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.

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 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 H. G. Wells

H. G. Wells’s A Short History of the World is a sweeping and ambitious narrative that compresses the entire story of humanity into a single, accessible volume. Written in clear, engaging prose, Wells aimed to make the great arc of world history comprehensible to a general audience, without requiring specialized knowledge.

The book opens with the origins of the Earth, tracing the formation of the planet and the earliest appearance of life, before moving to the evolution of humankind. Wells then explores the emergence of civilizations across Mesopotamia, Egypt, India, and China, carefully weaving together political, religious, and cultural developments into a unified story. His coverage spans the ancient empires, classical Greece and Rome, the rise of Christianity and Islam, the medieval period, the Renaissance, and the Enlightenment.

In the later chapters, Wells addresses the industrial age, scientific discoveries, and the sweeping social and political transformations of the 19th and early 20th centuries. Writing just after the First World War, he gives particular attention to the global impact of modern warfare and the urgent need for new international structures to avoid future catastrophe.

Unlike a traditional textbook, Wells’s work reflects his perspective as both a novelist and a futurist. He is concerned not only with recounting events but also with tracing the moral and intellectual progress of humankind. His narrative frequently comments on human unity, the dangers of nationalism, and the promise of scientific and social cooperation.

A Short History of the World became one of Wells’s most widely read nonfiction works and remains notable as an early 20th-century attempt at a "world history for everyone," blending science, history, and philosophy. Though some interpretations and factual details have since been superseded by later scholarship, the book stands as a landmark in popular historical writing.

Read-Me.Org Inc. New York-Philadelphia-Australia. 2025. 354p..

By K. Viswanath, Tiffany E. Taylor, and Holly G. Rhodes, Editors; Committee on Understanding and Addressing Misinformation About Science; Board on Science Education; Division of Behavioral and Social Sciences and Education; National Academies of Sciences, Engineering, and Medicine

Our current information ecosystem makes it easier for misinformation about science to spread and harder for people to figure out what is scientifically accurate. Proactive solutions are needed to address misinformation about science, an issue of public concern given its potential to cause harm at individual, community, and societal levels. Improving access to high-quality scientific information can fill information voids that exist for topics of interest to people, reducing the likelihood of exposure to and uptake of misinformation about science. Misinformation is commonly perceived as a matter of bad actors maliciously misleading the public, but misinformation about science arises both intentionally and inadvertently and from a wide range of sources.

NATIONAL ACADEMIES PRESS. 2024. 409p.

By Malik Almaliki

Cyberhate against a person or a group based on their apparent identity, such as ethnicity, religion or nationality, on social media platforms is quickly growing and spreading. This has negative effects on both the online-generated content quality and the users of these platforms. Fortunately, the interest of computer science researchers in finding ways to stop cyberhate spread on social media platforms has been increasing recently. However, and to the best knowledge of the author, no studies have yet provided an overview and categorization of the various forms of conducted research on this subject, despite the increased interest in the subject. The author attempts to address this gap by performing a systematic mapping of the literature to generate an inclusive view of the subject in the last ten years (2012-2022). As a result, 274 primary studies were identified that fulfilled the devised criteria for including and excluding articles related to the context of this study. Following that, a grouping of these primary studies into categories based on their research type, contribution type, and research focus was conducted. The findings showed that the majority of the studies focused on offering cyberhate detection solutions. The findings also show that evaluation and validation of cyberhate detection solution, employing digital intervention approaches for reducing cyberhate dissemination by users, and the prevention and management of cyberhate propagation are all areas where research is lacking. The goal of this study is to assist practitioners and domain researchers in identifying current research gaps and promising areas for future research. 

New York City, IEEE Access. 2023, 8pg