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Science for ALL: Achieving Equity in STEM
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 December 19, 2017 Science for ALL: Achieving Equity in STEM

In This Issue
· Putting Science for All Into Practice(s)
· Social Media for Equity & Voice 
· Promoting Equity With STEM Teaching Tools
· Incorporating the Practices in Classroom Instruction
· Phenomena of the Month
· GSTA Recommends
· General
· Elementary
· Middle/High
· Notes from the Editors
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Phenomena of the Month

S2L1c: Bumblebee Covered in Pollen

Bees collect pollen and nectar as food for the entire colony. The method by which bees collect pollen depends on the species.The fact that pollen is picked up by bees on their hairy coats, means that the pollen can then be transferred between plants.

Possible Guiding Question(s): What is the bee doing? What is on its body? What may happen if the bee visits a second flower? How does this help the flower? 

Possible Instructional Use(s): After viewing the video, students can discuss what happens when bees visit flowers and would happen if they did not. Using the powder from Cheetos and the powdered sugar, students can use their hands as pretend bees "flying" from one bag to the next. Have them describe what they observed and how this relates to bees and other pollinators.

View this and other 4th grade phenomena in GSTA's GSE Phenomena Bank. Please also submit your own phenomenal ideas.

SES4d: Sea Fossils High in the Rocky Mountains

A man hiking around 11,00 feet above sea level in the Rocky Mountains came upon rocks containing the fossils of marine organisms.  

Possible Guiding Question(s): How did marine fossils end up high in the Rocky Mountains? 

Possible Instructional Use(s): This could anchor a lesson or series of lessons focused on how fossil evidence can be used to understand Earth's history and how plate tectonics drives changes in Earth's landscape.

View this and other Earth Systems phenomena in GSTA's GSE Phenomena BankPlease also submit your own phenomenal ideas.

GSTA Recommends

Next Gen Navigator Newsletter

The Next Gen Navigator is a monthly e-newsletter delivering information, insights, resources, and professional learning opportunities for science educators by science educators on three-dimensional instruction. The November issue focused on the theme of Science for All and English language learners, modeling to support language development, and making connections to students' cultures. You can review past issue and subscribe to the newsletter here.

Two Georgia Teachers Named Northrop Grumman Foundation Teaching Fellows
                              Congratulations to Toneka Bussey of Tuskegee Airmen Global Academy in Atlanta and Teresa Cobble of Lovinggood Middle School in Powder Springs. Bussey and Cobble were among 27 middle school teachers (grades 5-8) selected as Teacher Fellows in the 2017-18 Northrop Grumman Foundation Teachers Academy. The Fellows—who hail from Alabama, California, Colorado, Florida, Georgia, Illinois, Louisiana, Maryland, New York, Texas, Utah, Virginia, and Australia—will participate in a number of science, engineering, and technology-related activities and professional learning opportunities. Read the press release.

GSTA and NSTA Offer Joint Memberships

In preparation for the 2018 NSTA national conference, GSTA and NSTA are offering joint memberships. You can join both GSTA and NSTA for one year for just $104, which is a savings of $15. The NSTA membership will, in turn, provide you with reduced registration rates for the national conference. Take advantage by visiting this special page on the NSTA site.

Number of Georgia High School Students in AP Computer Science Courses Nearly Doubles in 2017

In just one year the number of Georgia students taking an AP Computer Science (CS) exam has almost doubled. With the launch of AP Computer Science Principles (AP CSP) in the fall of 2016, the number of Georgia students taking an AP CS exam has expanded from 2,033 in May 2016 to 3,816 students in May 2017.

In Georgia, 1,942 students took the AP CSP exam in 2017 – and 77% of those students scored a 3 or higher on the exam.

The goal for AP CSP is to expose computer science to a more diverse group of students and broaden their understanding of how it might play into their future career – whether they choose to go into computer science or not. In Georgia, it has worked. The number of African American students taking AP CS more than doubled from 174 in 2016 to 352 in 2017, and the number of Hispanic students almost tripled during the same time from 122 in to 342.

With a unique focus on creative problem solving and real-world applications, AP CSP prepares students for college and career.

NSTA Legislative Update: HEA, Budgets, and Taxes

- via NSTA Express

Federal lawmakers kicked the can on final fiscal year 2018 federal spending to December 22, ensuring a pre-Christmas budget showdown; a surprise for teacher educators in the House Republican bill to reauthorize the Higher Education Act (HEA); and a long-time STEM group will close at the end of the year. This, and more, in this issue of the NSTA Legislative Update.

