Schools and districts are addressing lost instructional time in science in different ways—hiring more tutors, speeding through the curriculum, and sometimes, dropping science instruction altogether. Explore strategies for ensuring all students receive high-quality science instruction.
Students who are Indigenous, emergent multilingual learners, and learners experiencing differing physical or sensory abilities can sometimes feel like outsiders in their schools and classrooms. Learn three strategies for creating science classrooms that work for all students.
The Next Generation Science Standards (NGSS) can foster strong student engagement and deep learning, particularly for students inadequately reached through traditional science instruction. Find out why the NGSS is a powerful lever for equitable learning.
Dr. Sharon Nelson-Barber, a sociolinguist, directs Culture and Language in STEM Education at WestEd. This Scientia article discusses Dr. Nelson-Barber’s and her research team’s work to infuse mainstream STEM education with Indigenous culture, language, and values.
Just because a survey question works for one community, doesn’t mean it will be appropriate and effective for another community. Read lessons learned by WestEd researchers with the NSF INCLUDES SEAS Islands Alliance.
This resource supports the design and implementation of meaningful and enriching science learning and identifies five features of authentic science experiences. Find out what these five features look like in various high school science settings.
A workforce that understands the interrelatedness of math and science is essential for addressing global challenges such as climate change. Learn how integrating the two subjects can benefit student learning, especially for students who are underrepresented and minoritized.