of learners that includes students with varied language skills?

Things to Consider

School science has a language all its own. Its vocabulary and sentence structure is complex-and aspects of argumentation and reasoning in science are different than in other disciplines. This can be troublesome for language learners if teachers do not make these differences apparent and explicit (e.g., compare and contrast argumentation in science and in other parts of students' lives).

Students often continue to think in their first languages for years after they begin to learn a second language. Help students build on their first language skills to gain deeper science understanding. For example, students can look up content online using their native language, or keep a bilingual vocabulary journal of new words.

Practice-linked instruction is a powerful motivator for engaging students. Students should be encouraged to investigate phenomena of interest whenever possible. After a large-group inquiry, the process can be reconstructed in written or verbal language-in developmentally appropriate ways and using scientific language.

The four language-intensive NGSS practices-Argumentation, Communication, Explanation, and Questioning-can be taught using language practices that are both receptive (listening and reading) and productive (speaking and writing). (See the list on the right.)

Language Practices in STEM Receptive Practices

Listening: Use a poster, slide, or picture to support student listening in science (e.g., the GLAD Pictorial Input Chart).

Reading: Preview science texts with students, discussing salient text features such as tables, graphs, and photographs before they read it. Provide summaries and include native language texts.

Productive Practices

Speaking: Provide sentence stems for all students to use, especially to support complex verbal practices like argumentation, explanation, and communication.

Writing: Engage ELs in authentic vocabulary exploration as they try to make their thoughts meaningful to others through writing. Provide dictionaries or Google Translate. Look beyond grammar and spelling to understand student ideas.

Attending to Equity

NGSS instruction is largely dependent on language, and it may inadvertently exclude English Learners from full participation if steps aren't taken. Multilingual students have important insights to contribute to learning, and scientific communities greatly benefit from the diversity of thought and experience these students bring.

Second language learners often have rich family and community practices and histories that can be leveraged to more deeply engage these students in STEM learning. Keep "big ideas" in science grounded in everyday examples that are accessible to all learners.

Recommended Actions You Can Take

ALSO SEE STEM TEACHING TOOLS

STEM Teaching Tools content copyright 2014-22 UW Institute for Science + Math Education. All rights reserved.
This site is primarily funded by the National Science Foundation (NSF) through Award #1920249 (previously through Awards #1238253 and #1854059). Opinions expressed are not those of any funding agency.

Work is licensed under aCreative Commons Attribution-ShareAlike 4.0 Unported License. Others may adapt with attribution. Funded by the National Science Foundation (NSF). Opinions expressed are not those of any funding agency.

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Engaging English Learners in the Science and Engineering Practices : StemTeachingTools (en-US)

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Practice Brief 27 -- Topics:Equity Instruction Implementation ESPAÑOL Culture Teachers should know NGSS practices are heavily language-dependent-and teach accordingly to make experiences inclusive for multilingual students. District staff and PD providers should learn about local approaches for supporting disciplinary language use with English Learners and help science teachers apply these.

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Background Equity InformalEd Practices Culture ESPAÑOL   Overview: How can we promote equity in science education?

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Background Equity InformalEd Practices Culture ESPAÑOL   Overview: How can we promote equity in science education?

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Practice Brief 15 -- Topics:Background Equity InformalEd Practices Culture ESPAÑOL
Overview: How can we promote equity in science education?

Teachers should work with colleagues to implement instructional strategies to make science learning experiences more inclusive for all students.

District staff and PD providers should integrate a focus on equity and social justice into every teacher learning experience in relevant ways-and not treat diversity as a segregated topic.

School leaders should promote a sustained focus on inclusive science instruction. Efforts should be made to resource and monitor equitable opportunities to learn science.

What is the Issue?

Equity should be prioritized as a central component in all educational improvement efforts. All students can and should learn complex science. However, achieving equity and social justice in science education is an ongoing challenge. Students from non-dominant communities often face "opportunity gaps" in their educational experience. Inclusive approaches to science instruction can reposition youth as meaningful participants in science learning and recognize their science-related assets and those of their communities.

Authors:

PHILIP BELL AND MEGAN BANG

Reflection Questions

What are your short- and longterm goals in promoting equity and social justice in science? What are possible next steps?

Think about the scientific phenomena you teach and the concepts you want students to understand. How do they relate to the interests and practices of your students' communities? How can you overlap instruction with the lives of students?

Relate the teaching principles listed under "Attending to Equity" to your own practice.

Do you involve those you serve (youth, families, communities) in your teaching decisions?

Things to Consider

"Equity in science education requires that all students are provided with equitable opportunities to learn science and become engaged in science and engineering practices; with access to quality space, equipment, and teachers to support and motivate that learning and engagement; and adequate time spent on science. In addition, the issue of connecting to students' interests and experiences is particularly important for broadening participation in science."