Notes From the Editor
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Implementing the Science GSE

Putting Science for All Into Practice(s)

Dr. Patrick Enderle, Assistant Professor of Science Education, Georgia State University

The new Georgia Standards for Excellence in Science represent an ambitious vision for the teaching and learning of science in K-12 classrooms across the state, emphasizing students’ engagement in science practices as they learn about core scientific ideas and cross-disciplinary concepts. The Science GSEs also support teachers’ efforts to close the “opportunity gap” (Carter & Welner, 2013; Flores, 2007; Gorski, 2013) that many of our students experience. Too often, only gifted and talented students or those attending resource-rich schools have access and are considered capable to the kinds of instruction envisioned in the Science GSE’s (Pimentel & McNeill, 2013; Sampson & Blanchard, 2012). Thus, these new standards afford science teachers with opportunities to achieve more equitable classrooms by emphasizing the need to provide ALL students with rigorous and engaging science learning experiences. 

Research conducted by several colleagues provides direct evidence that all students improve their learning when they learn science through these practices (Strimaitis, Southerland, Sampson, Enderle, Grooms, 2017). The study explored biology instruction in two similar high schools over the course of a school year. In one school (A), teachers implemented a large number of structured laboratory investigations and demonstrations narrowly focused on only two scientific practices – analyzing & interpreting data and constructing explanations, reflecting typical science instruction (Fulkerson & Banilower, 2014). In the comparison school (B), the teachers implemented laboratory investigations emphasizing several scientific practices, both investigative and explanatory. These practices help students build their science knowledge while improving their ability to develop and communicate that knowledge. Students at both schools completed similar assessments at the beginning and end of a school year where they experienced these different types of instruction. That data was analyzed to determine how much students learned among  different scientific abilities and then compare those changes between the different schools. 

The results of the study (Strimaitis et al., 2017) show that students, both “honors” and “general”, learned more when consistently engaged in investigations involving more scientific practices. On a content knowledge assessment, all students in school A, with narrowly focused investigations, demonstrated significant learning of science concepts over the course of the year, as did students in school B, with the more rigorous investigations. However, the students in school B, both honors and general groups, demonstrated a larger amount of conceptual learning than the honors group from school A (Figure 1). 

Figure 1. Comparison of student group achievement on content knowledge assessment. Adapted from Strimaitis et al., (2017). Error bars represent + 1 SD. “d” is a measure of size for significant pre/post differences. 

On an investigation task assessment, school A honors students demonstrated significant learning while the general students did not. In contrast, school B students, both honors and general, demonstrated significant learning around their ability to design and conduct scientific investigations (Figure 2). 

Figure 2. Comparison of student group achievement on investigation performance task assessment. Adapted from Strimaitis et al., (2017). Error bars represent + 1 SD. “d” is a measure of size for significant pre/post differences.

Finally, on an argumentative writing assessment, only the groups in school B demonstrated any significant growth in their scientific writing abilities (Figure 3). 

Figure 3. Comparison of student group achievement on scientific argumentative writing assessment. Adapted from Strimaitis et al., (2017). Error bars represent + 1 SD. “d” is a measure of size for significant pre/post differences.

The laboratories in school B were structured using the Argument-Driven Inquiry (ADI) instructional model (; Sampson, Enderle, Gleim, Grooms, Hester, Southerland, & Wilson, 2014). This model primarily focuses on changing the way students conduct laboratories in their science classes. The model involves eight stages that engage students in designing and conducting investigations to develop a scientific argument that responds to a guiding question. Throughout an ADI investigation, students are challenged to make their own decisions about how to collect and analyze data while also supporting their decisions and critiquing others using sound reasoning. ADI investigations give students multiple opportunities to learn how to argue from evidence and communicate scientifically, both verbally and through different forms of writing. Although such rigorous investigations require more class time, they allow students to experience more authentic science learning, particularly when compared to instruction involving mostly reading, note taking, and demonstrations. Further, it should be noted that the teachers in School B only implemented nine to twelve ADI investigations, whereas teachers in School A implemented 15 to 30 more typical “labs”.   

Overall, these results show that ALL students benefit when they experience laboratories that have them using multiple scientific practices to make sense of phenomena. Instruction emphasizing practices, as called for by the Science GSEs, improves learning outcomes and students’ attitudes towards science in both urban and rural contexts, and among ethnically and linguistically diverse students (Calabrese & Tan, 2010; Lee, Quinn, & Valdes, 2013; Sampson, Enderle, Grooms, & Witte, 2013; Swanson, Bianchini, & Sook Lee, 2014; Yerrick, 2000). 

