In the January, February, and March newsletters, we explored the Nature of Science and the origin of science and engineering practices and crosscutting concepts associated with three-dimensional science learning. This article expands on Science as a Way of Knowing. We will examine (1) the supporting role primary sources play in sensemaking, (2) how primary sources support the science education goal of scientific literacy, and (3) instructional strategies and free resources...

April 2023

In this article, we will examine these four characteristics (1) as they relate to the teaching of science, (2) as the origin of crosscutting concepts, and (3) in the context of NJ Student Learning Standards for Science.

March 2023

This article examines four characteristics of scientific practices related to Nature of Science (NOS), analyzes how they are related to NJ Student Learning Standards and Science and Engineering Practices, and identifies student learning standards that explicitly include instruction related to the NOS.

February 2023 

Student-as-scientists is the core concept of what NSTA calls Sensemaking (Sensemaking, 2022)... Education research cited in the Nature of Science (2020) indicates that effective science instruction begins with teachers who understand the principle ideas of the nature of science.