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The Wonder of Science was created to support the next generation of science teachers.  The website aggregates resources developed by Paul Andersen and other science teachers implementing the Next Generation Science Standards

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The Wonder of Science was created to support the next generation of science teachers. All of the resources are licensed under Creative Commons licensing.

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online access fun thousands children great kids ebooks books

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Discover new children's books on Epic. With thousands of books and audiobooks there is no limit to what children can learn and explore.

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Unit 1: Energy

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NGSS Aligned Trade Books

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Expert research and diverse, rich lessons inspire future scientists

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Meet Academy scientists, explore animals and specimens, and stoke your curiosity with hands-on learning tools.

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Teacher-geared site outlines steps for innovative science instruction

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At the heart of our work is the idea that all youth-regardless of gender, sexual orientation, geography, race, native language, ability, or socio-economic status-should be given the opportunities to learn about the socio-scientific issues that challenge us.

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Useful science resource aggregator promotes diverse lessons

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Welcome to howtosmile

Search over 4,000 of the very best STEM activities on the web. Find handpicked activities from your favorite science museums, public television stations, universities, and other educational organizations. All activities are available to anyone, free of charge. Start searching now and filter by age, material costs, and learning time to find exactly what you need for your educational program, class, or family.

After launching in 2010, and serving millions of web visitors, howtosmile has become the largest and longest running online collection of STEM activities for educators and learners from all over the world. Let us know what you think and send any suggestions for new resources by emailing us at questions@howtosmile.org.

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Search over 4,000 of the very best STEM activities on the web. Find handpicked activities from your favorite science museums, public television stations, universities, and other educational organizations. All activities are available to anyone, free of charge. Start searching now and filter by age, material costs, and learning time to find exactly what you need for your educational program, class, or family.

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Using children's books to inspire stem learning.

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Using Children’s Books to Inspire STEM Learning

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"Teachers in our district have been fans of Picture-Perfect Science for years, and it's made a huge impact on how they fit science into their school day. We are so excited to do more of the same with these Picture-Perfect STEM books!"
-Chris Gibler, elementary instructional coach, Blue Springs School District in Missouri

"This lively mix of picture books and engaging, standards-based STEM content will be a powerful tool to inspire STEM learning."
-Andrea Beaty, author of Ada Twist, Scientist; Rosie Revere, Engineer; and Iggy Peck, Architect
For teachers eager to integrate STEM into their school day, Picture-Perfect STEM Lessons is an exciting development. This book's 15 kid-friendly lessons convey how science, technology, engineering, and mathematics intersect in the real world. They embed reading-comprehension strategies that integrate the STEM subjects and English language arts through high-quality picture books. You'll help your K-2 students engage in STEM activities while learning to read and reading to learn.

Picture-Perfect STEM Lessons, K-2 draws on diverse and attention-grabbing books such as The Handiest Things in the World, The Day the Crayons Came Home, and I Wanna Iguana. The lessons will lead your students to ask questions and define problems; obtain, evaluate, and communicate information; and engage in argument from evidence. Along the way, students invent a handy backpack, design their own process for recycling crayons, and build a model habitat for an imaginary pet. Through these lessons and activities, all young students, including reluctant scientists and struggling readers, will quickly find themselves absorbed in STEM-related discovery.

Along with these new lessons come the easy-to-use features that have made Picture-Perfect a bestselling series for more than a dozen years:
. - Fiction and nonfiction book pairs
. - Background reading, materials lists, student pages, and assessments for each lesson
. - Connections to science standards and the Common Core State Standards for both English language arts and mathematics.

Picture-Perfect STEM is a powerful tool for guiding instruction. You'll love how effective this book is, and your students will love learning about STEM.

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Picture-Perfect STEM Lessons, K-2: Using Children's Books to Inspire STEM Learning | National Science Teaching Association

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"Teachers in our district have been fans of Picture-Perfect Science for years, and it's made a huge impact on how they fit science into their school day. We are so excited to do more of the same with these Picture-Perfect STEM books!"

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Uncovering Student Ideas in Science Series

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Tens of thousands of teachers have taken advantage of the Uncovering Student Ideas series to reveal students' preconceptions.

Each of the first four volumes provides 25 probes with easy-to-follow steps for uncovering and addressing students' ideas by promoting learning through conceptual change instruction. Probes cover topics such as physical, life, and Earth and space science; the nature of science; and unifying themes. Each volume on page 23 provides topic-specific probes. These invaluable books include teacher materials that explain content, identify links to standards, and suggest grade-appropriate ways to present materials so students learn the concepts accurately. Teachers, professional development coordinators, and college science and preservice faculty will find these resources essential and exciting.

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Uncovering Student Ideas in Science | NSTA

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Tens of thousands of teachers have taken advantage of the Uncovering Student Ideas series to reveal students' preconceptions. Each of the first four volumes provides 25 probes with easy-to-follow steps for uncovering and addressing students' ideas by promoting learning through conceptual change instruction.