The ADI model is one example of several that districts and science coordinators around Georgia are using to support their teachers’ efforts to align instruction with the new standards. Various instructional materials have been developed and are available through GSTA and NSTA, as well as the GADOE Science Ambassadors in each school district.  An esteemed collection of science educators across the University System of Georgia and RESA organizations stand ready to assist their local districts. 

For teachers, new instructional approaches present learning curves that can be intimidating.  However, supported by evidence like in Strimaitis et al. (2017), as teachers learn and implement new approaches that align with the Science GSEs, they will also be working towards providing more equitable science instruction. Through courageous and determined efforts, you, the science teachers of Georgia, have the power to create a more equitable world by equipping ALL students to succeed. 

Author Note: I would like to sincerely thank my colleagues, Dr. Natalie King, Dr. Renee Schwartz, and Dr. Jeremy Peacock for their thoughtful review and suggestions of previous drafts. 


  • Barton, A. C., & Tan, E. (2010). We be burnin'! Agency, identity, and science learning. The Journal of the Learning Sciences19(2), 187-229.
  • Carter, P. L., & Welner, K. G. (Eds.). (2013). Closing the opportunity gap: What America must do to give every child an even chance. Oxford University Press.
  • Flores, A. (2007). Examining disparities in mathematics education: Achievement gap or opportunity gap?. The High School Journal91(1), 29-42.
  • Fulkerson, W. O. & Banilower, E. R. (2014). Monitoring progress: How the 2012 national survey of science and mathematics education can inform a national K–12 STEM education indicator system. Chapel Hill, NC: Horizon Research, Inc.
  • Gorski, P. (2013). Reaching and teaching students in poverty: Strategies for erasing the opportunity gap. New York: Teachers College Press.
  • Lee, O., Quinn, H., & Valdés, G. (2013). Science and language for English language learners in relation to Next Generation Science Standards and with implications for Common Core State Standards for English language arts and mathematics. Educational Researcher, 42(4), 223-233. 
  • Pimentel, D. S., & McNeill, K. L. (2013). Conducting talk in science classrooms: Investigating instructional moves and teachers’ beliefs. Science Education, 97(3), 367–394.
  • Sampson, V. & Blanchard, M.  (2012). Science teachers and scientific argumentation.  Journal of Research in Science Teaching, 49(9), 1122-1148.
  • Sampson, V., Enderle, P., Gleim, L., Grooms, J., Hester, M., Southerland, S., & Wilson, K. (2014). Argument-Driven Inquiry in Biology: Lab Investigations for grades 9-12. Washington, DC: NSTA Press.
  • Sampson, V., Enderle, P., Grooms, J., & Witte, S. (2013). Writing to Learn by Learning to Write During the School Science Laboratory: Helping Middle and High School Students Develop Argumentative Writing Skills as They Learn Core Ideas. Science Education, 97(5), 643-670.
  • Strimaitis, A. M., Southerland, S. A., Sampson, V., Enderle, P., & Grooms, J. (2017). Promoting Equitable Biology Lab Instruction by Engaging All Students in a Broad Range of Science Practices: An Exploratory Study. School Science and Mathematics117(3-4), 92-103.
  • Swanson, L., Bianchini, J., and Sook Lee, J. (2014). Engaging in argument and communicating information: A case study of English language learners and their science teacher in an urban high school. Journal of Research in Science Teaching, 51(1), 31–64.
  • Yerrick, R. K. (2000). Lower track science students' argumentation and open inquiry instruction. Journal of Research in Science Teaching37(8), 807-838.
Sponsored by:National Geographic Learning is Georgia's source for K-12 science instruction.
Speaking Up for Science Education

Social Media as a Resource for Equity and Voice in Science Education

- Dr. Amanda Glaze, College Representative 

Equity, diversity, and voice are key elements of teaching and learning in the 21st century and represent areas where we often struggle to connect our students with others that share in their backgrounds, cultures, and passions while representing the possibilities for their future in STEM and other fields. I have heard many teachers lament the fact that sports stars are elevated like heroes but many students, like many adults in the United States, would be hard-pressed to name any one actual living scientist. With that in mind, we cannot rely on texts or other traditional in-class materials to make those connections for our students, we must be on the look-out for ways to bring real science, and real scientists, to them.

