March/April 2017 – Vol. 29 No. 6

Increasing Technology and Engineering Practices School-wide and in the Science Classroom

Posted: Tuesday, March 4th, 2014

by Jeanine Wulfenstein

Our science classrooms are in a state of transition as we move closer toward the implementation of the Next Generation Science Standards and the Common Core Standards.  A major part of this shift is the integration of technology and engineering practices that is infused throughout the new standards.  As part of this change it is vital that we educate students to be proficient and build the 21st century skills they are going to need to be successful. Now is the time for educators to review and refine current instructional practices to ensure proficiency not only in core science content, but also in overarching skills required to be part of a technologically literate society. 

The Common Core Standards emphasize the “Four-Cs” of collaboration, critical thinking, communication, and creativity.  These components are also at the core of engineering and scientific practice. Practicing scientists and engineers must be able to conduct background research, gather data, collaborate, and utilize technological resources to come to conclusion to push the boundaries of science and technological advancement. Several ways to embrace the technology resources are by utilizing computer based modeling software with students to simulate changes occurring over time, or by requiring students to complete web-based scavenger hunts (“web quests”) to gather data or research a given topic.  Teachers could also help students use pressure plates, force sensors, pH sensors, and/or motion sensors to collect real-time data for analysis and graphing via computer data management software.  By requiring students to utilize technology, not only will students be increasingly engaged in their learning and learn material in a more meaningful way, but they will also be better prepared with desired workplace skills.

We must broaden our vision of when and where science happens if we are to meet the learning needs of the 21st century. There is still room for expansion of data gathering and processing outside of the core science classroom.  Schools could implement Science, Technology, Engineering, and Math (STEM) or “STEAM” (including integration of the arts) elective courses into the school day (like the one described in this month’s issue of CCS) to reinforce concepts learned in science through hands-on project based learning in other disciplines.  Programs such as this have inspired learning beyond the confines of the brick and mortar of the school, and have been successful with exceptional needs students since the project based elective setting can be a perfect venue for success for students with varying abilities

Time outside of the traditional “science class” could also be used to support scientific inquiry and scientific skills.  Schools could even teach data reporting and creation of science-based simulation using computer coding techniques.  Courses like this could be taught as part of a PLC intervention/enrichment model where computer coding would be offered to enrichment students or to students during a designated technology period.  Free programs like Scratch created by MIT teach programming and computer commands, and could be used to teach students to create content-related games or storyboards to reinforce and explain scientific concepts while at the same time utilizing computer coding skills.

By opening up the possibilities of student technology use and integrating engineering practices into the curriculum, educators are preparing the next generation of scientists and engineers to solve the problems of today, ward off the problems of tomorrow and catapult our society to new levels.  It is our responsibility as science educators to support this movement and to inspire our students to go out and accomplish great things!  Together we can do just that!

Written by Jeanine Wulfenstein

Jeanine Wulfenstein

Jeanine Wulfenstein teaches science at Gardner Middle School and is the CSTA Treasurer. You can reach her by emailing jwulfenstein@tvusd.k12.ca.us.

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California Science Curriculum Framework Now Available

Posted: Tuesday, March 14th, 2017

The pre-publication version of the new California Science Curriculum Framework is now available for download. This publication incorporates all the edits that were approved by the State Board of Education in November 2016 and was many months in the making. Our sincere thanks to the dozens of CSTA members were involved in its development. Our appreciation is also extended to the California Department of Education, the State Board of Education, the Instructional Quality Commission, and the Science Curriculum Framework and Evaluation Criteria Committee and their staff for their hard work and dedication to produce this document and for their commitment to the public input process. To the many writers and contributors to the Framework CSTA thanks you for your many hours of work to produce a world-class document.

For tips on how to approach this document see our article from December 2016: California Has Adopted a New Science Curriculum Framework – Now What …? If you would like to learn more about the Framework, consider participating in one of the Framework Launch events (a.k.a. Rollout #4) scheduled throughout 2017.

The final publication version (formatted for printing) will be available in July 2017. This document will not be available in printed format, only electronically.

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Call for CSTA Awards Nominations

Posted: Monday, March 13th, 2017

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Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Call for Volunteers – CSTA Committees

Posted: Monday, March 13th, 2017

Volunteer

CSTA is now accepting applications from regular, preservice, and retired members to serve on our volunteer committees! CSTA’s all-volunteer board of directors invites you to consider maximizing your member experience by volunteering for CSTA. CSTA committee service offers you the opportunity to share your expertise, learn a new skill, or do something you love to do but never have the opportunity to do in your regular day. CSTA committee volunteers do some pretty amazing things: Learn More…

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

A Friend in CA Science Education Now at CSTA Region 1 Science Center

Posted: Monday, March 13th, 2017

by Marian Murphy-Shaw

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Written by Marian Murphy-Shaw

Marian Murphy-Shaw

Marian Murphy-Shaw is the student services director at Siskiyou County Office of Education and is CSTA’s Region 1 Director and chair of CSTA’s Policy Committee.

Learning to Teach in 3D

Posted: Monday, March 13th, 2017

by Joseph Calmer

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I had an eye-opening experience that helped me with that question. It came out of a conversation that I had with a student teacher. It turns out that I’ve found the secret to learning how to teach with NGSS: I need to engage in dialogue about teaching with novice teachers. I’ve had the pleasure of teaching science in some capacity for 12 years. During that time pedagogy and student learning become sort of a “hidden curriculum.” It is difficult to plan a lesson for the hidden curriculum; the best way is to just have two or more professionals talk and see what emerges. I was surprised it took me so long to realize this epiphany. Learn More…

Written by Guest Contributor

From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.