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The UbD curriculum guides for each grade level are open for public access.

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ATTENTION Educators: Due to a recent Google Drive security update the majority of the links on this webpage including the curriculum guides are currently not working. Our team is working on developing a solution, please be patient as we work to restore access to curriculum materials.

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Energy Resource Booklet

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55 Easy Science Experiments Using Materials You Already Have On Hand

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If there is one thing that is guaranteed to get your students excited, it's a good science experiment! While some experiments require expensive lab equipment or dangerous chemicals, there are plenty of cool projects you can do with regular household items. We've rounded up a big collection of easy science experiments that anybody can try, and kids are going to love them!

Jump to:

Easy Chemistry Science Experiments

2. Crystallize sweet treats

Crystal science experiments teach kids about supersaturated solutions. This one is easy to do at home, and the results are absolutely delicious!

Learn more: Candy Crystals

23. Mummify a hot dog

If your kids are fascinated by the Egyptians, they'll love learning to mummify a hot dog! No need for canopic jars, just grab some baking soda and get started.

Easy Physics Science Experiments

Easy Biology and Environmental Science Experiments

45. Use glitter to fight germs

Everyone knows that glitter is just like germs-it gets everywhere and is so hard to get rid of! Use that to your advantage and show kids how soap fights glitter and germs.

Learn more: Glitter Germs

50. Experiment with limestone rocks

Kids love to collect rocks, and there are plenty of easy science experiments you can do with them. In this one, pour vinegar over a rock to see if it bubbles. If it does, you've found limestone!

Learn more: Limestone Experiments

Easy Engineering Experiments and STEM Challenges

Plus, sign up for our newsletters to get all the latest learning ideas straight to your inbox.

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Jill Staake, B.S., Secondary ELA Education

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70 Easy Science Experiments Using Materials You Already Have On Hand

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Science doesn't have to be complicated! Try these easy science experiments using items you already have around the house or classroom.

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Education.com offers free science experiments and activities that will engage students through hands on learning.

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Browse Science Hands-on Activities | Education.com

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Browse Science Hands-on Activities. Award winning educational materials designed to help kids succeed. Start for free now!

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Science experiments you can do at home!

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Science experiments you can do at home! Explore an ever growing list of hundreds of fun and easy science experiments. Have fun trying these experiments at home or use them for science fair project ideas. Explore experiments by category, newest experiments, most popular experiments, easy at home experiments, or simply scroll down this page for tons of awesome experiment ideas!

Acids and Bases Can Erupt in Your Faces

Check Out Our Newest Experiments

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Science experiments you can do at home! Explore an ever growing list of hundreds of fun and easy science experiments. Have fun trying these experiments at home or use them for science fair project ideas. Explore experiments by category, newest experiments, most popular experiments, easy at home experiments, or simply scroll down this page for tons of awesome experiment ideas!

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Here you can find suggested Earth science related activities. Most are categorized based on the Next Generation Science Standards, and the earlier National Science Education Standards. Activities are also marked with an appropriate grade level. These Earth science activities are fun and educational.

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Here you can find suggested Earth science related activities. Most are categorized based on the Next Generation Science Standards, and the earlier National Science Education Standards. Activities are also marked with an appropriate grade level. These Earth science activities are fun and educational. To access these activities, click on the activity name in the chart below.

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Free Science Children's Books (downloadable)

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Free Science Children's Books (downloadable)

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This website offers free downloadable science books for K-12.

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Physics is a little book with lots of big facts about physics. This book covers the basic principles of physics and makes a nice introduction to physics for early grades in science disciplines, and a good lead into school projects by introducing some of the facts of physics.

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Barnes&Noble Free Science & Technology Kids E-books

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Barnes&Noble Free Science & Technology Kids E-books

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Barnes&Noble offer a variety of children's science and technology books free of charge.

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Free eBooks, Science & Technology - Kids, Kids, NOOK Books

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Explore our list of Free eBooks, Science & Technology - Kids, Kids, NOOK Books at Barnes & Noble®. Get your order fast and stress free with free curbside pickup.

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EBOOKS ABOUT THE SCIENCE OF THE JOIDES RESOLUTION AND THE INTERNATIONAL OCEAN DISCOVERY PROGRAM ARE AVAILABLE TO DOWNLOAD FOR FREE IN BOTH PDF VERSIONS THAT CAN BE VIEWED ON ANY DEVICE AND AS INTERACTIVE IBOOKS THAT CAN BE VIEWED ON MACS AND IPADS. CLICK THE COVERS BELOW TO LEARN MORE

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eBooks about the science of the JOIDES Resolution and the International Ocean Discovery Program are available to download for free in both PDF versions that can be viewed on any device and as interactive iBooks that can be viewed on Macs and iPads. Click the covers below to learn more.

