January/February 2018 – Vol. 31 No. 2

STEM?

Posted: Sunday, July 1st, 2012

by Rick Pomeroy

What is STEM? Besides the Next Generation Science Standards (NGSS), STEM is the hot topic in science education circles. Representing an ethereal notion of teaching that integrates Science, Technology, Engineering and Math, STEM, as the next big idea, has taken on a life of its own. As science educators and science professionals, we live in an increasingly STEM-centric world. Political leaders and pundits alike tout STEM as the wave of the future, the elixir to return California to an age of prosperity, and the solution to what ails public education. STEM will engage and motivate students, increase the number of people entering post-secondary education with majors in science, technology, engineering, and math fields, and create a new reality in schools. Unfortunately, defining STEM education, identifying what STEM will look like in schools, and distinguishing it from current instructional practices are extremely difficult tasks.

Those of you who have been following the development of the new standards will recognize the similarity between the goals and dreams of STEM and the desired outcomes described in the Framework for K-12 Science Education, the document developed by the National Research Council and used to guide the development of the NGSS. Similar in concept, the Framework and ultimately, the NGSS provide a detailed view of what the educated member of society should know and be able to do, whereas the current conversations about STEM focus more on defining what a STEM classroom will look like, the kinds of things STEM-enabled students will be able to do, and the format of STEM instructional practices. Are these two mutually exclusive or are they two different ways of describing the same desired outcome?

Over the past three months, I have attended no less than four STEM summits, conferences, and meetings designed to fuel the flames of excitement about STEM. At these meetings, we have been shown videos of students designing and programming robots, we have seen how technology engages students, and we have heard that digital technology in the classroom will promote collaboration. There have even been whole meetings on how to prepare teachers to “teach STEM.” Each conference has included its share of descriptions about what is wrong with the current system, statistics about where California ranks nationally and internationally on assessments and per pupil spending, and attempts to develop definitions, lists of resources, and policy changes that need to be made to enact a STEM enabled curriculum. Each meeting has introduced industry partners who have a tool or technology that is “perfect” for enabling STEM education. We have used collaborative decision making software, blogged our conversations, created collaborative documents, and seen tablets and notebook computers that promise to be the tool of the future. Each of these has been a powerful demonstration of what can be. The videos of students in action have been inspirational and the collaborative research projects give me ideas for great things to do with my students.

Through all of these experiences, a definition of STEM that teachers can use as they plan future learning experiences for their students has been elusive. This may be changing. While attending the Superintendent of Public Instruction’s STEM Task Force meeting, a wide range of science education stakeholders were asked to define STEM education. Gleaned from the descriptors of those definitions, the “Wordle” below shows the relative frequency of terms associated with STEM education. The similarity of descriptors between the STEM Wordle and the Science and Engineering Practices included in the Framework cannot be overlooked. Are we talking about the same things? If NGSS is adopted in California, can we also say that we are moving towards a STEM-enabled curriculum? Furthermore, will students who study science, math, engineering, and technology as defined by the Common Core Standards, and the NGSS be competitive in the post-secondary environments of college and careers? At this time, it is difficult to answer this question.

Click image to enlarge:

Subsequent meetings have given more meaning to this random collection of words with key elements emerging. For many, STEM education is grounded in a real world context. It prepares future citizens and decision makers with the skills necessary to be successful in the 21st century. It is focused both on preparing more people to enter STEM fields through post-secondary colleges and universities, as well as equipping those who forgo higher education with the knowledge and skills necessary to contribute to society. From these components, I believe a final definition of STEM will emerge. From there, we can begin to address the resources, training, and policies that will be necessary to truly say that STEM has arrived in California classrooms. Equipped with the structure and content of the Framework and the NGSS, and a commitment to grounding science instruction in a real world context, we have a much better chance of enacting a new vision for STEM education. We should not approach this as an all or nothing reform of every classroom. The implementation will look different in different contexts. Some schools will become STEM centers, others will integrate the tools and strategies developed as STEM emerges, and still others will tweak what they have for something that they want. In the end, our goal should be an education for our students that prepares them for the future, not more knowledge about the status quo. We should be preparing students now with the knowledge, skills and tools to develop solutions for problems that don’t yet exist (paraphrased from Linda Darling-Hammond, The Flat World and Education, 2009).

Rick Pomeroy is science education lecturer/supervisor in the School of Education, University of California, Davis and is CSTA’s president.

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Written by Rick Pomeroy

Rick Pomeroy

Rick Pomeroy is science education lecturer/supervisor in the School of Education, University of California Davis and is a past-president of CSTA.

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LATEST POST

California Science Test Academy for Educators

Posted: Thursday, February 15th, 2018

California Science Test Academy for Educators

To support implementation of the California Science Test (CAST), the California Department of Education is partnering with Educational Testing Service and WestEd to offer a one-day CAST Academy for local educational agency (LEA) science educators, to be presented at three locations in California from 8:30 a.m. to 3:30 p.m. As an alternative to traveling, LEA teams can participate virtually via WebEx on one of the dates listed below.