- NRC Framework, p. 28

Attending to Equity

(: Bang, Brown, Calabrese Barton, Rosebery & Warren, Toward more equitable learning in science, In Helping students make sense of the world using next generation science and engineering practices, NSTA.)

Notice sensemaking repertoires. Consider students' diverse sensemaking as connecting to science practices.

Support sensemaking. Support students to use their sensemaking repertoires and experiences as critical tools in engaging with science practices.

Engage diverse sense-making. Students' scientific practices and knowledge are always developing and their community histories, values, and practices contribute to scientific understanding and problem solving.

Recommended Actions You Can Take

ALSO SEE STEM TEACHING TOOLS

STEM Teaching Tools content copyright 2014-22 UW Institute for Science + Math Education. All rights reserved.
This site is primarily funded by the National Science Foundation (NSF) through Award #1920249 (previously through Awards #1238253 and #1854059). Opinions expressed are not those of any funding agency.

Work is licensed under aCreative Commons Attribution-ShareAlike 4.0 Unported License. Others may adapt with attribution. Funded by the National Science Foundation (NSF). Opinions expressed are not those of any funding agency.

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Overview: How can we promote equity in science education? : StemTeachingTools (en-US)

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Practice Brief 15 -- Topics:Background Equity InformalEd Practices Culture ESPAÑOL Teachers should work with colleagues to implement instructional strategies to make science learning experiences more inclusive for all students. District staff and PD providers should integrate a focus on equity and social justice into every teacher learning experience in relevant ways-and not treat diversity as a segregated topic.

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How Can I Get My Students to Learn Science by Productively Talking with Each Other?

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How Can I Get My Students to Learn Science by Productively Talking with Each Other?

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Talking is integral to human learning. Create mutiple ways let studnet not only share their own thoughts but also listen to others thinking help them get deeper understanding about the learning goals.

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Practice Brief 6 -- Topics:InformalEd Instruction Equity
How Can I Get My Students to Learn Science by Productively Talking with Each Other?

Teachers should routinely support students in "sense-making" talk to help them work through their understanding while engaging in the science and engineering practices.

District staff and PD providers should provide models of productive talk in PD and as an integral part of enacting curriculum materials.

School leaders should observe productive science talk in classrooms and provide support to teachers as they develop talk facilitation skills.

What is the Issue?

Talking is integral to human learning. The science and engineering practices described in the NRC Framework for K-12 Science Education highlight that scientists and engineers routinely communicate through talk-not merely to share their final form products-but to make sense of their work and to gather feedback and refine their ideas as the work unfolds. Learners benefit from such accountable talk as well, but it can be tricky to scaffold and manage productive discourse in the classroom.

Authors:

RICH BACOLOR, TAMMY COOK-ENDRES, TIFFANY LEE & ANNIE ALLEN

Reflection Questions

What do you think productive classroom talk looks like? What is your role in supporting that talk at different phases of student investigations?

What explicit and implicit social norms are at play in your classroom, and how can you effectively shift these to support productive talk?

What cultural styles of talk and sensemaking are present in your community of students that you should make room for in science learning conversations?

Things to Consider

The science and engineering practices in the NRC Framework are deeply social and require that students communicate. They involve reasoning with others and seeking a shared understanding of science phenomena. The goals of productive talk include: (1) sharing and clarifying one's own thinking, (2) listening to one another, (3) deepening one's own reasoning, and (4) thinking together.

Talk makes student thinking explicit and public-so that it can be engaged with, interpreted, built upon, and refined. Student ideas can then become resources for learning.

I-R-E (initiation, response, evaluation) is the dominant discourse pattern of classroom interactions, and it needs to change. In order to engage students in science and engineering practices, they need access to and experience with discourse-rich sensemaking conversations. Breaking the I-R-E pattern and integrating productive talk may require practice, preteaching, and scripting student roles and language. (STEM Teaching Tools #35 and #48 may be helpful.)

Students should be supported to make sense of complex natural phenomena. Rich discourse among students should be encouraged through thoughtful lesson sequences and skilled facilitation that position them as collaborative constructors of knowledge.

"In order to process, make sense of, and learn from their ideas, observations, and experiences, students must talk about them... Talk forces students to think about and articulate their ideas. Talk can also provide an impetus for students to reflect on what they do-and do not-understand."

- Ready, Set, SCIENCE!

"We suggest that trying to present science [communication] in a culturally neutral way is like trying to paint a picture without taking a perspective."

- Doug Medin, psychologist

Attending to Equity

Recommended Actions You Can Take

Routinely focus instruction on student talk related to making sense of phenomena and their ideas. Read about making thinking visible through talk and argument, including how to establish classroom norms and use talk moves to cultivate learning conversations. Review the Talk Science Primer and use the Talk Move Checklist.