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eBooks about the science of the JOIDES Resolution and the International Ocean Discovery Program are available to download for free in both PDF versions that can be viewed on any device and as interactive iBooks that can be viewed on Macs and iPads. Click the covers below to learn more.

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The National Science Teachers Association (NSTA) recognizes the importance of effective elementary science education and recommends the involvement of all education stakeholders to provide effective and equitable instruction, materials, environment, and opportunities so that all students may succeed.

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Introduction

High-quality elementary science education is essential for establishing a sound foundation of learning in later grades, instilling a wonder of and enthusiasm for science that lasts a lifetime, and in addressing the critical need for a well-informed citizenry and society. The National Science Teachers Association (NSTA) recognizes the importance of effective elementary science education and recommends the involvement of all education stakeholders to provide effective and equitable instruction, materials, environment, and opportunities so that allstudents may succeed. This document is part of a continuum of school science learning beginning with the NSTA position statement, Early Childhood Science Education(NSTA 2014), and continuing with the NSTA position statement, Science Education for Middle Level Students(NSTA 2016a).

Science learning begins long before children enter formal education. Their innate curiosity about the world and how it works prompts them to independently develop rudimentary forms of scientific investigations and design activities to find answers to their questions and solutions to their problems (NRC 2007). Effective elementary education recognizes and capitalizes on children's intrinsic interest in science and engineering, builds upon the initial concepts and strategies children have acquired, and provides an educational environment that allows those concepts and strategies to expand and deepen.

In many schools and districts, however, elementary science instruction often takes a back seat to math and reading and receives little time in the school day. Many elementary educators do not receive an adequate amount of professional learning to gain the confidence needed to teach science (Horizon Research 2013; McClure et al. 2017).

The release of A Framework for K-12 Science Education( Framework;NRC 2012) provides a new vision for science teaching and learning, and recommends important conceptual shifts in science instruction. NSTA supports this new vision-and its application in the Next Generation Science Standards( NGSS)-and recommends all educators make the transition to three-dimensional teaching and learning (NSTA 2016b, 2018).

NSTA identifies the following key principles to guide effective science learning in the elementary grades:

The elementary educational environment plays a key role in student learning.Students thrive with teachers who consider all aspects of space (physical, socio-emotional, gallery, and intellectual) for creative and in-depth learning (DeVries and Zan 2012). Such an environment provides children with opportunities to engage in the practices of science, engineering, and mathematics daily through real-world applications during the course of exploring topics of interest and relevance.

Elementary students have the capacity to engage in scientific and engineering practices as they develop conceptual understandings over time.High-quality science instruction moves students from curiosity to interest to reasoning (Moulding, Bybee, and Paulson 2015). The progression of learning occurs with each science and engineering experience and is magnified by frequency and intentionality. As noted in the NSTA position statement,Early Childhood Science Education, children have the capacity to engage in scientific practices and develop understanding at a conceptual level (NSTA 2014), and early in their science education, they need opportunities to observe phenomena, engage in problem solving, and provide explanations of their thinking (Katz 2010). Over time and through multiple and varied experiences, children develop skills in scientific discourse. They construct more detailed models and explanations, and listen to and critique the explanations of others. Children enter the realm of scientists as they plan and carry out investigations, solve problems, create models, analyze and interpret data, construct explanations, and design solutions. These opportunities allow them to deepen their understandings of fundamental concepts over time.

Elementary students can and should engage in science within the broader community of science.There are numerous possibilities to support students' science engagement in the community and this can occur both in and out of the classroom. Tapping into the broader scientific community allows children to become active participants within diverse cultures of practicing scientists and engineers. Out-of-school settings can provide additional learning experiences for students within the context of their daily lives, as outlined in the NSTA position statement,Learning Science in Informal Environments(NSTA 2012).

There must be adequate time in every school day to engage elementary students in high-quality science instruction that actively involves them in the processes of science.NSTA does not find a research basis for recommending a specific number of minutes for teaching core content, including science. However, most states, districts, and schools currently prescribe a set number of minutes-either by day, week, or year. As a result of this practice, science receives far less instruction time than other core subjects (Horizon Research 2013). NSTA recommends that science be given equal priority as other core subjects, so schools should strive for at least 60 minutes of science instruction a day, including significant science investigations.