If you are not already aware, there is a thriving online community of scientists that engage with one another, conduct outreach, and share their experiences through social media outlets such as Twitter. On any given day you can find live tweet storms of ongoing research projects, engage in citizen science, and ask real-time questions from those engaged in research in a variety of fields. Rotating curator accounts cover everything from astronomy to biology to physics and offer a glimpse into the lives and studies of researchers from around the globe. Hashtags allow large-scale conversations to take place surrounding everything from connecting the NGSS to real practices in science or even whether or not all living things pass gas (#DoesItFart).

Science literacy and the public has become a prime topic of conversation on social media outlets such as Twitter in the past year as focus has shifted to changes in science policy, understandings of climate change, and other national news related to science and society. These conversations are evidenced by explosive hashtags such as #BillNyeMeetScienceTwitter, #ActualLivingScientist, and #OutdoorsyScientist, where scientists of all levels, from classrooms of students in grade schools through graduate students and professors are coming together to share what they do and why it is important to them and to us as a society.

We are all familiar with the stereotypes of scientists and the fact that many young people, when asked to draw a scientist, will come up with the same thing: male, older, lab coat, goggles, and surrounded by tools of science. In a matter of moments on Twitter, students can find scientists of all races, colors, creeds, and backgrounds, passionately sharing what they do and willing to make connections and share in ways that previously would not have been possible. Social media is connecting classrooms with scientists in ways we could not have imagined a decade ago, from open sharing and live-streaming of research to citizen science and outreach.

To that end, I want to share with all of you a wonderful new blog on National Geographic Education by my good friend John Mead, a master science teacher from Texas who has taken initiative to become a scientist teacher in his own right, traveling to South Africa to work with Lee Berger and team on recent discoveries in human evolution. His piece “Tapping the Hivemind” is a great start for finding new ways to bring voices of diverse experiences into your teaching and make strong new connections with your students at the same time!

Connecting Research and Best Practice

Promoting Equity in 3D Science Education Using FREE PD From STEM Teaching Tools

- Dr. Katie Brkich, District 8 Representative

How can science instruction be meaningfully connected to the out-of-school lives of students? What role do students’ cultures play in science learning? How might teachers use formative assessments to root science learning in students’ cultural contexts, interests, and identities? If you are interested in helping fellow educators answer these questions and become better science teachers for diverse students, I would like to share a great new FREE PD resource you can access from anywhere, anytime.

The great resources from STEM Teaching Tools ( have frequently been used lately to support extended PD sessions, but are now also available as open educational resource (OER) versions of those PD sessions. They include all of the resources that PD facilitators need to adapt and run the sessions—including slides, speaker notes, facilitator guide, sample student work, and embedded resources. They are starting with PD focused on supporting 3D formative assessment, but will keep adding more over time.

My favorite PD session so far has been “ACESSE Resource C: Making Science Instruction Compelling for All Students: Using Cultural Formative Assessment to Build on Learner Interest and Experience”, which I am working to adapt into an online module for my pre-service elementary candidates to complete as part of my P-5 Science Methods course. This would be a great resource for district or school level PD providers to use to facilitate PD, or for interested individual teachers to pursue as a PLC or on their own. As the overview explains: 

This session highlights cultural dimensions of science learning and showcases a general instructional technique for formative assessment called “self-documentation”—where students collect information related to a particular theme in their everyday lives. 

STEM Teaching Tools also provides a whole set of ‘practice briefs’ on various topics, many related toequity and culture in STEM education. These include topics like 

Connecting Research and Best Practice

Research in Practice: Incorporating the Science & Engineering Practices in Classroom Instruction

- Dr. Donna Barrett-Williams, Vice President

The Science GSE call for higher levels of student engagement in science and engineering practices, crosscutting concepts, and content. There is more of a focus on students making sense of science concepts and less of a focus of memorizing scientific information. How can we look to a research based to help us make the shifts towards the type of instruction intended in the GSE?

What does previous research tell us about science laboratory experiences? America’s Lab Report (2006) synthesized 30 years of research of high school laboratories. The report found that “typical” laboratory experiences are often disconnected and isolated from other classroom instruction rather than being explicitly integrated with other components (lecture, discussion, etc.). These “typical” laboratory experiences are sometimes referred to as “cookbook” labs and often provide detailed instructions with students providing only a confirmation of expected results. The report also pointed out disparities in laboratory experiences for students including that higher socioeconomic groups tend to spend more time in labs than their lower socioeconomic counterparts. The average time in lab per week varies to an average of 40 minutes for below level students; 50 minutes for on level students and 61 minutes above level. In the National Survey of Science and Mathematics Education (Banilower et al., 2013), 80% of teachers reported they emphasize understanding science concepts while 50% reported they focused on learning science process skills; and only 18% reported that they help their students learn to support their claims with evidence (p. 71, 75).