These classroom videos and supporting discourse primer highlight the use of different talk moves. Learn more about different approaches to managing classroom talk.

ALSO SEE STEM TEACHING TOOLS

STEM Teaching Tools content copyright 2014-22 UW Institute for Science + Math Education. All rights reserved.
This site is primarily funded by the National Science Foundation (NSF) through Award #1920249 (previously through Awards #1238253 and #1854059). Opinions expressed are not those of any funding agency.

Work is licensed under aCreative Commons Attribution-ShareAlike 4.0 Unported License. Others may adapt with attribution. Funded by the National Science Foundation (NSF). Opinions expressed are not those of any funding agency.

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How Can I Get My Students to Learn Science by Productively Talking with Each Other? : StemTeachingTools (en-US)

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Practice Brief 6 -- Topics:InformalEd Instruction Equity Teachers should routinely support students in "sense-making" talk to help them work through their understanding while engaging in the science and engineering practices. District staff and PD providers should provide models of productive talk in PD and as an integral part of enacting curriculum materials.

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Mandarin immersion programs in the LA Area

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Mandarin immersion programs in the LA Area

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I do not have any working location idea now. But I would like to work at any of the Mandarin immersion program at future. Hope can close where I lived.

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My kids and I are interested to possibly relocate to the LA Area this coming year to study in a Mandarin immersion program. Using the incredible national list of Mandarin immersion schools put together by Elizabeth Weise, I was able to put together a list of Mandarin immersion schools in the LA Area.

As a next step, I divided the LA Area Mandarin immersion programs into those that teach traditional and those that teach simplified characters. You can see the two lists as separate tabs in Google Sheets here. I also added a third tab highlighting programs that have third grade and above because my oldest is now in third grade.

In addition, I plotted the various schools onto a Google Map to give a sense for their various locations.

LA Mandarin immersion elementary schools are clustered in four areas. Schools west of Los Angeles include Broadway, Braddock, the private school Worldspeak, and Chapman to the south in Gardena.

The East Los Angeles-Pasadena corridor is home to Castelar, City Terrace, Marguerita, Marengo, Eugene Field and Plymouth elementary schools.

The east San Gabriel Valley cluster includes Wedgeworth, Mesa, Shelyn, Pantera, and Montera elementary schools. The communities in these areas are probably the most densely Chinese.

Orange County is home to Fletcher, College Park and three private schools: Frontiers, Camelot, and Renascence.

Before researching LA Area Mandarin immersion programs, I had assumed there would at least be dozens, if not hundreds, of programs. With more than thirty immersion programs to choose from, it's still a lot of information to try to digest.

Aside from the basic information listed on immersion school websites, it is difficult to get more in-depth information on the various schools and programs. Finding descriptions that compare the various schools is even more difficult because parents tend to know only about the programs their kids attend.

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Mandarin immersion programs in the LA Area - Chinese Speaking Kids

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My kids and I are interested to possibly relocate to the LA Area this coming year to study in a Mandarin immersion program. Using the incredible national list of Mandarin immersion schools put together by Elizabeth Weise, I was able to put together a list of Mandarin immersion schools in the LA Area.

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Woke Elementary: A Cupertino elementary school forces third-graders to deconstruct their racial identities, then rank themselves according to their “power and privilege.”

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Woke Elementary: A Cupertino elementary school forces third-graders to deconstruct their racial identities, then rank themselves according to their “power and privilege.”

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An example how a Northen Califonia Elementary School holing an activities to break the power adn privileges in different races.

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Identity Politics in Cupertino, California Elementary School

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A Cupertino elementary school forces third-graders to deconstruct their racial identities, then rank themselves according to their "power and privilege."

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Create an inclusive learning environment that respects, values, and empowers all students and encourages them to participate fully in class discussions, activities, and investigations. Encourage all gender students learning science.

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Introduction

The National Science Teaching Association (NSTA) strongly asserts that gender equity is critical to the advancement of science and to the achievement of global scientific literacy. Gender equity means ensuring all students of any sex, gender identity and/or expression, or sexual orientation-regardless of racial or ethnic background or ability-are empowered, challenged, supported, and provided full access to become successful science learners.