Declarations

NSTA provides the following recommendations to support high-quality science education in elementary classrooms.
To support high-quality elementary science learning, NSTA recommends that science educators

use science and engineering practices to actively engage students in science learning, embed the learning of science concepts within scientific and engineering practices and through crosscutting concepts, and use real-world application of interest and relevance to engage students in three-dimensional instruction (NSTA 2018);

build on students' embodied knowledge and understanding of the world and help them confront their misconceptions (NRC 2008, p. 38);

give students time and space to structure their own investigations in a familiar domain as a way to encourage their investment in learning and engagement in reasoning (Metz 2011);

consider development and learning, individuality, and social and cultural contexts as children mature, while also introducing experiences outside of children's own life experiences as they move towards more abstract concepts;

provide authentic formative and summative assessments to guide and assist development of conceptual understandings;

practice science as a social endeavor in which knowledge is based on empirical evidence;

explicitly integrate discussions and a variety of lessons to support an understanding of the Nature of Science (Lederman 2014);

involve students in scientific discourse to help them make evidence-based conclusions and decisions, and communicate those conclusions and decisions effectively through speaking and writing;

immerse students in a variety of scientific text and literature genres to develop an understanding of the different purposes for which each is used;

embed authentic mathematical applications within scientific and technological investigations and engineering designs providing deeper understanding of content and processes in science, technology, engineering, and mathematics (STEM);

promote science learning for all children regardless of language, gender, race, ethnicity, age, skill, cognitive and physical abilities, or economic status;

help students understand the difference between scientific data, beliefs, and opinions;

work to integrate all the disciplines in the elementary curriculum with science;

adhere to professional practices and legal safety standards outlined in NSTA's position statementSafety and School Science Instruction(NSTA 2015) and be proactive in ensuring that school and school district leaders know and are adhering to these safety expectations; and

encourage and engage families to support children's interest and investigation in science and other STEM activities through communication including sharing of community resources.

To support high-quality elementary science learning, NSTA recommends that administrators and/or curriculum specialists

continually develop knowledge of child development and learning progressions within science, engineering, and mathematics to design appropriate and engaging science experiences for elementary children;

ensure teachers have adequate time to engage students every day in high-quality science instruction that actively involves students in the processes of science;

provide research-based, developmentally appropriate, high-quality science resources and materials for teachers with adequate time to engage in the same hands-on, engaging learning environments and practices they provide to children (McClure et al. 2017);

provide ongoing research-based opportunities within professional learning communities for teachers that meaningfully integrate the processes of reading, writing, and mathematics within scientific investigation and engineering design;

support community and school partnerships that provide real-world science education experiences for students and teachers, such as offering regular opportunities for teachers to collaborate with and learn from experienced science and engineering professionals in a variety of settings; and

ensure that student learning opportunities are implemented through research-based best practices that integrate reading, writing, and mathematics with science instruction in ways shown to measurably improve skills and knowledge (Cervetti et al. 2012; Satchwell and Loepp 2002).

To support high-quality elementary science learning, NSTA recommends that policy makers

align district and state policies to support the recommendations of theFramework, and theNGSSif adopted, including teacher professional learning;

work with all levels of government (federal, state, and local) to apply existing and new funding resources to improve general science teaching;

serve as advocates for policies that provide equitable science education for all; and

support community and school partnerships that provide authentic science education experiences for students and teachers.

To support high-quality elementary science learning, NSTA recommends that professional development for classroom teachers and preparation for future elementary teachers

counter pre-existing anxiety and attitudes about science through opportunities to experience the same hands-on, engaging learning environments and research-based best practices that support deeper, conceptual understandings in children;

involve participants in experiential activities to develop an understanding of the learning progressions within both the content and processes of science, including the ability to diagnose and address common misconceptions, and to provide appropriate differentiation strategies;

require specific coursework in the areas of physical science, life science, and Earth science designed to model the three-dimensional integration of the practices of science and engineering while reinforcing the nature of science in a developmentally appropriate context;

include regular opportunities to develop, use, and reflect upon authentic formative and summative assessment to uncover student thinking, detect possible misconceptions, and modify learning experiences accordingly, both as an individual and within a professional learning community;

engage in meaningful discussion of methods for embedding reading, writing, and mathematics within the context of active science learning; and

advocate for and schedule regular meetings with experienced elementary science mentors within and across grade levels to analyze assessment data, reflect on the lesson design, and develop confidence in providing instruction for children of all ages.

To support high-quality elementary science learning, NSTA recommends families support their children's science learning as outlined in the NSTA position statement,Parent Involvement in Science Education(NSTA 2009). This broadly includes

nurturing the wonder, enthusiasm, and curiosity in children of all ages by creating a positive and safe environment at home for exploration and discovery;

being actively engaged in children's schooling; and

encouraging children to consider and pursue a science- or technology-related career and obtaining the necessary knowledge and skills that will allow them access to and success in such a career.

- Adopted by the NSTA Board of Directors, October 2018

References

Cervetti, G. N., J. Barber, R. Dorph, P. D. Pearson, and P. G. Goldschmidt. 2012. The impact of an integrated approach to science and literacy in elementary school classrooms. Journal of Research in Science Teaching 49(5): 631-658.

DeVries, R., and B. Zan. 2012. Moral classrooms, moral children: Creating a constructivist atmosphere in early education. New York, NY: Teachers College Press.