America’s Lab Report included research on integrating science laboratory experiences with instruction and providing opportunities to engage in activities that make student learning more visible. Integrating metacognitive learning experiences such as “predict-observe-explain” demonstrations (White and Gunstone, 1992) and experiences for students to make sense of ideas and not just materials and procedures, they can promote learning of science. Duschl (2004) found that integrated laboratory experiences give students “extended opportunities to explore the relationship between evidence and explanation,” which helps them not only develop new knowledge (mastery of subject matter), but also to evaluate claims of scientific knowledge, reflecting a deeper understanding of the nature of science.

Other suggestions in the report suggest would help attain science learning goals (p.12)?

  • Laboratory experiences that are designed with clear outcomes in minds.
  • Laboratory experiences that are sequenced into the flow of classroom instruction.
  • Laboratory experiences that are designed in a way to integrate the learning of science content and science process, and
  • Laboratory experiences that incorporate opportunities for ongoing student reflection and discussion.

As we embark this year on a journey towards newer standards that integrate science engineering practices, crosscutting concepts, and content, it is encouraging to see research based support for this type of learning. The most important message is that all students need to be engaged in this “three dimensional” approach to learning. It is important all students to be actively engaged as learners. This includes developing models, engaging in evidence based arguments, and analyzing data. The key is engaging in students in authentic experience and finding ways to help them make sense of science concepts.


  • Banilower, E. R., Smith, P. S., Weiss, I. R., & Malzahn, K. A., Campbell, K. M., & Weis, A. M. (2013). Report of the 2012 National Survey of Science and Mathematics Education. Chapel Hill, NC: Horizon Research, Inc.
  • Duschl, R. (2004). The HS lab experience: Reconsidering the role of evidence, explanation, and the language of science. Paper prepared for the Committee on High School Science Laboratories: Role and Vision. Available at <> [November 29, 2004].
  • National Academy of Science (NAS). (2006). America’s Lab Report. Washington, DC: National Academy Press.
  • National Academy of Science (NAS). (2011). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, DC: National Academy Press.
  • White, R. T., & Gunstone, R. F. (1992). Probing Understanding. Great Britain: Falmer Press.
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Focus on STEM at NSTA's 2018 National Conference in Atlanta, March 15–18

STEM takes center stage at NSTA's 2018 National Conference on Science Education, in Atlanta, March 15–18, 2018. Hundreds of sessions will focus on STEM ( browse sessions here), and the exhibit hall will be packed with hands-on demos and goodies to take home. Earlybird registration ends February 9, and take advantage of substantial savings on top of that when you become an NSTA member as part of your registration. Need a letter of support for your principal? Download it here. Get more info, and register here.

You can also download the official conference preview here.

GSTA Events at the National Conference

While the 2018 NSTA National Conference will feature more than 150 sessions by Georgia educators, there are a few events that will be of special interest to GSTA members and other Georgia science teachers.

Georgia Science Innovation Exposition - This share-a-thon, organized by the Georgia Science Supervisors Association, will feature innovative programs, strategies, and initiatives being implemented by Georgia districts and teachers. This session will be Thursday, March 15 from 12:30 until 1:30 pm in Georgia World Congress Center, B101.

GSTA Annual Meeting - GSTA members are invited to attend GSTA's 2017-2018 annual business meeting. GSTA's president and treasurer will share the current standing of the organization, highlights from the year, and information on the 2018 board elections. The business meeting will be Friday, March 16 from 3:30 until 4:30 pm in Juniper Room, Omni Atlanta at CNN Center.

Reception for Georgia Science TeachersGeorgia science teachers are invited to network and learn more about GSTA during this reception at the 2018 NSTA National Conference.  

  • Heavy hors d’oeuvres provided 
  • Cash bar available
  • Meet your GSTA district representative and other board members
  • All attendees will receive giveaways of hands-on phenomena for their classrooms
  • New members receive a $20 discount on GSTA membership if you register on site

The reception will be Friday, March 16 from 5:00 until 6:00 pm in International Ballroom F, Omni Atlanta at CNN Center. Registration is required.