The Next Generation Science Standards ( NGSS; NGSS Lead States 2013) and the Framework for K-12 Science Education (NRC 2012) upon which the NGSS are based, envision equitable and excellent science education experiences for all students. The NGSS Appendix D entitled, "All Standards, All Students," cites girls as a marginalized group in science education due to women's persistent underrepresentation in science careers, particularly in the areas of engineering and technology (NSF 2015; NGSS Lead States 2013). While strides have been made in encouraging more girls to take classes in science, technology, engineering, and math (STEM), girls continue to take fewer advanced-level science courses in high school and graduate from college with fewer STEM degrees (NCES 2012; Sadler et al. 2012), even though they demonstrate equal STEM talent (Wang and Degol 2013). Recent studies suggest that although students associate women with science much more frequently than they did in earlier decades, the stereotype of scientists as males persists and becomes stronger as students progress through school (Miller et al. 2018). A variety of research-based best practices for supporting girls in STEM includes (1) instructional strategies that increase girls' achievement in science; (2) promotion of successful female role models in science; and (3) classroom, school, and district structures, such as afterschool and mentoring programs, that encourage girls in science (Baker 2013; NGSS Lead States 2013; Scantlebury 2014). All of these practices-together with educators and policy makers addressing their own gendered biases-can support girls in developing their STEM identities (Kim et al. 2018).

While gender equity in science education has traditionally focused solely on providing opportunities and access for girls in science, contemporary notions of gender equity transcend binary male/female roles to include students' gender identity (one's internal sense of their own gender), gender expression (a person's behaviors or mannerisms that are societally associated with masculinity or femininity), and sexual orientation (identity with respect to sexual attraction), as well as sex (biological identity based on genitalia or genetics) as important factors for consideration in students' learning and feelings of safety at school (Greytak et al. 2016). Science educators must recognize and respect diversity within gender and sexuality to include LGBTQ students, and become sensitized to the ways in which language, curricular materials, and pedagogical choices can impact, both positively and negatively, students' feelings of belonging and competence in science classes and careers. For example, when teaching topics such as reproduction or evolution, limiting discussions of gender or sexuality solely to male-female heterosexuality may unwittingly marginalize students who do not identify with these roles and miss important opportunities for exploring the diversity of reproductive strategies among living things (Bazzul and Sykes 2011; Milne 2011) and growing evidence of the non-binary nature of sex in humans (Ainsworth 2015). Intersectionality, or the confluence of factors including but not limited to sex, gender identity, gender expression, sexual orientation, race, ethnicity, and/or ability, also plays an important role in understanding how students experience classroom science and science in society as some populations who represent these intersections have been more marginalized than others with respect to STEM participation (Ong, Smith, and Ko 2017; Sparks 2017; Tan et al. 2013). Science teachers can capitalize on the rich and diverse strengths and experiences of all students by first recognizing and addressing their own biases and becoming familiar with the array of practices that can support students of any gender identity, gender expression, or sexual orientation.

Declarations

NSTA makes the following declarations to achieve gender equity. It is critical to note that, while these statements focus on preK-12 education, gender equity in higher education, the workforce, and national policy influence, and are influenced by, the active and informed participation of stakeholders at every level. Science teachers, school administrators, counselors, teacher educators, professional and curriculum developers, and policy makers must work together to ensure all students are scientifically literate and can envision themselves as future scientists and citizens of a global society. To support gender equity, NSTA recommends all stakeholders support the adoption of this position statement, including its definition of gender equity and the following recommended policies.

For science teachers to focus on gender equity, NSTA recommends that they:

Create an inclusive learning environment that respects, values, and empowers all students and encourages them to participate fully in class discussions, activities, and investigations.

Practice self-reflection about the biases they may have related to gender. This includes being conscious of their words, actions, expectations, and stereotypes for all expressions of gender identity; including but not limited to male, female, non-binary, and transgender students, and be prepared to take actions to learn from their mistakes.

Be conscious of the ways students treat each other and the words they use, including the verbalization of stereotypes and biases by students during their classes. This includes challenging stereotypes and clarifying misconceptions that come up during class activities and discussions.

Select curriculum materials that promote gender inclusiveness through their text, illustrations, and graphics with emphases on historical and current inequities.

Select curriculum materials that promote culturally diverse role models representing all expressions of gender identity, including but not limited to male, female, and transgender individuals working in all disciplines and at all levels of science.

Encourage all students to take science and science-related classes and participate in science-related afterschool opportunities throughout their time in school.

Encourage all students to consider science and science-related careers by offering them opportunities to see scientists who represent all expressions of gender identity, including but not limited to male, female, and transgender scientists at work through online videos, videoconferencing, field trips, and/or guest visits.

Build a rigorous, supportive, and empowering classroom environment that includes high expectations, safety from bullying, and the acceptance of all students, no matter their race, culture, religion, ability level, gender identity, gender expression, or sexual orientation.

Cultivate culturally relevant instructional practices and be cognizant of the intersectionality of female, male, and transgender students who represent underrepresented groups in the fields of science, technology, engineering, and mathematics.

Implement varied and effective research-based teaching and assessment strategies that align with the needs of all students.