Horizon Research, Inc. 2013. 2012 National survey of science and mathematics education: Highlights Report. Chapel Hill, NC.

Katz, L. G. 2010. STEM in the early years. Collected Papers from the SEED Conference, Fall 2010. Retrieved from 5/1/17.

Lederman, N. 2014. Guest Editorial: Nature of Science and Its Fundamental Importance to the Vision of the Next Generation Science Standards. Science and Children 52 (1): 8-10.

McClure, E. R., L. Guernsey, D. H. Clements, S. N. Bales, J. Nichols, N. Kendall-Taylor, and M. H. Levine. 2017. STEM starts early: Grounding science, technology, engineering, and math education in early childhood. New York: The Joan Ganz Cooney Center at Sesame Workshop.

Metz, K. E. 2011. Disentangling robust developmental constraints from the instructionally mutable: Young children's epistemic reasoning about a study of their own design. The Journal of the Learning Sciences 20(1): 50-110.

Moulding, B., R. Bybee, and N. Paulson. 2015. A vision and plan for science teaching and learning. Essential Teaching and Learning Publications.

National Research Council (NRC). 2007. Taking science to school: Learning and teaching science in grades K-8. Washington, DC: National Academies Press.

National Research Council (NRC). 2008. Ready, set, SCIENCE!: Putting research to work in K-8 science classrooms. Washington, DC: National Academies Press.

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 Teachers Association (NSTA). 2009. Parent Involvement in Science Learning. Arlington, VA: NSTA.

National Science Teachers Association (NSTA). 2012. Learning Science in Informal Environments. Arlington, VA: NSTA.

National Science Teachers Association (NSTA). 2014. Early Childhood Science Education. Arlington, VA: NSTA.

National Science Teachers Association (NSTA). 2015. Safety and School Science Instruction. Arlington, VA: NSTA.

National Science Teachers Association (NSTA). 2016a. Science Education for Middle Level Students. Arlington, VA: NSTA.

National Science Teachers Association (NSTA). 2016b. The Next Generation Science Standards. Arlington, VA: NSTA.

National Science Teachers Association (NSTA). 2018. Transitioning from Scientific Inquiry to Three-Dimensional Teaching and Learning. Arlington, VA: NSTA.

Satchwell, R. E., and F. L. Loepp. 2002. Designing and Implementing an Integrated Mathematics, Science, and Technology Curriculum for the Middle School. Journal of Industrial Teacher Education 39(3).

Additional Resources

National Research Council (NRC). 2014. Developing assessments for the next generation science standards. Washington, DC: National Academies Press.

Stohr-Hunt, P. M. 1996. An analysis of frequency of hands-on experience and science achievement. Journal of Research in Science Teaching 33 (1): 101-109.

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High-quality elementary science education is essential for establishing a sound foundation of learning in later grades, instilling a wonder of and enthusiasm for science that lasts a lifetime, and in addressing the critical need for a well-informed citizenry and society.

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Quality Science Education and 21st-Century Skills

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Quality Science Education and 21st-Century Skills

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NSTA acknowledges the need for and importance of 21st-century skills within the context of science education and advocates for the science education community to support 21st-century skills consistent with best practices across a preK–16 science education system.

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Download PDF
Introduction

Rapid changes in the world-including technological advancement, scientific innovation, increased globalization, shifting workforce demands, and pressures of economic competitiveness-are redefining the broad skill sets that students need to be adequately prepared to participate in and contribute to today's society (Levy and Murnane 2005; Stewart 2010; Wilmarth 2010). NSTA acknowledges the need for and importance of 21st-century skills within the context of science education and advocates for the science education community to support 21st-century skills consistent with best practices across a preK-16 science education system.

National organizations, including the Partnership for 21st Century Skills (P21) and the National Research Council (NRC), have sought to identify and define 21st-century skills, explore their integration within the education system, and address the intersection of 21st-century skills and the teaching of core disciplines (P21 December 2009; NRC 2010). For the purposes of this statement, NSTA references and supports definitions of 21st-century skills provided by both P21 and NRC, which have different emphases but collectively encompass core subject knowledge; learning and innovation skills; information, media, and technology skills; life and career skills; adaptability; complex communication/social skills; nonroutine problem solving; self-management/self-development; and systems thinking.

One could argue that 21st-century skills have always been important. There is now a need, however, for these skills to be possessed by the majority of the population. As a result, these skills should receive priority in today's education system (NRC 2010, Bybee 2010a). The growing base of human knowledge-and the need to understand and use modern tools for communicating and sharing what is learned-further increases the imperativeness for these skills.

