By: Alexandra Beatty and Heidi Schweingruber

Science educators in the United States are adapting to a new vision of how students learn science. Children are natural explorers and their observations and intuitions about the world around them are the foundation for science learning. Unfortunately, the way science has been taught in the United States has not always taken advantage of those attributes. Some students who successfully complete their K–12 science classes have not really had the chance to "do" science for themselves in ways that harness their natural curiosity and understanding of the world around them.

The introduction of the Next Generation Science Standards led many states, schools, and districts to change curricula, instruction, and professional development to align with the standards. Therefore existing assessments—whatever their purpose—cannot be used to measure the full range of activities and interactions happening in science classrooms that have adapted to these ideas because they were not designed to do so. Seeing Students Learn Science is meant to help educators improve their understanding of how students learn science and guide the adaptation of their instruction and approach to assessment. It includes examples of innovative assessment formats, ways to embed assessments in engaging classroom activities, and ideas for interpreting and using novel kinds of assessment information. It provides ideas and questions educators can use to reflect on what they can adapt right away and what they can work toward more gradually.

National Academies of Sciences, Engineering, and Medicine. 2017. Seeing Students Learn Science: Integrating Assessment and Instruction in the Classroom. Washington, DC: The National Academies Press

By David Francis and Amy Stephens

The imperative that all students, including English learners (ELs), achieve high academic standards and have opportunities to participate in science, technology, engineering, and mathematics (STEM) learning has become even more urgent and complex given shifts in science and mathematics standards. As a group, these students are underrepresented in STEM fields in college and in the workforce at a time when the demand for workers and professionals in STEM fields is unmet and increasing. However, English learners bring a wealth of resources to STEM learning, including knowledge and interest in STEM-related content that is born out of their experiences in their homes and communities, home languages, variation in discourse practices, and, in some cases, experiences with schooling in other countries.

By Brett Moulding, Nancy Songer, and Kerry Brenners

It is essential for today's students to learn about science and engineering in order to make sense of the world around them and participate as informed members of a democratic society. The skills and ways of thinking that are developed and honed through engaging in scientific and engineering endeavors can be used to engage with evidence in making personal decisions, to participate responsibly in civic life, and to improve and maintain the health of the environment, as well as to prepare for careers that use science and technology.

The majority of Americans learn most of what they know about science and engineering as middle and high school students. During these years of rapid change for students' knowledge, attitudes, and interests, they can be engaged in learning science and engineering through schoolwork that piques their curiosity about the phenomena around them in ways that are relevant to their local surroundings and to their culture. Many decades of education research provide strong evidence for effective practices in teaching and learning of science and engineering. One of the effective practices that helps students learn is to engage in science investigation and engineering design. Broad implementation of science investigation and engineering design and other evidence-based practices in middle and high schools can help address present-day and future national challenges, including broadening access to science and engineering for communities who have traditionally been underrepresented and improving students' educational and life experiences.

Science and Engineering for Grades 6-12: Investigation and Design at the Center revisits America's Lab Report: Investigations in High School Science in order to consider its discussion of laboratory experiences and teacher and school readiness in an updated context. It considers how to engage today's middle and high school students in doing science and engineering through an analysis of evidence and examples. This report provides guidance for teachers, administrators, creators of instructional resources, and leaders in teacher professional learning on how to support students as they make sense of phenomena, gather and analyze data/information, construct explanations and design solutions, and communicate reasoning to self and others during science investigation and engineering design. It also provides guidance to help educators get started with designing, implementing, and assessing investigation and design.

National Academies of Sciences, Engineering, and Medicine. 2019. Science and Engineering for Grades 6-12: Investigation and Design at the Center. Washington, DC: The National Academies Press

By NGSS Lead States

Next Generation Science Standards identifies the science all K-12 students should know. These new standards are based on the National Research Council's A Framework for K-12 Science Education. The National Research Council, the National Science Teachers Association, the American Association for the Advancement of Science, and Achieve have partnered to create standards through a collaborative state-led process. The standards are rich in content and practice and arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education.

National Research Council. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press.

By Linda Casola and Tiffany E. Taylor

The Board on Science Education and the Board on Mathematical Sciences and Analytics of the National Academies of Sciences, Engineering, and Medicine convened the Workshop on Increasing Student Success in Developmental Mathematics on March 18-19, 2019. The Workshop explored how to best support all students in postsecondary mathematics, with particular attention to students who are unsuccessful in developmental mathematics and with an eye toward issues of access to promising reforms and equitable learning environments.