For teacher educators and professional developers to focus on gender equity, NSTA recommends that they:

Ensure professional development and teacher education programs include discussions about gender equity pedagogy that emphasize research findings and use accurate data about inequities in science.

Ensure professional development and teacher education programs include specific strategies, tips, and examples to combat inequity and challenge stereotypes.

Help teachers create an inclusive learning environment that respects and values students so that all students participate fully in class discussions and science activities and investigations.

Practice self-reflection to discover their own biases as they help teachers uncover and mediate their unconscious biases regarding gender to minimize negative impacts on student achievement.

For curriculum specialists/developers, counselors, and administrators to focus on gender equity, NSTA recommends that they:

Design and/or select curriculum materials that accurately and equitably portray diverse gender identities, religions, cultures and races, various ages, languages, and abilities through their text, illustrations, and graphics (online and print materials).

Design and/or select curriculum materials that emphasize these diverse groups of people in positive and contributing roles across all disciplines and all grade levels.

Design and/or ensure that varied assessments are implemented so that all students can be evaluated fairly in science.

Specifically, administrators should:

Provide administrative support for the development and use of a range of assessment methods that give diverse students more latitude to demonstrate their knowledge and understanding, and foster students' learning.

Encourage all staff to be inclusive and to facilitate communication about gender equity between and among all stakeholders.

Provide teachers with recognized, research-based materials and models, and include statements related to gender equity pedagogy and assessment strategies in teacher evaluations.

Document student achievement and science course taking patterns by gender using intersectionality to identify key social categories so that data can be analyzed by gender and race, gender and language, etc.

Specifically, counselors should:

Encourage all students to take science and science-related classes throughout their time in school.

Encourage all students to consider science and science-related careers by exposing them to a range of in-person and media-based role models, and school and community activities that align with different science careers.

Provide all students with the most recent information about the kinds of opportunities available in the sciences, as well as the preparation necessary to attain such careers.

For policymakers at the local, state, national, and international level to focus on gender equity, NSTA recommends that they:

Recognize the importance of gender equity as a civil right in teaching and learning.

Support policies that encourage educators to attain a gender equity mindset and demonstrate gender equity practices.

Create opportunities for pre-service and in-service educators to learn about gender inequities in science.

Include implementation of gender strategies in assessments of principals, district personnel and state departments of education.

Provide opportunities for educators to learn gender-equitable teaching strategies and access gender-equitable curriculum for their classrooms.

Develop opportunities for preservice and inservice educators to uncover their own biases in gender equity and learn strategies to counteract their own biases so that their classrooms are more inclusive.

Create and support programs in which preservice and inservice educators can engage in discussions across districts, states, and nations to develop a deep and global understanding of the importance of gender equity as a civil right in teaching and learning.

- Adopted by the NSTA Board of Directors, November 2019

References

Ainsworth, C. 2015. Sex redefined. Nature 518: 288-291.

Baker, D. 2013. What works: Using curriculum and pedagogy to increase girls' interest and participation in science and engineering. Theory Into Practice 52(1): 14-20.

Bazzul, J., and H. Sykes. 2011. The secret identity of a biology textbook: Straight and naturally sexed. Cultural Studies of Science Education 6(2): 265-286.

Greytak, E.A., J.G. Kosciw, C. Villenas, and N.M. Giga. 2016. From Teasing to torment: School climate revisited, A Survey of U.S. Secondary School Students and Teachers. New York: GLSEN.

Kim, A.Y., G.M. Sinatra, and V. Seyranian. 2018. Developing a STEM identity among young women: A social identity perspective. Review of Educational Research 88(4): 589-625.

Miller, D.I., K.M. Nolla, A.H. Eagly, and D.H. Uttal. 2018. The Development of children's gender science stereotypes: A meta‐analysis of 5 decades of U.S. Draw‐A‐Scientist studies. Child Development 89(6): 1943-1955. https://doi.org/10.1111/cdev.13039

Milne, C. 2011. A convenient dichotomy: Critical eyes on the limits to biological knowledge. Cultural Studies of Science Education 6(2): 305-310.

National Center for Education Statistics (NCES). 2012. Digest of education statistics, 2011 (NCES 2012-001). Washington, DC: Department of Education.

National Research Council (NRC). 2012. A Framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academies Press.

National Science Foundation (NSF). 2015. Women, minorities, and persons with disabilities in science and engineering. Retrieved from https://www.nsf.gov/statistics/women/.

NGSS Lead States. 2013. Next generation science standards: For states, by states. Washington, DC: National Academies Press.