NSTA recognizes the inherent and strong connection of many 21st-century skills with science education. Consider, for example, the goals of each: Science education reform focuses on fostering deep content knowledge through active intellectual engagement and emulating disciplinary practices and thinking, and 21st-century skills focus on developing broadly applicable capacities, habits of mind, and preparing knowledge workers for a new economy (Windschitl 2009). Exemplary science education can offer a rich context for developing many 21st-century skills, such as critical thinking, problem solving, and information literacy especially when instruction addresses the nature of science and promotes use of science practices. These skills not only contribute to the development of a well-prepared workforce of the future but also give individuals life skills that help them succeed. Through quality science education, we can support and advance relevant 21st-century skills, while enhancing science practice through infusion of these skills. It is essential, however, that quality science education is not diminished in support of 21st-century skills.

The following declarations are in concert with other position statements published by NSTA that outline goals for quality science education.

Declarations

NSTA recommends that the science education community support 21st-century skills consistent with best practices across a science education system, including curriculum, pedagogy, science teacher preparation, and teacher professional development (NRC 1996). It further proposes that quality science education and 21st-century skills support each other when

science leaders cultivate 21st-century skills that best align to good science teaching;

science instruction aligns with the National Science Education Standards, Benchmarks for Science Literacy, Science Framework for the 2011 National Assessment of Educational Progress, and Science College Board Standards for College Success;

students meet the standards for scientific inquiry and technological design (NSTA 2004);

students have a complete, accurate, and working understanding of the nature of science (NSTA 2000);

ongoing professional development opportunities and effective preservice and induction programs for science educators support the integration of 21st-century skills in classroom teaching (NSTA 2006; NSTA 2007; Windschitl 2009);

quality inquiry-based curricula and support materials promote science learning and 21st-century skills (NSTA 2004);

assessments are aligned with 21st-century curriculum and instruction, and appropriately measure students' progress toward skills acquisition in addition to mastery of core content (NRC 2001);

a wide range of technologies serve as tools to engage students with real-world problem solving, conceptual development, and critical thinking;

instruction includes a variety of opportunities for students to investigate and build scientific explanations, such as laboratory experiences (NSTA 2007); and

science leaders build on the opportunities that already exist in school programs and teaching practices to support 21st-century skills (Bybee 2010a, 2010b).

- Adopted by the NSTA Board of Directors, June 2011

References

Bybee, R. 2010a. A new challenge for science education leaders: Developing 21st century workforce skills. In Science education leadership: Best practices for a new century, ed. J. Rhoton, 33-49. Arlington, VA: NSTA Press.

Bybee, R. 2010b. The teaching of science: 21st-century perspectives. Arlington, VA: NSTA Press.

Levy F., and R. J. Murnane. 2005. The new division of labor: How computers are creating the next job market. Princeton, NJ: Princeton University Press.

National Research Council (NRC). 1996. National science education standards. Washington, DC: National Academies Press.

National Research Council (NRC). 2001. Knowing what students know: The science and design of educational assessment. Washington, DC: National Academies Press.

National Research Council (NRC). 2010. Exploring the intersection of science education and 21st century skills: A workshop summary. Margaret Hilton, Rapporteur; National Research Council. Washington, DC: National Academies Press.

National Science Teachers Association (NSTA). 2000. NSTA Position Statement: Nature of Science.

National Science Teachers Association (NSTA). 2004. NSTA Position Statement: Scientific Inquiry.

National Science Teachers Association (NSTA). 2006. NSTA Position Statement: Professional Development in Science Education.

National Science Teachers Association (NSTA). 2007. NSTA Position Statement: The Integral Role of Laboratory Investigations in Science Instruction.

Partnership for 21st Century Skills (P21). Framework for 21st Century Learning. December 2009. Science Maps: science.nsta.org/ps/Final21stCSkillsMapScience.pdf

Stewart, V. 2010. A classroom as wide as the world. In Curriculum 21: Essential Education for a Changing World, ed. H. Hayes Jacobs, 97-114. Alexandria, VA : Association for Supervision and Curriculum Development.

Wilmarth, S. 2010. Five socio-technology trends that change everything in learning and teaching. In Curriculum 21: Essential education for a changing world, ed. Heidi Hayes Jacobs, 80-96. Alexandria, VA : Association for Supervision and Curriculum Development.

Windschitl, M. 2009. Cultivating 21st century skills in science learners: How systems of teacher preparation and professional development will have to evolve. Presentation given at the National Academies of Science Workshop on 21st Century Skills, Washington, DC.

Additional Resources

Irving, K. 2010. Technology leadership for the 21st century. In Science education leadership: Best practices for a new century, ed. J. Rhoton, 145-157. Arlington, VA: NSTA Press.

Jacobs, H. H. 2010. Curriculum 21: Essential education for a changing world. Alexandria, VA: Association for Supervision and Curriculum Development.