The two-day workshop was designed to bring together a variety of stakeholders, including experts who have developed and/or implemented new initiatives to improve the mathematics education experience for students. The overarching goal of the workshop was to take stock of the mathematics education community's progress in this domain. Participants examined the data on students who are well-served by new reform structures in developmental mathematics and discussed various cohorts of students who are not currently well served - those who even with access to reforms do not succeed and those who do not have access to a reform due to differential access constraints. Throughout the workshop, participants also explored promising approaches to bolstering student outcomes in mathematics, focusing especially on research and data that demonstrate the success of these approaches; deliberated and discussed barriers and opportunities for effectively serving all students; and outlined some key directions of inquiry intended to address the prevailing research and data needs in the field. This publication summarizes the presentations and discussion of the workshop.

The COVID-19 pandemic has presented unprecedented challenges to the nation's K-12 education system. The rush to slow the spread of the virus led to closures of schools across the country, with little time to ensure continuity of instruction or to create a framework for deciding when and how to reopen schools. States, districts, and schools are now grappling with the complex and high-stakes questions of whether to reopen school buildings and how to operate them safely if they do reopen. These decisions need to be informed by the most up-to-date evidence about the SARS-CoV-2 virus that causes COVID-19; about the impacts of school closures on students and families; and about the complexities of operating school buildings as the pandemic persists.

Reopening K-12 Schools During the COVID-19 Pandemic: Prioritizing Health, Equity, and Communities provides guidance on the reopening and operation of elementary and secondary schools for the 2020-2021 school year. The recommendations of this report are designed to help districts and schools successfully navigate the complex decisions around reopening school buildings, keeping them open, and operating them safely.

By Jennifer Self

The COVID-19 pandemic is resulting in widespread and ongoing changes to how the K-12 education system functions, including disruptions to science teaching and learning environments. Students and teachers are all figuring out how to do schooling differently, and districts and states are working overtime to reimagine systems and processes. This is difficult and stressful work in the middle of the already stressful and sometimes traumatic backdrop of the global pandemic. In addition, students with disabilities, students of color, immigrants, English learners, and students from under-resourced communities have been disproportionately affected, both by the pandemic itself and by the resulting instructional shifts.

Teaching K-12 Science and Engineering During a Crisis aims to describe what high quality science and engineering education can look like in a time of great uncertainty and to support practitioners as they work toward their goals. This book includes guidance for science and engineering practitioners - with an emphasis on the needs of district science supervisors, curriculum leads, and instructional coaches. Teaching K-12 Science and Engineering During a Crisis will help K-12 science and engineering teachers adapt learning experiences as needed to support students and their families dealing with ongoing changes to instructional and home environments and at the same time provide high quality in those experiences.

National Academies of Sciences, Engineering, and Medicine. 2020. Teaching K-12 Science and Engineering During a Crisis. Washington, DC: The National Academies Press.

By Barbra M. Means and Amy Stephens

Computing in some form touches nearly every aspect of day to day life and is reflected in the ubiquitous use of cell phones, the expansion of automation into many industries, and the vast amounts of data that are routinely gathered about people's health, education, and buying habits. Computing is now a part of nearly every occupation, not only those in the technology industry. Given the ubiquity of computing in both personal and professional life, there are increasing calls for all learners to participate in learning experiences related to computing including more formal experiences offered in schools, opportunities in youth development programs and after-school clubs, or self-initiated hands-on experiences at home. At the same time, the lack of diversity in the computing workforce and in programs that engage learners in computing is well-documented.

It is important to consider how to increase access and design experiences for a wide range of learners. Authentic experiences in STEM - that is, experiences that reflect professional practice and also connect learners to real-world problems that they care about - are one possible approach for reaching a broader range of learners. These experiences can be designed for learners of all ages and implemented in a wide range of settings. However, the role they play in developing youths' interests, capacities, and productive learning identities for computing is unclear. There is a need to better understand the role of authentic STEM experiences in supporting the development of interests, competencies, and skills related to computing.

Cultivating Interest and Competencies in Computing examines the evidence on learning and teaching using authentic, open-ended pedagogical approaches and learning experiences for children and youth in grades K-12 in both formal and informal settings. This report gives particular attention to approaches and experiences that promote the success of children and youth from groups that are typically underrepresented in computing fields. Cultivating Interest and Competencies in Computing provides guidance for educators and facilitators, program designers, and other key stakeholders on how to support learners as they engage in authentic learning experiences.

National Academies of Sciences, Engineering, and Medicine. 2021. Cultivating Interest and Competencies in Computing: Authentic Experiences and Design Factors. Washington, DC: The National Academies Press.

