This 10-Week Course Map provides a narrative overview, weekly objective, and course objective as well as related materials and assessments. The map helps educators develop confidence in their ability to teach science and explains ways to use teaching strategies that provide equitable access to science experiences for K-6 students.

In this professional development session, we will develop a shared understanding of how formative assessment works and different approaches that have been developed. The material for this resource come from a series of PD sessions on formative assessment developed by the ACESSE team: Philip Bell, Shelley Stromholt, Bill Penuel, Katie Van Horne, Tiffany Neill, and Sam Shaw.We will be updating this Facilitator's Guide for ACESSE Resource A with the most up-to-date information about this resource over time. If you encounter problems with this resource, you can contact us at: STEMteachingtools@uw.edu

The NRC Framework for K-12 Science Education and the resulting Next Generation Science Standards focus on an integrated three-dimensional view of science learning in which students develop understanding of core ideas of science and crosscutting concepts in the context of engaging in science and engineering practices.How is assessing three-dimensional science learning different than how we have thought of science learning in the past? How can we design assessment tasks that elicit student’s current understanding of specific aspects of the disciplinary core ideas, science and engineering practices, and crosscutting concepts in order to shape future instruction? In this workshop, participants will learn how to interpret and design cognitive formative assessment to fit a three-dimensional view of learning.This resource originates from a series of PD sessions on 3D formative assessment developed and provided by Katie Van Horne, Shelley Stromholt, Bill Penuel, and Philip Bell. It has been improved through a collaboration in the ACESSE project with science education experts from 13 states. Please cite this resource as follows:Stromholt, S., Van Horne, K., Bell, P., Penuel, W. R., Neill, T. & Shaw, S. (2017). How to Assess Three-Dimensional Learning in Your Classroom: Building Assessment Tasks that Work. [OER Professional Development Session from the ACESSE Project] Retrieved from http://stemteachingtools.org/pd/SessionB

How can science instruction be meaningfullyconnected to the out-of-school lives of students? In this professional development, we will consider how to design formative assessments that build on learners’ interest and knowledge, promoting equity and social justice in the process. The material for this resource comes from a series of PD sessions on formative assessment originally developed by Philip Bell and Shelley Stromholt.We will be updating this Facilitator's Guide for ACESSE Resource C with the most up to date information about this resource over time. If you encounter problesm with this resources, you can contact us at STEMteachingtools@uw.eduThis resource was refined through a 13-state collaboration to make the resource more broadly useful. If you choose to adapt these materials, please attribute the source and that it was work funded by the National Science Foundation (NSF).

Abstract: This session provides a step-by-step process to support participants as they design a 3D assessment task for the science classroom. Along the way, they learn how to define 3D learning performances for specific lessons—and how to use a range of tools to support their assessment design work. A key goal of the session activity is to improve the connection of intended learning goals to assessment practices. Participants build their 3D assessment design capacity by designing and workshopping tasks—before piloting them in their classrooms. The approaches learned in this workshop can be used with any curricula, at any grade level, and across all subjects of science. 

This pair of workshops is designed to introduce you to the process of selecting phenomena that can anchor an entire unit that supports students’ 3D science learning or that can serve as a basis for a multi-component assessment task. This resource can also be used by individuals wanting to refine their teaching practice around phenomena based instruction. You may have heard a lot about phenomena, but you may also be wondering what exactly they are, and whether using phenomena is any different from how teachers teach today already.This learning experience will help you:Explain to a peer the role of phenomena and design challenges in science teaching, with a particular focus on equity and justice. Generate working definitions of phenomena, design challenges, and disciplinary core ideas. Identify phenomena related to a bundle of three-dimensional standards. Experience how phenomena can be introduced at the start of a unit, in order to launch a student-driven series of questions.

This resource is a professional development template for facilitating a hybrid professional learning community for educators. Through a combination of in-person gatherings, Zoom sessions, and asynchronous activities, teachers learn about climate justice and environmental justice topics that are relevant in their communities. They learn and collaborate with their peers in the CJL and are supported to design and implement a community action project with their students. This professional learning community was designed and facilitated in partnership with Stacy Meyer and Educational Service District 112.In this template, presenters can reference an outline of the learning experience. In addition, feel free to review "Climate Justice League - Community Action Project Examples" to get a sense of the types of projects that teachers implement, or to check out "Climate Justice Gallery Walk" as a sample learning activity. We encourage you to adapt the structure and content to fit the needs of educators you support, especially by incorporating locally relevant resources and examples!

Do you like teaching, but find yourself frustrated by how little students seem to learn? Would you like to try teaching, but are nervous about whether you will be any good at it? Are you interested in new research on science education? Research in science education shows that the greatest obstacle to student learning is the failure to identify and confront the misconceptions with which the students enter the class or those that they acquire during their studies. This weekly seminar course focuses on developing the participants’ ability to uncover and confront student misconceptions and to foster student understanding and retention of key concepts. Participants read primary literature on science education, uncover basic concepts often overlooked when teaching biology, and lead a small weekly discussion session for students currently enrolled in introductory biology classes.
The instructor for this course, Dr. Julia Khodor, is a member of the HHMI Education Group.