National Science Teachers Association (NSTA). January 2009. 21st Century Skills Map Task Force Report to the NSTA Board of Directors. science.nsta.org/ps/21CSkillsTaskForceReportJan09.doc

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Quality Science Education and 21st-Century Skills | NSTA

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Download PDF Rapid changes in the world-including technological advancement, scientific innovation, increased globalization, shifting workforce demands, and pressures of economic competitiveness-are redefining the broad skill sets that students need to be adequately prepared to participate in and contribute to today's society (Levy and Murnane 2005; Stewart 2010; Wilmarth 2010).

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The National Academies Press: Supporting Science Instruction

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The National Academies Press: Supporting Science Instruction

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Taking Science to School: Learning and Teaching Science in Grades K-8 (2007)

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What is science for a child? How do children learn about science and how to do science? Drawing on a vast array of work from neuroscience to classroom observation, Taking Science to School provides a comprehensive picture of what we know about teaching and learning science from kindergarten through eighth grade. By looking at a broad range of questions, this book provides a basic foundation for guiding science teaching and supporting students in their learning. Taking Science to School answers such questions as:

When do children begin to learn about science? Are there critical stages in a child's development of such scientific concepts as mass or animate objects?

What role does nonschool learning play in children's knowledge of science?

How can science education capitalize on children's natural curiosity?

What are the best tasks for books, lectures, and hands-on learning?

How can teachers be taught to teach science?

The book also provides a detailed examination of how we know what we know about children's learning of science-about the role of research and evidence. This book will be an essential resource for everyone involved in K-8 science education-teachers, principals, boards of education, teacher education providers and accreditors, education researchers, federal education agencies, and state and federal policy makers. It will also be a useful guide for parents and others interested in how children learn.

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Read "Taking Science to School: Learning and Teaching Science in Grades K-8" at NAP.edu

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What is science for a child? How do children learn about science and how to do science? Drawing on a vast array of work from neuroscience to classroom observation, Taking Science to School provides a comprehensive picture of what we know about teaching and learning science from kindergarten through eighth grade.

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Overview: How can we promote equity in science education?

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Practice Brief 15 -- Topics:Background Equity InformalEd Practices Culture
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 2014-19 UW Institute for Science + Math Education. All rights reserved.
This site is primarily funded by the National Science Foundation (NSF) through the Research + Practice Collaboratory (Award #1238253). 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 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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This article provides ways in which equity in science can be promoted in the classroom.

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Practice Brief 15 -- Topics:Background Equity InformalEd Practices Culture
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 2014-19 UW Institute for Science + Math Education. All rights reserved.
This site is primarily funded by the National Science Foundation (NSF) through the Research + Practice Collaboratory (Award #1238253). 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)

# data[].attributes.attachment_link.description
Practice Brief 15 -- Topics:Background Equity InformalEd Practices Culture 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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Equity in education means removing barriers so that all students can reach their academic potential. As we work toward more inclusive classrooms, we must specifically target subject areas in which students with marginalized identities have traditionally experienced an opportunity gap.

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Equity in education means removing barriers so that all students can reach their academic potential. As we work toward more inclusive classrooms, we must specifically target subject areas in which students with marginalized identities have traditionally experienced an opportunity gap. At the top of that list is the subject of science. Here are ways to start the important work of promoting equity in science education:

Highlight diverse scientists.

In the United States, science is typically framed as a Western concept that emphasizes the accomplishments of white men. The reality is that people all over the world have made significant contributions to scientific advancement. If your textbook credits Copernicus with the theory of planetary motion, bring up that Arab astronomers, Ibn Yunus and Ibn al-Shatirthe, were actually the basis for this model.

Display a poster of women scientists. Teach a lesson about a famous scientist with a disability, like Stephen Hawking. The more diversity your students see, the more likely they are to believe that the study of science is for them, too.

Allow for native and informal language use.

We tend to view children's talk as disruptive, but in a science classroom environment, it's an essential tool for making sense of new ideas. When students are free to communicate using unofficial talk and encouraged to use their home languages, they engage more frequently and can even arrive at deeper understandings. For example, a native Spanish-speaking child studying volcanoes may note that a mountain is dormida. To think of a mountain as a sleeping volcano is useful and helps them further understand the English word dormant.

Rethink what it means to do science "right."

We tend to teach the scientific method as canon. Really, there is no single approach to science but rather a broad spectrum of practices. Engage students in the "doing" of science-whether that's making a model of the water cycle or observing and recording the behavior of a class pet. To go along with this rethinking, you must also accept out of the box answers. Encouraging a diversity of perspectives allows for more rigorous solutions and sophisticated learning.

Make learning meaningful.

Students need to be able to relate to the content. Try and put it in a context they can understand. If you're studying fungi, discuss how yeast is required to make dough rise. This helps students make connections between home (in this case, baking) and school (here, biology). They begin to see science less as a foreign practice and more as a way to relate to and understand the world around them.

Partner with the community.