Ong, M., J.M. Smith, and L.T. Ko. 2017. Counterspaces for women of color in STEM higher education: Marginal and central spaces for persistence and success. Journal of Research in Science Teaching 55(2): 206-245. doi: 10.1002/tea.21417

Sadler, P.M., G. Sonnert, Z. Hazari, and R. Tai. 2012. Stability and volatility of STEM career interest in high school: A gender study. Science Education 96(3): 411- 427.

Scantlebury, K. 2014. Gender matters: Building on the past, recognizing the present, and looking toward the future. In N. G. Lederman and S. K. Abell (Eds.), Handbook of research on science education: Volume II (187-203). New York: Routledge.

Sparks, D. 2017. Navigating STEM-worlds: Applying a lens of intersectionality to the career identity development of underrepresented female students of color. Journal for Multicultural Education 11 (3): 162-175, doi: doi.org/10.1108/JME-12-2015-0049

Tan, E., A. Calabrese Barton, H. Kang, and T. O'Neill. 2013. Desiring a career in STEM-Related fields: How middle school girls articulate and negotiate between their narrated and embodied identities in considering a STEM trajectory. Journal of Research in Science Teaching 50 (10): 1143-1179. DOI: 10.1002/tea.21123.

Wang, M.T., and J. Degol. 2013. Motivational pathways to STEM career choices: Using expectancy-value perspective to understand individual and gender differences in STEM fields. Developmental Review 33, 304-340. doi:10.1016/j .dr.2013.08.001

Additional Resources

Blickenstaff, J.C. 2005. Women and science careers: Leaky pipeline or gender filter? Gender and Education 17 (4): 369-386.

Brown, J.C. 2017. A metasynthesis of the complementarity of culturally responsive and inquiry-based science education in K-12 settings: Implications for advancing equitable science teaching and learning. Journal of Research in Science Teaching 54 (9): 1143-1173.

Carlone, H.B., C.M. Scott, and C. Lowder. 2014. Becoming (less) scientific: A longitudinal study of students' identity work from elementary to middle school science. Journal of Research in Science Teaching 51, 836-869.

Corbett, C. and C.H. Hill. 2015. Solving the Equation: The Variables for Women's Success in Engineering and Computing. American Association of University Women, Washington, DC: AAUW.

Hazari, Z., G. Sonnert, P.M. Sadler, and M.C. Shanahan. 2010. Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice: A gender study. Journal of Research in Science Teaching 47(8): 978-1003.

Leslie, S.J., A. Cimpian, M. Meyer, and E. Freeland. 2015. Expectations of brilliance underlie gender distributions across academic disciplines. Science 347 (6219): 262-265.

Lock, R.M., and Z. Hazari. 2016. Discussing underrepresentation as a means to facilitating female students' physics identity development, Physical Review, Physics Education Research 12, 020101, DOI: 10.1103/PhysRevPhysEducRes.12.020101.

Maltese, A.V., and R.H. Tai. 2011. Pipeline persistence: Examining the association of educational experiences with earned degrees in STEM among U.S. students. Science Educational Policy 95, 877-907.

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Gender Equity in Science Education | NSTA

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The National Science Teaching Association (NSTA) strongly asserts that gender equity is critical to the advancement of science and to the achievement of global scientific literacy. Gender equity means ensuring all students of any sex, gender identity and/or expression, or sexual orientation-regardless of racial or ethnic background or ability-are empowered, challenged, supported, and provided full access to become successful science learners.

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Taking notes is important not only for learning science but also fot all other subjects. By creating my science classroom culture, modify how to take notes is important.

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The Science Classroom: A Fertile Ground for Diversity

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The Science Classroom: A Fertile Ground for Diversity

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By Amanda Schaffer, Solution Developer at McGraw Hill

The science classroom has always been fertile ground. A place rooted in growth, a place to take a chance and give it a try. A space that empowers students to ask questions, that gives them the tools to be brave, and entangles them in new ideas and fresh perspectives. The science classroom has always been a garden of...

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The Science Classroom: A Fertile Ground for Diversity

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By Amanda Schaffer, Solution Developer at McGraw Hill The science classroom has always been fertile ground. A place rooted in growth, a place to take a chance and give it a try. A space that empowers students to ask questions, that gives them the tools to be brave, and entangles them in new ideas and fresh perspectives.

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Science study could be connect with the hands on activies

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Kids are curious and always looking to explore, discover, check out, and experiment to discover why things do what they do, move as they move, or change as they change! My son is now 13, and we started with simple science activities around three years of age with simple baking soda science.

Here are great tips for making science experiments enjoyable at home or in the classroom.

Safety first: Always prioritize safety. Use kid-friendly materials, supervise the experiments, and handle potentially hazardous substances yourself.

Start with simple experiments: Begin with basic experiments (find tons below) that require minimal setup and materials, gradually increasing complexity as kids gain confidence.