Do you like teaching, but find yourself frustrated by how little students seem to learn? Would you like to try teaching, but are nervous about whether you will be any good at it? Are you interested in new research on science education? Research in science education shows that the greatest obstacle to student learning is the failure to identify and confront the misconceptions with which the students enter the class or those that they acquire during their studies. This weekly seminar course focuses on developing the participants’ ability to uncover and confront student misconceptions and to foster student understanding and retention of key concepts. Participants read primary literature on science education, uncover basic concepts often overlooked when teaching biology, and lead a small weekly discussion session for students currently enrolled in introductory biology classes.
The instructor for this course, Dr. Kosinski-Collins, is a member of the HHMI Education Group.

This book describes elementary science content aligned with the Florida Teacher Certification Examination (FTCE) K-6 competencies and skills.

Host Harry Kreisler welcomes Nobel Laureate Dudley Herschbach. Professor Herschbach discusses his research, creativity in science, science education and the role of science in society. (57 min)

Compiled to support a course on teaching math and science in Early Childhood Education. Chapters include: Early Learning; Math & Science Connections; Theory & Teacher Effectiveness; Special Needs; Standards & Assessment; Lesson Planning; Centers & Environment; Teaching Science Content; Teaching Math Content; and Hands-on Learning.

This syllabus continues to be a work in progress for ERCH 465: Science for the Young Learner. The course is part of the Early Childhood Professional Bloc II. Students take these classes on Mondays and Tuesdays and are in their field placements Wednesdays-Fridays, where they apply the content learned in the courses. Pro Bloc II prepares them for student teaching. Students who take this course are preparing to be certified to teach students in grades K-4. 

Students shape up their reading, writing, and listening skills in this lesson by creating original diamante, acrostic, and shape poems about science.

The Electronic Journal of Science Education is a peer reviewed journal sponsored Southwestern University and Texas Christian University. It is published by Texas Christian University. EJSE publishes manuscripts relating to issues in science education/science teacher education from early childhood through the university level and informal science and environmental education. EJSE reviews original science education manuscripts that report meaningful research, present research methodology, develop theory, and explore new perspectives.

Weddell seals have a large repertoire of very strange vocalizations–everything from chugs, chirps, trills, and whistles to what sounds like something from outer space. Weddells make these sounds both underwater and on top of the sea ice. Our soundtrack composer Steve Perez used hydrophone recordings the project obtained under NMFS Permit 1032-1917 to interweave with guitar and midi to create an other-worldly composition consisting of some of those Weddell seal vocalizations recorded by the Weddell Population Ecology project. Video field footage obtained by project members Eric Boyd and Terrill Paterson under NMFS Permit 17236. Video editing and production by Mary Lynn Price. Learn more at WeddellSealScience.com!

O “Guia didático para elaboração de projetos sustentáveis no ensino das Tecnologias da Informação e Comunicação” está estruturado na ação educativa interativa, baseada em soluções de problemas e desenvolvimento de habilidades e competências para o mundo do trabalho e serve de referência metodológica para que outras escolas, professores e estudantes possam vivenciar experiências exitosas de aprendizagem, que colaborem para ancorar conhecimentos clássicos, dando-lhes uma aplicabilidade no mundo real, lançando mão do lúdico, da criatividade e do protagonismo dos estudantes do Ensino Proissional, a partir da elaboração de projetos socioambientalmente responsáveis. Este Guia Didático é um material de linguagem acessível e detalhada para que professores possam usar, junto aos seus estudantes, como referência no desenvolvimento de trabalhos de pesquisa em escolas de Ensino Médio e Profissional, além de promover a cultura da Educação Científica nesses espaços, mostrando esses ambientes como produtores de conhecimento e não apenas atores passivos nesta construção. Neste guia o leitor encontrará, além da fundamentação teórica que sustenta os temas debatidos, as etapas metodológicas que foram utilizadas para obtenção dos resultados
atingidos e dicas de materiais utilizados para que mais professores, alunos e escolas se permitam vivenciar essa experiência fazendo as adaptações necessárias.

During this activity, students will investigate leech behavior. Students will learn to ask a question about leech behavior that can be investigated.

The material presented is the result of an action-research, carried out with students in the 6th year of Basic Education of Elementary School II, from a school located in the city of Belém / PA. This project is part of the Completion Monograph of the Professional Master's Degree in Environmental Science Teaching (PROFCIAMB). The proposed Didactic Sequence had as its generating theme “Water Resources” with an emphasis on the recreational use of water (bathing), taking into account the school context where an action-research took place, which resulted in this educational product. This proposal provided an opportunity for effective and transforming learning of attitudes and life habits, enabling teaching / learning in a contextualized and problematized manner, in which it strengthens the formation of ecological subjects, capable of acting in favor of the preservation of water resources, in particular , the sanitary water glasses for leisure.

Science around us: Innovative Pedagogies for connecting science with life”, a pioneering exploration into cutting edge science teaching approaches that revolutionize the learning experiences. The groundbreaking book delves into the dynamic intersection of science and pedagogy, offering fresh perspectives, creative strategies, and transformative methodologies that inspire curiosity, critical thinking, and a deep appreciation for the wonders of the scientific world. Explore engaging teaching methodologies, inspiring case studies, and practical applications that will revolutionize the way we learn and engage with science. This book serves as a beacon for educators, students, parents and enthusiasts alike, illuminating a path towards a more vibrant and interactive approach to learning and experiencing in all its splendor. Join us as we embark on a quest to redefine science education through innovation, engagement, and empowerment.