# data[].attributes.body
I would like to include read-alouds about science in my classroom because they create opportunities to immerse students in discussions about science. Some of the books I have in this section we read in class. Reading those stories motivated me to look for more books that I think will interest my students.

# data[].attributes.body
Field trips provide great opportunities to learn about science. They also create exciting and meaningful experiences for students. I have visited the places I selected, and it was very interesting to learn science in those spaces. If I enjoyed visiting those places, I think my students will too.

# data[].attributes.body
Experiments can provide fun experiences for students. It also allows them to make inferences about what will happen or observations of what happened. I remember seeing in my school different experiments in my book that I wanted to do, but we never did. I do not want students to miss these opportunities.

# data[].attributes.body
I chose science centers based on the activities we did in class. There were centers at each table, and we were able to observe, learn and ask questions about different things (ladybugs, snails). In my classroom, I would like students to work in small groups and experiment with different objects or materials. Students can share the objects they have on their table and have opportunities to explain ideas about science.

# data[].attributes.body
Nature tables are an interesting way to learn and engage in science activities. If nature tables are changed every week, students can learn about different elements. Students also become active participants by creating the nature table, observing, and conversing with their peers, which generates learning opportunities.

# data[].attributes.body
The NSTA identifies the following principle to guide effective science learning in the elementary grades:
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.

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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.

# data[].attributes.attachment_link.description
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.

# data[].attributes.body
The way we design our classroom for learning is important. The environment can provide many elements that can help students learn. Students learn better when they are in a peaceful environment. When we incorporate nature into the classroom, we create several opportunities for students to engage in science activities science. Incorporating nature elements into our classroom is essential. It allows students to be in comfortable spaces that enable learning.

# data[].attributes.body
Taking nature walks can provide many benefits. I grew up in a small town surrounded by trees and mountains. There were a lot of places where I could go. Nature walks make me feel relaxed and is an activity I like. There are also many things to observe, hear, and touch when we go on nature walks. Students can learn about science in an interesting and meaningful way.

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Having a garden inside and outside the classroom creates opportunities for students to learn about plants and make observations. Students also learn to be responsible, observe how they grow, and what they need to live. Gardening allows students to learn about different science elements, such as photosynthesis and compost.

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Plants in the classroom can provide several benefits. For example, plants make the space feel calm, provide freshness, and can clean the air. Having plants in the classroom creates opportunities for students to engage in science conversations and make observations. I am currently in a kindergarten classroom and I think students would like having plants and taking care of them.

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I remember how my dad made chairs out of the trunks of trees that would fall after storms. I would like to have these types of seats for students. Students can go to the library and use them.

# data[].attributes.body
I want to incorporate natural elements into my classroom. I want to open windows, have plants, and just bring nature into the classroom. I grew up in a house where we always had plants. Having plants makes me feel calm, and I would like to bring those positive feelings into the classroom.

# data[].attributes.body
The NSTA recognizes that 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.

# data[].attributes.attachment_link.readable_text
We invite you to explore this year's list of Outstanding Science Trade Books, which builds upon our 50-year history. In the award-winning books below, you'll find not only traditional science content but also elements of engineering and design. We hope you'll enjoy exploring science through this collection of outstanding children's books.

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Outstanding Science Trade Books for Students K-12 2023

# data[].attributes.attachment_link.description
We invite you to explore this year's list of Outstanding Science Trade Books, which builds upon our 50-year history. In the award-winning books below, you'll find not only traditional science content but also elements of engineering and design. We hope you'll enjoy exploring science through this collection of outstanding children's books.

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After a read-aloud, I would like to have the books I read available for students. Students might want to look closer at the pictures, reread the book, and continue learning about science.

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This is the first science museum I visited, and I have great memories. I learned about science in an interesting way, and I would like my students to have the same experiences too.

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I must include science in the schedule to center science and social justice in the classroom. I cannot change the way I teach science if I do not have it in the schedule. Students must have the opportunity to engage in science activities that allow them to learn in a meaningful way.

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Aquarium of the Bay | Explore, Engage, Experience | San Francisco

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Aquarium of the Bay is a highlight of things to do in San Francisco. Located on the historic San Francisco waterfront at PIER 39, the Aquarium is home to more than 20,000 marine animals including sleek sharks and rays, secretive octopus, hypnotic jellyfish, sparkling anchovies, frolicking river otters, and many more.