Use everyday items: Utilize common household items like vinegar and baking soda, food coloring, or balloons to make the experiments accessible and cost-effective.

Hands-on approach: Encourage kids to actively participate in the experiments rather than just observing. Let them touch, mix, and check out reactions up close.

Make predictions: Ask kids to predict the outcome before starting an experiment. This stimulates critical thinking and introduces the concept of hypothesis and the scientific method.

Record observations: Have a science journal or notebook where kids can record their observations, draw pictures, and write down their thoughts. Learn more about observing in science. We also have many printable science worksheets.

Theme-based experiments: Organize experiments around a theme, such as water, air, magnets, or plants. Even holidays and seasons make fun themes!

Kitchen science: Perform experiments in the kitchen, such as making ice cream using salt and ice or learning about density by layering different liquids.

Create a science lab: Set up a dedicated space for science experiments, and let kids decorate it with science-themed posters and drawings.

Outdoor experiments: Take some experiments outside to explore nature, study bugs, or learn about plants and soil.

DIY science kits: Prepare science experiment kits with labeled containers and ingredients, making it easy for kids to conduct experiments independently. Check out our DIY science list and STEM kits.

Make it a group effort: Group experiments can be more fun, allowing kids to learn together and share their excitement. Most of our science activities are classroom friendly!

Science shows or documentaries: Watch age-appropriate science shows or documentaries to introduce kids to scientific concepts entertainingly. Hello Bill Nye and the Magic Schoolbus! You can also check out National Geographic, the Discovery Channel, and NASA!

Ask open-ended questions: Encourage critical thinking by asking open-ended questions that prompt kids to think deeper about what they are experiencing.

Celebrate successes: Praise kids for their efforts and discoveries, no matter how small, to foster a positive attitude towards science and learning.

Free Science Journal Worksheets

Create a science notebook with these easy-to-use science worksheets to accompany any experiment. Grab your free science process journal pack!

What is the Scientific Method for Kids?

The scientific method is a way scientists figure out how things work. First, they ask a question about something they want to know. Then, they research to learn what's already known about it. After that, they make a prediction called a hypothesis.

Next comes the fun part - they test their hypothesis by doing experiments. They carefully observe what happens during the experiments and write down all the details. Learn more about variables in experiments here.

Once they finish their experiments, they look at the results and decide if their hypothesis is right or wrong. If it's wrong, they devise a new hypothesis and try again. If it's right, they share their findings with others. That's how scientists learn new things and make our world better!

Go ahead and introduce the scientific method and get kids started recording their observations and making conclusions. Read more about the scientific method for kids .

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50 Fun Kids Science Experiments - Little Bins for Little Hands

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Over 50 fun science experiments for kids! Simple science activities you can do at home or in the classroom.

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Science learning could be fun and more than formulas.

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Tell students what I expect from studying science and make rules for studying science together

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Tell students what I expect from studying science and make rules for studying science together

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This is how my science classroom going to be look like.

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This is how my science classroom going to be look like.

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I like to have an obeservation corner to make sure students doing different life science obeservations. Also, I like green plant a lot, I would like to put some easy indoor growing plants in my future classroom.

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Scientific Process: How Do Scientists Run Experiments and Find Answers? | BrainPOP

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Scientific Process: How Do Scientists Run Experiments and Find Answers? | BrainPOP

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How to a good science students? Learning from what is Scientific Procress.
1. Set up a problem
2. Hypothesis
3. Experiment
4. Data
5. Conclusion

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4 TIPS FOR SUCCESSFUL ELEMENTARY SCIENCE STATIONS

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4 TIPS FOR SUCCESSFUL ELEMENTARY SCIENCE STATIONS

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How do you set up and run successful science stations in an elementary classroom? Keeping students on task and learning content is hard, but here are four tips that will make your elementary science stations run smoothly.

Science stations are one of my favorite ways to expose students to science content and help them take the content we've learned to a deeper level. We have created science stations for second grade, third grade, and fourth grade. We have 8 different elementary science stations in each unit that engage students in hands-on, interactive activities focused on the Next Generation Science Standards.

But . . . before we even start our elementary science stations, there are a few things we do to make sure students are prepared to work independently.
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Take a look at your room set up. Can students easily work in groups? Are table groups available for them to congregate and interact with the station activities?

Are table groups spread out? Do you have floor space for students to spread out or engage in some stations that take a bit more room? We have one station in fourth grade where students build a marble track to experience friction.
Do you have a designated computer area? How will students access digital resources?
Can you set up stations close to a sink or outside? Some of the stations may require some water or may make a bit of a mess. A sink will make clean up easier.

Those are just some questions to ask yourself when setting up your room for science stations. Not all of the science stations require space, computers, or are messy, but having those options is always good. The Explore, Investigate and Model stations tend to have more hands-on activities that may require some extra space.

