Opening Keynote Speaker Spotlight: Dr. Helen Quinn
Posted: Monday, October 1st, 2012
by Bethany Dixon
Google “genius,” and you’ll get pictures of Albert Einstein. However, to bring genius into your classroom, attend the CSTA Opening Session and listen to Dr. Helen Quinn speak at the Marriot San Jose on October 19, at 9:15 a.m. Dr. Quinn is one of the few to have shared Einstein’s job title: as a theoretical physicist she proposed the near-symmetry of the universe and explained quark-hadron duality. You might say she has a proclivity for solving both large and small problems. To our great fortune she has also channeled her energy into improving science education. Dr. Quinn served as the Chairperson of the 18-member super-team (equally split between science and education experts and including two Nobel Prize winners) responsible for developing, “A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas.”
Dr. Quinn’s speech at the 2012 CSTA Conference will focus on the Framework as the basis for the Next Generation Science Standards, and while 26 states including California work to revise and release the second draft of the NGSS, teachers have the opportunity to change science education well before states can determine how to adopt and assess the new standards. “There is nothing in the framework that hasn’t happened in classrooms where people have paid attention to research about learning for the last few years,” says Dr. Quinn. This is good news for the CSTA: members will recognize that the California experimentation and investigation standards (also written by Dr. Quinn) have given teachers experience in implementing core concepts of the Next Generation Science Standards even prior to their official adoption. Have a burning question you would like Dr. Quinn to address? Let us know, email your question to email@example.com and we will share your questions with Dr. Quinn. Your questions can help to shape her presentation, making this a truly valuable experience for you.
Dr. Quinn is serious about engaging students: science practices are designed to provide students with a direct application of their learning. She explains that experimentation and critical thinking should be taught with content, not only cutting across scientific disciplines, but integrating math and language arts within the Common Core. This vision of education leads to a cohesive, three-dimensional format for science education that can be implemented within a curriculum, a course, or a lesson. Inquiry has been unpacked, with contextual, social, and experimental skills that would previously be taught separately or in different courses instead now aligned so that math and language arts classrooms support and reinforce each other.
Dr. Quinn says that drastically improving the education of all students requires a “connective tissue” between the disciplines, and she is committed to helping science students to develop the skills they need to succeed globally, and the lifeblood of our economy depends on it. Highly skilled professional scientists and technicians are in demand, and if we want to prepare students for a successful future, we need to increase their access to high-quality science education. The Framework provides what will be an internationally benchmarked solution for America’s decline in the STEM fields.
Although Dr. Quinn’s talk will give teachers a head start on what is coming next in science education, this shot in the arm from the National Academies isn’t a panacea. State standards, curriculum, and assessments need to be fully developed in order for the new vision to be fully implemented. The best hope for this includes science teachers, she explains. “If the people who are teaching you are excited about something, you’re more likely to be excited.” For Dr. Quinn, excitement with the building of the Stanford Linear Accelerator during her undergraduate years led to a career in particle physics. For your students it could be tomorrow’s lesson in your classroom. To implement the new science practices immediately, research the Framework at the National Academies website and come hear Dr. Quinn’s speech at the CSTA Conference.
Posted: Monday, April 14th, 2014
The Educators Evaluating the Quality of Instructional Products (EQuIP) Rubric for Lessons & Units: Science was released April 11, 2014. The Rubric provides criteria by which to measure the alignment and overall quality of lessons and units with respect to the Next Generation Science Standards (NGSS). The purpose of the Rubric is to (1) provide constructive criterion-based feedback to developers; (2) review existing instructional materials to determine what revisions are needed; and (3) identify exemplars/models for teachers’ use within and across states.
This document was developed in response to the recognition among educators that while curriculum and instruction will need to shift with the adoption of the NGSS, there is currently a lack of high-quality, NGSS-aligned materials. The power of the rubric is in the feedback it provides curriculum developers and in the productive conversations educators can have while evaluating materials. Learn More…
Posted: Monday, April 14th, 2014
by Jessica Sawko
On Thursday, April 10, 2014 CDE Staff, friends, and colleagues of CSTA member Phil Lafontaine gathered to celebrate his incredible career as a science educator and state employee of the California Department of Education, and to wish him an enjoyable retirement. There were many CSTA members in attendance to celebrate Phil and his contributions to education, and science education in particular. Phil was presented with several retirement gifts, including a customized San Francisco Giants jersey, and a Senate Resolution honoring his career and service. Learn More…
Posted: Thursday, April 3rd, 2014
Updated April 8, 2014
K-12 Alliance/WestEd, California Science Project, California Science Teachers Association, Curriculum and Instruction Steering Committee, and the California Department of Education Presents: Next Generation Science Standards State Rollout Symposium #1.
Join science leaders at the first of a series of statewide professional learning symposia exploring the philosophy, design, and initial implementation of the Next Generation Science Standards (NGSS). Learn More…
What We Have Here is a Failure to Communicate: Evaluating Negotiation in an Elementary Science Classroom
Posted: Thursday, April 3rd, 2014
by Mason Kuhn
Engaging students in negotiation with their peers is considered a central motivation for recent national policy recommendations (National Research Council, 2011) and has been a focus of much scholarship in science education (e.g. Bergland and Reiser, 2009 & Hand, 2008). In the Next Generation Science Standards under the heading “Science and Engineering Practices,” the term “Engaging in Argument From Evidence” appears in almost every standard. However, most literature on negotiation focuses on theory, where little focuses on the topic of negotiation as related to science teaching and learning. Learn More…
Posted: Wednesday, April 2nd, 2014
by Laura Henriques
Updated April 8, 2014
This month’s issue of CCS focuses on biology and chemistry. Articles in this issue highlight some of the challenges around teaching these topics as we move towards Common Core and NGSS implementation. Jeanine Wulfenstein points out that the ideas are often abstract and difficult for students to grasp. These topics include a large number of vocabulary words that can get in the way of understanding, especially for English learners and students with special needs. Barbara Woods points out how discrepant events can be used to motivate and engage students by including the wow factor. Both articles provide us with teaching strategies that engage and support students while incorporating aspects of NGSS and Common Core.
I do not think any of us could teach chemistry (or other abstract topics) without using models (one of the NGSS science and engineering practices). A discrepant event or surprising moment causes us to ask questions (another of the science and engineering practices). These questions are followed by investigations, tentative explanations and more investigations as students and teachers try to make sense of natural phenomena (even more science and engineering practices!). This approach puts the student-developed models to the test. Adjustments need to be made and the model gets refined. As they explain relationships, cause and effect, and try to make sense of the science they are seeing, they are meeting Common Core standards and science standards. Learn More…