By Margaret Honey, Heidi Schweingruber, Kerry Brenner, and Phil Gonring

Scientific thinking and understanding are essential for all people navigating the world, not just for scientists and other science, technology, engineering and mathematics (STEM) professionals. Knowledge of science and the practice of scientific thinking are essential components of a fully functioning democracy. Science is also crucial for the future STEM workforce and the pursuit of living wage jobs. Yet, science education is not the national priority it needs to be, and states and local communities are not yet delivering high quality, rigorous learning experiences in equal measure to all students from elementary school through higher education.

Call to Action for Science Education: Building Opportunity for the Future articulates a vision for high quality science education, describes the gaps in opportunity that currently exist for many students, and outlines key priorities that need to be addressed in order to advance better, more equitable science education across grades K-16. This report makes recommendations for state and federal policy makers on ways to support equitable, productive pathways for all students to thrive and have opportunities to pursue careers that build on scientific skills and concepts. Call to Action for Science Education challenges the policy-making community at state and federal levels to acknowledge the importance of science, make science education a core national priority, and empower and give local communities the resources they must have to deliver a better, more equitable science education.

National Academies of Sciences, Engineering, and Medicine. 2021. Call to Action for Science Education: Building Opportunity for the Future. Washington, DC: The National Academies Press

By Elizabeth A. Davis and Amy Stephens

Starting in early childhood, children are capable of learning sophisticated science and engineering concepts and engage in disciplinary practices. They are deeply curious about the world around them and eager to investigate the many questions they have about their environment. Educators can develop learning environments that support the development and demonstration of proficiencies in science and engineering, including making connections across the contexts of learning, which can help children see their ideas, interests, and practices as meaningful not just for school, but also in their lives. Unfortunately, in many preschool and elementary schools science gets relatively little attention compared to English language arts and mathematics. In addition, many early childhood and elementary teachers do not have extensive grounding in science and engineering content.

Science and Engineering in Preschool through Elementary Grades provides evidence-based guidance on effective approaches to preschool through elementary science and engineering instruction that supports the success of all students. This report evaluates the state of the evidence on learning experiences prior to school; promising instructional approaches and what is needed for implementation to include teacher professional development, curriculum, and instructional materials; and the policies and practices at all levels that constrain or facilitate efforts to enhance preschool through elementary science and engineering.

Building a solid foundation in science and engineering in the elementary grades sets the stage for later success, both by sustaining and enhancing students' natural enthusiasm for science and engineering and by establishing the knowledge and skills they need to approach the more challenging topics introduced in later grades. Through evidence-based guidance on effective approaches to preschool through elementary science and engineering instruction, this report will help teachers to support the success of all students.

National Academies of Sciences, Engineering, and Medicine. 2022. Science and Engineering in Preschool Through Elementary Grades: The Brilliance of Children and the Strengths of Educators. Washington, DC: The National Academies Press.

By Nancy Kober; Heidi Carlone; Elizabeth A. Davis; Ximena Dominguez; Eve Manz; Carla Zembal-Saul; Amy Stephens and Heidi Schweingruber

Research shows that that children learn science and engineering subjects best by engaging from an early age in the kinds of practices used by real scientists and engineers. By doing science and engineering, children not only develop and refine their understanding of the core ideas and crosscutting concepts of these disciplines, but can also be empowered to use their growing understanding to make sense of questions and problems relevant to them. This approach can make learning more meaningful, equitable, and lasting.

Using cases and shorter examples, Rise and Thrive with Science shows what high-quality teaching and learning in science and engineering can look like for preschool and elementary school children. Through analyses of these examples and summaries of research findings, the guide points out the key elements of a coherent, research-grounded approach to teaching and learning in science and engineering. This guide also discusses the kinds of support that educators need to implement effective and equitable instruction for all children. This book will provide inspiration for practitioners at the preschool and elementary levels to try new strategies for science and engineering education, whatever their level of experience.

Rise and Thrive with Science will be an essential guide for teachers as they organize instruction to enable young children to carry out their own science investigations and engineering design projects, determine the kinds of instruction that lead to meaningful learning, and try to engage every one of their students.

National Academies of Sciences, Engineering, and Medicine. 2023. Rise and Thrive with Science: Teaching PK-5 Science and Engineering. Washington, DC: The National Academies Press

By Eileen R. Parsons, Kenne A. DIbner, and Heidi Schweingruber

Science, technology, engineering, and mathematics (STEM) live in the American imagination as promising tools for solving pressing global challenges and enhancing quality of life. Despite the importance of the STEM disciplines in the landscape of U.S. political, economic, and social priorities, STEM learning opportunities are unevenly distributed, and the experiences an individual has in STEM education are likely to vary tremendously based on their race, ethnicity, socio-economic class, gender, and a myriad of other factors.