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Create a large class schedule and hang it in the classroom where everyone can see it.

Share the schedule with students and make science part of their routine. Students are going to know that they will have science every day.

Make sure not to leave science for the end of the day

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Designate a space in the classroom to have our garden.

Ask the school for a space outside to create a classroom garden.

Create the garden with students. They can bring materials from home to make the garden.

Give students class jobs where they take turns watering the plants.

Students make observations about what they notice about the plants every week.

Take pictures of the plants every week. Provide the pictures to students and give them opportunities to observe how the plants changed and allow them to explain science ideas for themselves.

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Visit the museums beforehand.

Plan the visit according to the grade level.

Revise the museum website, call and ask about school visits.

Plan transportation.

Decide on the date to visit the museum.

Design and send permission slips to parents .

Ask for volunteers (parents).

Review some vocabulary with students.

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Select books according to my grade level. I am currently in a kindergarten classroom. (Picture books that do not have words create opportunities to engage in discussions about science and observe closer.  Allows students to use their prior knowledge).

Choose books that are relevant to students.

Read books related to what is happening outside. For example, read about rain or clouds on a rainy day.

Ask questions during the read aloud.

Create several opportunities for students to participate.

Make the read-aloud student-centered, where they observe, ask questions, make inferences and have conversations with peers.

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Locate and visit the places before taking students.

Plan how often we will go on nature walks. (At least once a month)

Depending on the grade level, ask for volunteers.

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Have an empty table in the classroom

Include in the table elements that students found in their nature walk.

Change the elements on the table every week. Students and the teacher can bring objects they found over the weekend.

Students are seen as experts.

Encourage students to explore and have conversations about the objects on the table.

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Create different science centers every week. The number of centers will depend on the number of groups.

Rotate centers every day.

Ask questions and create spaces for students to share with their peers.

At the end of the week, students can engage in conversations  the whole group about the centers of the week.

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Select experiments according to the grade level.

Select relevant experiments and connect to what students have seen outside of school.

Have materials for all students so they can be active participants instead of the teacher doing everything.

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2- Gardening inside and outside the classroom

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2- Gardening inside and outside the classroom

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A school garden fits nicely within the guiding principles for sustainable schooling: Nature is our teacher, sustainability is a community practice, the real world is the optimal learning environment, and sustainable living is rooted in a deep knowledge of place (Stone 2009).
Gardens also provide:

hands-on experiences;

connect us to nature; and

teach students ecological concepts;

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Learning Science in Informal Environments

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NSTA considers informal learning environments to encompass a wide range of contexts and settings, including everyday experiences; experiences in designed settings, such as museums, zoos, nature and environmental programs. These diverse opportunities can help learners understand the relevance of science to their lives, the depth and breadth of science as a field of inquiry, and what it might be like to choose to do science in the world, either as a professional or a hobbyist. These experiences may also provide important and unique opportunities to engage students who come from communities historically underrepresented in the sciences (Banks et al. 2007; NRC 2009). p.1

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Learning Science in Informal Environments-2

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To support high-quality elementary science learning, NSTA recommends that science educators:

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

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

# data[].attributes.attachment_link.readable_text
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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Every learner has the right to fully belong in their educational contexts. Instruction should welcome the diverse contributions they bring to sense-making. (Learning to See the Resources Students Bring to Sense-Making)
Effective elementary education recognizes and capitalizes on children's intrinsic interest in science and 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. (Elementary School Science)

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ACESSE Resource G: Learning to See the Resources Students Bring to Sense-Making

In this workshop, we will build our capacity to identify the range of intellectual resources students use as they make sense of phenomena. Every learner has the right to fully belong in their educational contexts. Instruction should welcome the diverse contributions they bring to sense-making. This resource can help support this goal by helping educators develop an asset-based stance towards the various contributions that students bring to making sense of phenomena. The resource starts by highlighting the rationale for culture-based approaches to pedagogy-and then focuses on how to identify and leverage the resources students use in moments of sensemaking. This learning experience will help participants:

Explore equity dimensions of sense-making through the science and engineering practices.

Learn to see different ways students contribute to making sense of phenomena-and connect to science.

Better appreciate that navigating multiple ways of knowing is the basic human condition-not the exception for some students.

Make a commitment to shape instruction to support diverse sense-making.