If you're using our science stations, you'll need to print the student direction pages, activity sheets, and optional reading passages and differentiated responses. Some stations will also require additional materials, which are listed in the materials list for each station.

We created all of the science stations in color; however, they can be printed in black and white. All of the student pages are in black and white for easy printing.

After printing the elementary science stations, you'll need to figure out how to get the materials to students. I like using baskets. These baskets are about letter size and deep enough to hold papers and some supplies as needed.

We created a FREE resource that includes basket labels and gives you some more information about our science stations. In it, you will find more of the ideas in this blog post as well as a much deeper dive into our science stations. This FREE Start Here resource is available on Teacher Pay Teachers.

After you have ensured that your room set up lends itself to science stations and you have your materials prepared, you will need to group students. I tend to group students into heterogeneous groups of 2-3 students.

We offer 8 different science stations, which makes it easy to divide students into groups of three. Groups of four are possible, but I find that the large groups can sometimes lead to more chaos and dysfunction.

If you find that your groups are too large, you could repeat some of your easier to implement stations, like the Watch, Play, Diagram, Read, and Sort stations. Create two sets of those stations and rotate students through stations in such a way that they are separated for those stations and together for the Explore, Model and Investigate stations.

I also like smaller groups because I can more easily separate students who don't work well together. When grouping students consider behaviors and personalities. Which students are going to get along well enough to work independently and not need as much teacher attention?

While I do consider academic ability, I'm more interested in grouping students and pairing students who can work independently with those who need more support. It's not always students who are high academically who are independent workers.

Keep in mind how much teacher attention each group of students will need and whether or not they can read the directions and complete the activities on their own.

The last tip I have for you is to train students well. The more effort you put into training students the better your science stations will run.

Set clear expectations. Students have to know what you want them to do and how you want them to behave in this new structure. Tell students what they will be doing and what you expect them to do before, during, and after science stations.

How do students need to get the materials? How do students need to work together within a group? What do they do if there's a problem? After science station time is over, how do they clean up? What do they do with materials when the time is up? These are just a few questions to ask yourself and consider while training students.

Model, model, model. Model what you want students to do. Model what you don't want them to do. Model it the wrong way and model it the right way. If students aren't meeting your expectations, stop the class and model the right way to do it. Eventually, students will catch on and understand what it is that you want them to do.

One of the best processes for setting up student independence with stations is found in the Daily 5 book. The Daily 5 is a structure to help students become independent so that you can work with a small group of students. You may or may not use the Daily 5 in your classroom, but the way the book explains how to help students learn your expectations is spot on. It's well worth the read, even if you don't do Daily 5.

A Few Other Tips for Successful Elementary Science Stations

Go Slow. Going slow not only helps your students learn the new routine, but it also helps you figure out what areas need a little extra work. When you first start science stations, maybe you only do three stations but have 3-4 copies of each station. Or maybe you only do one station a day for 8 days. Whatever it is, go slow and observe students. Are they completing the tasks? Are they able to work independently? If not, what is the barrier?

Walk around often. As a teacher, I was constantly on my feet checking in with each small group.

Pay more attention to the Explore, Model and Investigate stations because those tend to have more hands-on experiments and may require a bit more teacher attention. When considering where to place each group, I often place those three within a close proximity so that I can easily move between them.

More Information about Our Elementary Science Stations

Would you like more information about our second grade, third grade or fourth-grade science stations? The science stations are available for purchase on Teachers Pay Teachers.

We have also written blog posts for several stations listed here:
Third Grade Fourth Grade
In addition, we have a FREE Start Here Resource available that will walk you through how to set up science stations in your classroom and provide you with additional information about these resources.

Do you enjoy watching a video rather than reading a blog post? Here is a Facebook Live that I recorded about how I set up and run elementary science stations. Click below to see it!

Set Up Science Stations in an Elementary Classroom
How do you set up and run science stations in an elementary classroom? Find out how I take four things into consideration for successful science stations.

Click here to access a free resource to get you started: http://www.whatihavelearnedteaching.com/FBScienceStart

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4 Tips for Successful Elementary Science Stations

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How do you set up and run successful science stations in an elementary classroom? Keeping students on task and learning content is hard, but here are four tips that will make your elementary science stations run smoothly. Science stations are one of my favorite ways to expose students to science content and help them take the content we've learned to a deeper level.

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Elementary school classroom designs engage students’ young minds and ignite their passion for learning.

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Elementary school classroom designs engage students’ young minds and ignite their passion for learning.

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Science is not something so abstrack or far away, it is happens around us in daily life. An open minded learning environment will help the students set up interested about science easily.

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Elementary school classroom designs engage students' young minds and ignite their passion for learning.