Equity in K-12 STEM Education: Framing Decisions for the Future approaches equity in STEM education not as a singular goal but as an ongoing process that requires intentional decision-making and action toward addressing and disrupting existing inequities and envisioning a more just future. Stakeholders at all levels of the education system - including state, district, and school leaders and classroom teachers - have roles as decision-makers who can advance equity. This consensus study report provides five equity frames as a guide to help decision-makers articulate short- and long-term goals for equity and make decisions about policy and practice.

National Academies of Sciences, Engineering, and Medicine. 2025. Equity in K-12 STEM Education: Framing Decisions for the Future. Washington, DC: The National Academies Press

By Christine M. Massey and Amy Stephens

In the modern history of the United States, investment in the teaching of science, technology, engineering and mathematics has resulted in a rich variety of education innovations (programs, practices, models, and technologies). Although a number of these innovations have had the potential to impact learners on a broad scale, that potential often remains unrealized. Efforts vary in their success in widescale implementation and sustainability across different educational contexts - leaving questions about how to achieve the major improvements to STEM education that many policy leaders seek.

Scaling and Sustaining Pre-K-12 STEM Education Innovations: Systemic Challenges, Systemic Responses examines the interconnected factors at local, regional, and national levels that foster or hinder the widespread implementation of promising, evidence-based Pre-K-12 STEM education innovations, to identify gaps in the research, and to provide guidance on how to address barriers to implementation. This report comes in response to a mandate within the CHIPS and Science Act of 2022.

National Academies of Sciences, Engineering, and Medicine. 2025. Scaling and Sustaining Pre-K-12 STEM Education Innovations: Systemic Challenges, Systemic Responses. Washington, DC: The National Academies Press

By Tiffany Neill, Katharine Frase, and Elizabeth T. Cady

Rural areas can provide a rich context for learning science, technology, engineering and mathematics (STEM), but these communities and the students in them are often overlooked in ongoing efforts to expand access to high-quality K-12 STEM education and workforce development. Addressing barriers, often related to funding, and promoting unrecognized assets for STEM learning can enhance the ability of individuals in rural areas to further engage in and contribute to their communities or to broader scientific exploration and discovery.

K-12 STEM Education and Workforce Development in Rural Areas makes recommendations to federal, state, and local educational agencies, programs, and other relevant stakeholders to advance STEM education and workforce development for rural America. This report comes in response to a mandate within the CHIPS and Science Act of 2022.

Edited by Jan Kubik, Richard C. M. Mole

Over the past two decades, populist politicians and parties have enjoyed remarkable success across the globe. The rise of right-wing populism is perhaps most noticeable in post-communist Europe, especially in Hungary and Poland, where politicians subscribing to this ideology have come to power and weakened media pluralism, the protection of minorities, the sovereignty of civil society and the independence of the judiciary. To develop a multidisciplinary understanding of the rise and functioning of right-wing populism in Central and Eastern Europe, The Anatomy of Right-wing Populism examines the two original concepts of neo-traditionalism (to capture the construction of the pure people in opposition to the corrupt elites and the threatening others) and neo-feudalism (to capture an economic strategy whereby a relatively small elite controls the apex of political power and a sizable portion of the country’s economy). This book argues that the causes and consequences of populism cannot be fully understood without a multidisciplinary analysis, drawing on the theories and approaches of politics, history, economics, sociology and anthropology. Grounded in empirical research, this volume provides theoretical insights into how populism became such a powerful political force and formulates policy recommendations on how to resist illiberalism, thereby appealing not only to academics but also to activists and policy makers.

London: UCL Press, 2025. 

By Robert C. Olby

From the cover:

"At last, a book about genetics has been written as a science to be reckoned with. Mr. Olby, a librarian of the Cotany School, Ixford, England, has written the whole story with remarkable ease. The text has a clarity which is not found too often in a book of this kind. This is partly because of the excellent notes and bibliography at the end of each chapter. The appendixes give further proof that a book such as this has never been written before-the work cited in each chapter is quoted as originally written by the scientists doing the work in this complicated field." -Library Journal

"Significant contribution to the history of genetics.... After reading this account, one cannot but have greater esteem and appreciation for Mendel as a scientist, a mathematician, a keen observer, and a keeper of careful records. The work and lives of the early hybridists are included in an informing manner with many accounts.... A large appendix includes original findings and writings of the early hybridists. ...Laymen as well as geneticists will appreciate this book." -Choice

Copyright © 1966, 1966 by Robert C. Olby. Schocken. 1967. 209p.

by Rudolf Diesel (Author), Graeme R. Newman (Translator)