Link to PowerPoint File Version Link to Open Educational Resource Version (on OER Commons)Link to Facilitator's Guide for this Resource One-Page Description of this Resource (PDF)Recording of this Professional Development Session

This workshop provides participants with an opportunity to explore important theoretical ideas by exploring examples of how learners engage in diverse sense-making. Participants will learn about some of the challenges that less expansive learning environments can cause for learners from non-dominant communities. This resource is estimated to take between 250-300 minutes (4 - 5 hours), depending on the choices of the facilitator in scenario selection. It can be used to support a full day of professional development; it has also been run as a one-hour "quick overview".

This resource is an open educational resource (OER) and can be freely shared, modified, and used. This resource is brought to you by the Advancing Coherent and Equitable Systems of Science Education (ACESSE, or "access") project. It has been developed with guidance from science education experts from across 13 states to make it as broadly useful as possible. You can follow the work of the ACESSE project on Twitter.

Preferred citation: Bell, P., Bang, M., Suárez, E., Morrison, D., Tesoriero, G. & Kaupp, L. (2019). Learning to See the Resources Students Bring to Sense-Making. [OER Professional Development Session from the ACESSE Project] Retrieved from http://stemteachingtools.org/pd/sessiong

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ACESSE Resource G: Learning to See the Resources Students Bring to Sense-Making : StemTeachingTools (en-US)

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In this workshop, we will build our capacity to identify the range of intellectual resources students use as they make sense of phenomena. Every learner has the right to fully belong in their educational contexts. Instruction should welcome the diverse contributions they bring to sense-making.

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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. 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 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.

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When teaching science, it is important to help students learn strategies they will be able to use in their life. Learning science does not happen only in the classroom. Students learn about science outside of school, and we should welcome all the knowledge students bring to the classroom. In the article Social Justice in Science Class, Vogel indicates, "science education, at its heart, is about teaching students the methods they'll use to understand the world around them."Teaching science should be connected to what students experience in their life.

To center science and social justice in the classroom, I will:

Support equity

Recognize and value the knowledge and experiences students already have.

Encourage students to ask questions.

Make activities relevant to students.

Create a classroom community (promote collaboration).

Create a learning environment that enables thoughtful discussions.

Value all student's opinions.

Connect learning with students experiences.

Foster respect and responsibility.

Support diverse sense-making.

Allow science ideas to be expressed in academic or everyday language.

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Science in the City - Brown p. 144
Disaggregate Instruction has the purpose of reducing language barriers. As a teacher, I want to ensure I provide instruction in accessible language for students. Once students understand the terms we practiced and learned about, they can start using their new science language to continue learning.

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Science in the City - Brown p. 145
Includes giving students multiple assessment opportunities and allowing them to correct their explanations. (Scaffolding learning)

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Science in the City - Brown p. 145

Culturally Based Cognitive Apprenticeship Instruction includes making learning student-centered. The teacher starts guiding instruction and gradually moves to the background to allow students to explain, make arguments and build understanding. The teacher acts as a facilitator connecting the content with students' experiences. This instruction has students as the protagonists of their learning process.

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Universal Design for Learning - A framework for inclusion in Outdoor Learning

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Outdoor learning is a pedagogy that supports children’s learning and development across a range of domains with the outdoors providing the context, resources, setting and/or space for rich experiential and authentic learning.
Enables children to experience more freedom to initiate their own learning experiences, and to show independence of thinking and action.

The outdoors allows for experiential learning in authentic settings, where learning is carried out in real-world contexts, which have personal relevance to the learners. The teacher's role shifts to one of observer and facilitator which offers opportunities for the emergence of different relationships and group dynamics. (p.2)

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Learning Science in Informal Environments

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The learning experiences delivered by parents, friends, and educators in informal environments can spark student interest in science and provide opportunities to broaden and deepen students’ engagement; reinforce scientific concepts and practices introduced during the school day; and promote an appreciation for and interest in the pursuit of science in school and in daily life. (p.1)
NSTA recognizes the critical role that informal science learning opportunities provide preK–12 students. Informal settings create opportunities for students and others to develop interest, readiness, and capacities to pursue science, technology, engineering, and math (STEM) learning in school and beyond.  (p.2)

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Learning Science in Informal Environments-2

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The NSTA recognizes that 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.