Share Your Thoughts on Reading in Middle School Science
Posted: Tuesday, January 7th, 2014
by Christina Morales
Signaled by the Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS), the movement to integrate reading and other disciplinary literacy instruction is rapidly gaining momentum. Take, for example, this long list of workshops and short courses offered at this year’s Science Education Conference aimed at helping teachers prepare for the implementation of the CCSS and NGSS. The prominence and popularity of sessions like these reflect the urgency with which literacy instruction is being incorporated in science classrooms all over California.
As a doctoral student in education at Saint Mary’s College of California and a curriculum developer at the Lawrence Hall of Science, I often hear about the rich rewards, such as bolstering science learning, of providing explicit instruction for reading science and other technical texts. I also hear about the challenges, such as stuffing even more instruction into an already packed curriculum. However, most of these insights into implementing reading instruction in science are anecdotal. Few studies provide a comprehensive picture of what incorporating reading instruction in science looks like from middle school teachers’ perspectives. For this reason, we don’t have a lot of data that tell us how it’s going.
There are many different perspectives on the role of reading in middle school science classrooms, and one perspective that is often overlooked is that of the science teacher herself. Today, both the CCSS and NGSS have launched a new wave of discussions about integrating opportunities for reading and discipline-specific reading instruction in science. It is important that your perspectives regarding what kinds of reading and reading instruction are (and are not) feasible in your classroom shape these conversations.
For my dissertation, I am conducting a study to learn more about the day-to-day realities, frustrations, and successes of incorporating reading and writing instruction in middle school science classrooms all over California. I have created an online survey to capture middle school science teachers’ diverse perspectives and experiences on this topic. My hope is that insights from teachers like you will inform the development of simple, flexible, and effective resources for helping students learn to read science and other technical texts.
As you know, it is teachers’ voices that make projects like this one successful. Please add your voice to this often overlooked area of educational research and help me with my dissertation. You can follow this link to read a letter of support for my study from Jacqueline Barber, the Associate Director of the Lawrence Hall of Science and Director of the Learning Design Group.
If you are a middle school science teacher currently teaching in California,please follow this link to read more about my study and complete an anonymous online survey. The survey will take about 15-20 minutes to complete. As a “Thank You!” for your time and input, everyone who completes this study by February 8, 2014 will be entered into a drawing. Four winners will receive a $100 gift certificate from Amazon.com.
Christina Morales is Curriculum Developer in Learning Design Group at the Lawrence Hall of Science and is a member of CSTA.
Posted: Wednesday, October 12th, 2016
by Jessica Sawko
In June 2016 California submitted a waiver application to discontinue using the old CST (based on 1998 standards) and conduct two years of pilot and field tests (in spring 2017 and 2018, respectively) of the new science assessment designed to support our state’s current science standards (California Next Generation Science Standards (CA-NGSS) adopted in 2013). The waiver was requested because no student scores will be provided as a part of the pilot and field tests. The CDE received a response from the U.S. Department of Education (ED) on September 30, 2016, which provides the CDE the opportunity to resubmit a revised waiver request within 60 days. The CDE will be revising the waiver request and resubmitting as ED suggested.
At its October 2016 North/South Assessment meetings CDE confirmed that there will be no administration of the old CST in the spring of 2017. (An archive of the meeting is available at http://www.cde.ca.gov/ta/tg/ai/infomeeting.asp.) Learn More…
Posted: Thursday, September 22nd, 2016
by Carol Peterson
1) To celebrate the 100th anniversary of the National Park Service, Google has put together a collection of virtual tours combining 360-degree video, panoramic photos and expert narration. It’s called “The Hidden Worlds of the National Parks” and is accessible right from the browser. You can choose from one of five different locales, including the Kenai Fjords in Alaska and Bryce Canyon in Utah, and get a guided “tour” from a local park ranger. Each one has a few virtual vistas to explore, with documentary-style voiceovers and extra media hidden behind clickable thumbnails. Ideas are included for use in classrooms. https://www.engadget.com/2016/08/25/google-offers-360-degree-tours-of-us-national-parks/. Learn More…
Posted: Thursday, September 22nd, 2016
CSTA is pleased to announce the winners of the 2016 CSTA Awards for Distinguished Contributions, Margaret Nicholson Distinguished Service Award, 2014 and 2015 PAEMST-Science recipients from California, and the 2016 California PAEMST Finalists. The following individuals and organizations will be honored during the 2016 California Science Education Conference on October 21- 23 in Palm Springs. This year’s group of awardees are truly outstanding. Please join us in congratulating them!
Margaret Nicholson Distinguished Service Award
The Margaret Nicholson Distinguished Service Award honors an individual who has made a significant contribution to science education in the state and who, through years of leadership and service, has truly made a positive impact on the quality of science teaching. This year’s recipient is John Keller, Ph.D. Dr. Keller is Associate Professor, Cal Poly San Luis Obispo and Co-Director, Center for Engineering, Science, and Mathematics Education, Cal Poly San Luis Obispo. In her letter of recommendation, SDSU science education faculty and former CSTA board member Donna Ross wrote: “He brings people together who share the desire to make a difference in the development and implementation of programs for science teaching. Examples of these projects include the Math and Science Teaching Initiative (MSTI), Noyce Scholars Program, Western Regional Noyce Initiative, and the Science Teacher and Researcher (STAR) program.” Through his work, he has had a dramatic impact on science teacher education, both preservice and in-service, in California, the region, and the country. He developed and implemented the STEM Teacher and Researcher Program which aims to produce excellent K-12 STEM teachers by providing aspiring teachers with opportunities to do authentic research while helping them translate their research experience into classroom practice. SFSU faculty member Larry Horvath said it best in his letter:“John Keller exemplifies the best aspects of a scientist, science educator, and mentor. His contributions to science education in the state of California are varied, significant, and I am sure will continue well into the future.” Learn More…
Posted: Tuesday, September 20th, 2016
by Peter A’hearn
NGSS is a big shift. Teachers need to learn new content, figure out how this whole engineering thing relates to science, and develop new unit and lesson plans. How could NGSS possibly make life easier?
The idea that NGSS could make our lives easier came to me during the California State NGSS Rollout #1 Classroom Example lesson on chromatography. I have since done this lesson with high school chemistry students and it made me think back to having my own students do chromatography. I spent lots of time preparing to make sure the experiment went well and achieved the “correct” result. I pre-prepared the solutions and organized and prepped the materials. I re-wrote and re-wrote again the procedure so there was no way a kid could get it wrong. I spent 20 minutes before the lab modeling all of the steps in class, so there was no way to do it wrong. Except that it turns out there were many. Learn More…
Posted: Tuesday, September 20th, 2016
by Robert C. Victor. Twilight sky maps by Robert D. Miller. Graph of evening planet setting times by Dr. Jeffrey L. Hunt
Our evening twilight chart for September, depicting the sky about 40 minutes after sunset from SoCal, shows brilliant Venus remaining low, creeping from W to WSW and gaining a little altitude as the month progresses. Its close encounter within 2.5° N of Spica on Sept. 18 is best seen with binoculars to catch the star low in bright twilight. The brightest stars in the evening sky are golden Arcturus descending in the west, and blue-white Vega passing just north of overhead. Look for Altair and Deneb completing the Summer Triangle with Vega. The triangle of Mars-Saturn-Antares expands as Mars seems to hold nearly stationary in SSW as the month progresses, while Saturn and Antares slink off to the SW. Learn More…