When Rudolf Diesel published Solidarismus: Natürliche wirtschaftliche Erlösung des Menschen in 1903, he was already celebrated as the inventor of the internal combustion engine that bore his name. Yet behind the engineer stood a man deeply troubled by the social consequences of industrial capitalism. He had seen firsthand the paradox of modernity: machines producing abundance while workers lived in misery.
By Rudolf Diesel. Translated from the German by Graeme R. Newman (assisted by ChatGTP)

Diesel’s Solidarism was his attempt to resolve this contradiction. It was neither Marxist nor anarchist, nor a conventional liberal reform. Instead, Diesel proposed a peaceful, cooperative, and disciplined movement in which ordinary workers, artisans, and families would pool resources into “People’s Treasuries.” From these would grow “Beehives”—productive cooperatives where every member shared in ownership and security. Over time, he envisioned these federating into a global network that could replace the inequities of capitalism with solidarity, justice, and peace.
The book attracted attention in Europe as an unusual hybrid of social thought, moral appeal, and engineering pragmatism. Diesel stressed repeatedly that he was not a professional economist but an inventor who felt compelled to seek “the natural economic redemption of mankind.” Some reviewers praised his sincerity and practical outlook; others dismissed him as a dreamer outside his field.
Socialists noted that Diesel rejected class struggle, revolution, and expropriation, favoring instead disciplined self-help and gradualism. Conservatives criticized his call for economic transformation beyond private capitalism. For both sides, Diesel seemed too unorthodox to embrace fully, but impossible to ignore. Diesel diagnosed the dangers of unregulated capitalism—inequality, insecurity, global rivalries—that remain urgent today. He envisioned cooperative economics, community-based security, and international solidarity long before these became mainstream topics.
In an era of global climate crisis, technological upheaval, and renewed questions about justice, Diesel’s voice speaks with surprising clarity. He insists that no technical advance has value unless it serves humanity; that no society can survive when millions live in fear and want; and that solidarity, not competition, is the moral law of the future.
Of course, Diesel’s scheme of Treasuries and Beehives reflects its own time, with the language and structures of early-twentieth-century Germany. But behind the particulars lies a timeless conviction: that human beings can organize economic life around justice, security, and brotherhood. His call is not to tear down violently, but to build patiently—penny by penny, act by act, institution by institution—the foundations of a more humane order.
This English edition makes accessible, for the first time in a complete form, Diesel’s forgotten social manifesto. It allows modern readers to see him not only as an inventor of machines, but as a moral thinker wrestling with the human meaning of technology.

Read-Me.Org Inc. New York-Philadelphia-Australia. 2025. . p.138.

Edited by Ann Rigney and Thomas Smits

Social movements are not only remembered in personal experience, but also through cultural carriers that shape how later movements see themselves and are seen by others. The present collection zooms in on the role of photography in this memory-activism nexus. How do iconographic conventions shape images of protest? Why do some images keep movements in the public eye, while others are quickly forgotten? What role do images play in linking different protests, movements, and generations of activists? Have the affordances of digital media made it easier for activists to use images in their memory politics, or has the digital production and massive online exchange of images made it harder to identify and remember a movement via a single powerful image? Bringing together experts in visual culture, cultural memory, social movements, and digital humanities, this collection presents new empirical, theoretical, and methodological insights into the visual memory of protest.

Amsterdam: Amsterdam University Press, 2023.233p.

By Mark Rozen Pettinelli

So you can categorize all of the information right. There’s emotion and cognition, studying that is important if you want to be clear and intelligent thinking I think. I mean, i know what the difference be- tween a feeling and a thought is. That’s important to understand be- cause it’s good to have a feeling for that in order to function properly. If you know the difference between feelings and thoughts then you should be able to think clearly right? What else is there to clear thinking and logic? Making logical arguments and using proper reasoning is a part of logic. What else would someone need in order to think logically then?

2025, 31p.

By Mark Rozen Pettinelli

In conclusion of my research, in order to understand what you are feeling, simply try to feel what you can feel. It is simple, I could just try to figure out what I am feeling at the moment. I can try to analyze my feelings using what I learned about feelings. So then what would I use to analyze or understand my feelings then. I know about the mental processes, the main ones are feeling, thought, attention, perception, awareness, language, and memory. So I could say to myself, well now I'm feeling this and that, the feeling feels like this and this or that mental process is being used. If you don't know what the mental processes are you could look them up or just think about how your mind is working and what it could possibly be doing at the moment to produce the feelings your currently experiencing. That is my guide for understanding what you are feeling at any time or the current moment. You could just ask yourself," what mental processes could my mind be using in order to make myself feel this way.

2024, 23p.