The dates and locations for the CAST Academy are as follows:

  • Monday, April 23, 2018—Sacramento
  • Wednesday, April 25, 2018—Fresno
  • Thursday, April 26, 2018—Irvine

The CAST Academy will help participants develop a deeper understanding of the assessment design and expectations of the CAST. The academy also will provide information and activities designed to assist educators in their implementation of the California Next Generation Science Standards and three-dimensional learning to help them gain an understanding of how these new science assessment item types can inform teaching and learning. The CAST Academy dates above are intended for school and district science instructional leaders, including teacher leaders, teacher trainers, and instructional coaches. Additional trainings will be offered at a later date specifically for county staff. In addition, curriculum, professional development, and assessment leaders would benefit from this training.

A $100 registration fee will be charged for each person attending the in-person training. Each virtual team participating via WebEx will be charged $100 for up to 10 participants through one access point. Each workshop will have the capacity to accommodate a maximum of 50 virtual teams. Each virtual team will need to designate a lead, who is responsible for organizing the group locally. Registration and payment must be completed online at http://www.cvent.com/d/6tqg8k.

For more information regarding the CAST Academy, please contact Elizabeth Dilke, Program Coordinator, Educational Testing Service, by phone at 916-403-2407 or by e‑mail at caasppworkshops@ets.org.

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.

Accelerating into NGSS – A Statewide Rollout Series Now Accepting Registrations

Posted: Friday, January 19th, 2018

Are you feeling behind on the implementation of NGSS? Then Accelerating into NGSS – the Statewide Rollout event – is right for you!

WHO SHOULD ATTEND
If you have not experienced Phases 1-4 of the Statewide Rollout, or are feeling behind with the implementation of NGSS, the Accelerating Into NGSS Statewide Rollout will provide you with the greatest hits from Phases 1-4!

OVERVIEW
Accelerating Into NGSS Statewide Rollout is a two-day training geared toward grade K-12 academic coaches, administrators, curriculum leads, and teacher leaders. Check-in for the two-day rollout begins at 7:30 a.m., followed by a continental breakfast. Sessions run from 8:00 a.m. to 4:15 p.m. on Day One and from 8:00 a.m. to 3:30 p.m. on Day Two.

Cost of training is $250 per attendee. Fee includes all materials, continental breakfast, and lunch on both days. It is recommended that districts send teams of four to six, which include at least one administrator. Payment can be made by check or credit card. If paying by check, registration is NOT complete until payment has been received. All payments must be received prior to the Rollout location date you are attending. Paying by credit card secures your seat at time of registration. No purchase orders accepted. No participant cancellation refunds.

For questions or more information, please contact Amy Kennedy at akennedy@sjcoe.net or (209) 468-9027.

REGISTER

http://bit.ly/ACCELERATINGINTONGSS

DATES & LOCATIONS
MARCH 28-29, 2018
Host: San Mateo County Office of Education
Location: San Mateo County Office of Education, Redwood City

APRIL 10-11, 2018
Host: Orange County Office of Education
Location: Brandman University, Irvine

MAY 1-2, 2018
Host: Tulare County Office of Education
Location: Tulare County Office of Education, Visalia

MAY 3-4, 2018
Host: San Bernardino Superintendent of Schools
Location: West End Educational Service Center, Rancho Cucamonga

MAY 7-8, 2018
Host: Sacramento County Office of Education
Location: Sacramento County Office of Education Conference Center and David P. Meaney Education Center, Mather

JUNE 14-15, 2018
Host: Imperial County Office of Education
Location: Imperial Valley College, Imperial

Presented by the California Department of Education, California County Superintendents Educational Services Association/County Offices of Education, K-12 Alliance @WestEd, California Science Project, and the California Science Teachers Association.

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.

The Teaching and Learning Collaborative, Reflections from an Administrator

Posted: Friday, January 19th, 2018

by Kelly Patchen

My name is Mrs. Kelly Patchen, and I am proud to be an elementary assistant principal working in the Tracy Unified School District (TUSD) at Louis Bohn and McKinley Elementary Schools. Each of the schools I support are Title I K-5 schools with about 450 students, a diverse student population, a high percentage of English Language Learners, and students living in poverty. We’re also lucky to be part of the CA NGSS K-8 Early Implementation Initiative with the K-12 Alliance. Learn More…

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Written by NGSS Early Implementer

NGSS Early Implementer

In 2015 CSTA began to publish a series of articles written by teachers participating in the California NGSS k-8 Early Implementation Initiative. This article was written by an educator(s) participating in the initiative. CSTA thanks them for their contributions and for sharing their experience with the science teaching community.

2018 CSTA Conference Call for Proposals

Posted: Wednesday, January 17th, 2018

CSTA is pleased to announce that we are now accepting proposals for 90-minute workshops and three- and six-hour short courses for the 2018 California Science Education Conference. Workshops and short courses make up the bulk of the content and professional learning opportunities available at the conference. In recognition of their contribution, members who present a workshop or short course receive 50% off of their registration fees. Click for more information regarding proposals, or submit one today by following the links below.

Short Course Proposal

Workshop Proposal 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.

CSTA’s New Administrator Facebook Group Page

Posted: Monday, January 15th, 2018

by Holly Steele

The California Science Teachers Association’s mission is to promote high-quality science education, and one of the best practice’s we use to fulfill that mission is through the use of our Facebook group pages. CSTA hosts several closed and moderated Facebook group pages for specific grade levels, (Elementary, Middle, and High School), pages for district coaches and science education faculty, and the official CSTA Facebook page. These pages serve as an online resource for teachers and coaches to exchange teaching methods, materials, staying update on science events in California and asking questions. CSTA is happy to announce the creation of a 6th group page called, California Administrators Supporting Science. 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.