Talk to students and find out about needs and issues in their own communities. Is there a need for a neighborhood garden? Gardening provides a wealth of opportunities for science learning. For example, students can learn about photosynthesis or apply chemistry knowledge to test the pH of soil. Addressing a real-world problem that affects them is highly motivating for students and shows you care about them and where they come from.
What strategies have you used to integrate equity into your science lessons? Come and share in our WeAreTeachers HELPLINE group on Facebook. Plus, some of our favorite science projects by grade level.

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Building Equity in the Science Classroom

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Equity in education means removing barriers so that all students can reach their academic potential. As we work toward more inclusive classrooms, we must specifically target subject areas in which students with marginalized identities have traditionally experienced an opportunity gap. At the top of that list is the subject of science.

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To Promote Equity, Prepare Students for What Science Could Be

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On a Friday afternoon, at the end of the school week, a group of teens meet to learn about pollution sources in their neighborhood. For them, unpleasant smells and poor air quality are a daily experience, and they are committed to doing something about it. They study air quality reports, read newspaper articles, and learn about what the city is-and is not-doing to improve the quality of the air they breathe. They learn about solutions that local refineries could use to reduce pollution, and make plans to advocate for these solutions within their neighborhoods and to elected officials.

For these students, science and engineering aren't just subjects they encounter in school. Rather, they are an essential part of larger initiatives to promote environmental justice in their communities. As they develop their understanding of the science of pollution, these young people also develop knowledge that will help them speak compellingly to public officials. As they engage in research focused on the priorities of the people in their community, young people embrace engineering design at its best: a set of practices for identifying and solving problems that can help people live better lives together and in good relationship with the planet.

These teens' activities are part of a larger project, funded by the William and Flora Hewlett Foundation, to promote equity in science education across a large urban school district. The project is an initiative of the inquiryHub research-practice partnership, which has been investigating different strategies for promoting inclusive, equitable, student-centered teaching in the district for 13 years. Core partners include Denver Public Schools, the University of Colorado, and community organizations like Project VOYCE (Voices of Youth Creating Equity), which co-designed the program described earlier.

A fundamental strategy of the partnership is to ensure students experience science and engineering instruction in class that is coherent from their point of view, relevant to them personally and to their communities, and in which their ideas matter to the ongoing classroom activity. This kind of science and engineering instruction centers on phenomena that relate to students' interests, and supports engineering design challenges that address community priorities. In supporting this kind of instruction, we seek to prepare students for a science that sometimes is and should always be an inclusive culture of building knowledge that supports the thriving and sustainability of human communities.

Creating better experiences for students who face discrimination both in and outside the classroom, and who are not used to having their questions and ideas take center stage in a classroom, is not easy. We have to be willing to live with the recognition that addressing discrimination based on race, gender, sexuality, ability, and language is long-term work, and can't be accomplished in a single class. We also have to focus on aspects of learning that science educators typically don't put front and center: students' interests and identities.

We also have to acknowledge that in many students' communities, science and engineering have caused harm. Science has been used to justify white supremacy and the exclusion of girls, women, and gender nonconforming people from educational and work opportunities. Engineering knowledge has been used to split up neighborhoods with highways in the name of progress and remove mountaintops to bring energy to faraway cities. Equity demands we ask of ourselves, our students, their families, and communities, "What we do want science and engineering to be for?"

A science education that works toward justice in communities does not prepare students for how science and engineering are today, but for what they could be. The students from Project VOYCE aren't just doing science as it is done today. The ways they are collaborating with one another embody ideals of knowledge-building that aren't always realized in the academic or commercial worlds. The ends they are working toward are only partly represented in science and engineering today.

Megan Bang, a professor of learning sciences at Northwestern University in Evanston, Illinois, who reimagines a science education focused on fostering more ethical relationships among people and the planet, reminds us that science education needs to be focused on helping students imagine new possibilities for living and for science. I believe promoting equity and justice in science education demands it, and our ability to thrive together in a changing climate depends on those new ideas.
Bill Penuel is a professor of learning sciences and human development in the Institute of Cognitive Science and School of Education at the University of Colorado Boulder. He is a leader in the inquiryHub research-practice partnership, which has developed a wide range of curriculum materials, assessments, and professional development resources to support equitable implementation of the Next Generation Science Standards, which are accessible at https://bit.ly/2QSaIsN.

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To Promote Equity, Prepare Students for What Science Could Be

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On a Friday afternoon, at the end of the school week, a group of teens meet to learn about pollution sources in their neighborhood. For them, unpleasant smells and poor air quality are a daily experience, and they are committed to doing something about it.

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EQUITY AND DIVERSITY IN SCIENCE AND ENGINEERING EDUCATION.
This chapter offers information on how to promote diversity and equity in the classroom.

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A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas Get This Book

Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field.

A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice.

A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments.

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Read "A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas" at NAP.edu

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A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas Get This Book Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S.