Dive Into Three-Dimensional Instruction in Atlanta, March 14–15

Choose from two workshops to kick start teacher training in your district on three-dimensional standards. In Level 1, participants build a solid understanding of the three dimensions, and in Level 2, participants deepen their understanding of three-dimensional teaching and learning. As a bonus, workshop attendees enjoy complimentary access to the NSTA National Conference in Atlanta. Learn more.

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Updates from The Atlanta Science Festival

The Atlanta Science Festival is a celebration of local science and technology held March 9-24, 2018. Scientists and educators from local colleges, museums and companies will uncover mysteries and explain discoveries in hands-on activities, facility tours, stimulating presentations, and riveting performances for adults and children of all ages. One hundred events will occur across the metro area culminating with the Exploration Expo, Atlanta's biggest interactive science event on March 24 at Piedmont Park. Curious? Watch a 30-second VIDEO.

The online Educator Toolkit has everything teachers and youth-serving organizations need to engage with the Atlanta Science Festival. Request a STEM professional to visit your classrooms or program, win funds for your school science program, download and distribute a classroom flyer, register for bus vouchers and professional development workshops, and discover Festival events and contests for K-12 teachers and students. We invite you to join the 150,000 people who have attended the Festival since we started in 2014 to celebrate our region's STEM successes and opportunities.

For more information visit Stay connected by subscribing to the newsletter or following on Facebook and Twitter to receive the latest updates as opportunities become available.

Encourage Students to Enter the Toshiba/NSTA ExploraVision Competition

Empower your K–12 students to imagine how future technology can solve the world's scientific challenges! Teams of students can win classroom prizes; savings bonds; a trip to Washington, D.C.; and more. Submit your teams' STEM projects before the deadline to receive personalized recommendations from NSTA. Register today, and submit projects by February 8, 2018, at 11:59 PM Eastern Standard Time.

Kids to Parks Day National School Contest

National Park Trust's annual Kids to Parks Day National School Contest empowers students to plan their own educational park experience. Open to all Title 1 schools in grades preK through 12, this contest provides grants up to $1,000 to cover transportation, park-related fees, stewardship supplies, or anything else students believe would enhance their experience. The deadline to apply is February 1, 2018. Details can be found here.
Georgia Tech set to host 1st Annual Science Teacher @ Tech Day

Tour cutting edge labs to see how subject related concepts are applied to authentic research. Collaborate with cohort teachers to complete an inquiry activity from a freshmen level course to see what students should be prepared for. Hear directly from GT science majors about their school-university transition. Celebrate the fun in science and teaching.

Accepting Nominations: Dec. 1st - January 31st

  • Date: February 7, 2018
  • Time: 8 am - 4 pm
  • Location: Georgia Tech campus, Atlanta, GA
  • Cost: $100 per teacher. Meals and materials included.

Space is limited. Nominate today.

Notes From the Editors

Share Your Great Ideas! Write for eObservations

Have a great lesson or idea to share? Contribute to eObservations and gain recognition for your great work with students by submitting an article for publication. Each month, we feature articles of ~500-750 words that fit into one of the three series described below. We also invite classroom-oriented education research, or K-12 student scientific research. Articles should include 1-2 supporting images and one or more links to additional information or supporting files. Articles can be submitted via email.

Implementing the Science GSE

This series is intended to build teachers' capacity for the new Science Georgia Standards of Excellence and to increase their understanding of the Framework for K-12 Science Education by highlighting model classroom lessons that support students in three-dimensional science learning. Articles should describe lessons that challenge students to integrate core ides, science & engineering practices, and crosscutting concepts to explain phenomena or solve problems.

Connecting Research & Best Practice

This series is intended to help teachers incorporate research-based best practices into their science and STEM classrooms. Articles should focus on curriculum, instructional, or assessment approaches that are demonstrated to support science learning within the context of Georgia's student assessment and teacher evaluation systems. Each article should provide relevant background information and practical guidance for classroom implementation.

Speaking Up for Science Education
This series offers a space for GSTA members to share their perspectives on key issues facing science education in our state and nation. We seek articles that inform and support members in acting as leaders and advocates for science education on the local, state, and national levels.

Have Something to Share with GSTA Members?

GSTA seeks to share announcements, information, and resources from not-for-profit or government-sponsored programs at no cost. We also offer paid advertising options for commercial interests that align with GSTA's goals. Please visit GSTA's Newsletter Information for details.


eObservations Co-editors: Dr. Amy Peacock and Dr. Jeremy Peacock
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