This workshop offers a hands-on experience with a simple, structured approach to science notebooking designed for both new and experienced teachers. Participants will explore how to transform everyday classroom activities into clear, student-friendly notebook pages that support deeper sensemaking. The session covers the entire process—from planning and designing notebook pages to setting up student notebooks and using straightforward daily templates in class. Attendees will examine examples of high-quality student work for inspiration, create an assignment based on their own subject matter, and receive editable slides ready for immediate use in the classroom. By the end of the workshop, each participant will have the materials and confidence to implement this game-changing approach in their own science teaching right away!

TAKEAWAYS:
Participants will explore how to transform everyday classroom activities into clear, student-friendly notebook pages that support deeper sensemaking.

SPEAKERS:
Kurt Dragomanovich

Undergraduates in teacher preparation programs often take a capstone class before student teaching. While these courses vary by institution, capstones provide students with a culminating experience. These classes are important as they help students deepen their content knowledge, connect science content to teaching practices & standards, and develop their identity as educators. Yet, these classes also run the risk of being repetitive and not meeting the current demands of the teaching profession. As we plan future capstone classes for 7-12 grade pre-service science teachers, we seek input from both new and experienced teachers as well as other college faculty. This roundtable discussion will explore a) beneficial experiences from capstone classes and b) topics that educators believe that pre-service teachers need in capstone classes. Data will be collected from participants, and a summary of results will be shared. Future course syllabi will also be made available.

TAKEAWAYS:
Participants will assess various capstone frameworks, discuss the knowledge and skills needed to be successful science educators, and contribute feedback to ensure future capstone courses support 7-12 grade pre-service science teacher development. Roundtable results will be aggregated and shared.

SPEAKERS:
Carrie Sharitt

I have found students’ fear of science, scientific concepts, and deeper understanding lingers, even in preservice undergrads. Many found science as unrelatable and something to get through. Students tended to not understand the “big picture” and concept connection to personal interests/ activities. I use alternative writing assignments to elevate HOTS levels while supporting cross-curricular understanding. I created a rubric that was general in the sense of product development but precise in the understanding conveyed. The rubric guides students to widen their understanding and incorporate individualism. Although full rubric completion takes students to an average, C letter grade, it provides multiple avenues for personal interests with the ability to exemplify superior work for them, physically linking sensemaking between science ideas and student ideas. The culminating products have been more unimaginably diverse and deeply engaging for their peers, the instructor, and themselves.

TAKEAWAYS:
My AWA (alternative writing assignment) rubric will be explained and shared, showing how concepts can be created, taught, and presented by students.

SPEAKERS:
Michael Bechtel

This poster highlights how generative AI can support educators in developing high-quality instructional units using the Understanding by Design (UbD) framework. UbD emphasizes beginning with the end in mind—identifying desired results, determining acceptable evidence, and then planning learning experiences. Generative AI tools offer powerful support at each stage, from brainstorming enduring understandings and essential questions, to drafting performance assessments, to creating differentiated instructional activities. The poster presents a step-by-step example of how AI was used to co-develop a science unit aligned with NGSS standards, demonstrating the “before, during, and after” stages of the design process. Supportive visuals illustrate the UbD framework alongside AI outputs, showing both the opportunities and teacher decision points where professional judgment remains essential. Attendees will gain practical resources, including prompts for effective AI use, examples of UbD-aligne

TAKEAWAYS:
Promotes Reflective Practice – Using AI encourages teachers to critically evaluate and refine outputs, deepening their own understanding of UbD principles.

SPEAKERS:
Katrina Roseler

This poster showcases how you can transform your Canvas courses into inclusive, dynamic, and enriching learning experiences for all students. Swing by to tap into essential strategies, tools, and best practices to foster inclusivity, diversity, and accessibility through your school's Canvas site!

TAKEAWAYS:
Visitors will learn how to implement tools like Canvas Groups for collaborative learning, media opportunities with Canvas Studio, and using Canvas to showcase student understanding while harnessing student strengths!

SPEAKERS:
Tanya MacMartin, Ed.D.

The research examined the perceptions of middle school science and technology teachers regarding the integration of bioethical dilemmas in teaching genetics, comparing religious and secular teachers. The qualitative research was based on semi-structured interviews with ten teachers with over five years of experience – five of them religious, teaching in state-religious schools, and five non-religious, teaching in state schools. The analysis of the interviews was conducted using a narrative approach and focused on identifying patterns of ethical thinking and attitudes towards moral dilemmas in the field of genetic counseling. The findings indicate that all teachers attribute importance to ethical discourse, but significant differences were found in the sources of authority and the types of ethical reasoning: the religious teachers relied on Jewish sources and religious considerations, while the non-religious emphasized state laws as a source of authority.

TAKEAWAYS:
Integration of bioethical dilemmas in teaching can contribute to the educational process by encouraging critical thinking and demonstrating the connection between science and society. The study highlights the need for professional development and teaching materials on ethics.

SPEAKERS:
Amichai Yavlovich

Elevate your science teaching with “Tools for Teachers: Effective Science Lesson Resource,” an interactive workshop designed to empower educators. In this session, you’ll explore the development and purpose behind the Tools for Teachers Science resources and receive clear, step-by-step guidance on how to access and navigate these valuable materials. Experience a sample modeled lesson that demonstrates practical ways to integrate these resources into your daily instruction, making science lessons more engaging and effective for all students. You’ll gain real-world strategies for implementing standards-aligned activities that foster student understanding and curiosity. By the end of the workshop, you’ll leave equipped with the confidence, insights, and tools needed to enrich your science teaching and maximize the impact of the Tools for Teachers resources in your classroom.

TAKEAWAYS:
By the end of the workshop, you’ll leave equipped with the confidence, insights, and tools needed to enrich your science teaching and maximize the impact of the Tools for Teachers resources in your classroom.

SPEAKERS:
Anthony Quan

Come hear about the benefits of being a National Middle Level Science Teachers Association (NMLSTA) member. These include the opportunity to apply for classroom teacher awards and the Hurd Award. There are monthly webinars and ideas-of-the-month. Also, great networking and leadership opportunities.

TAKEAWAYS:
The benefits of being involved in NMLSTA.

SPEAKERS:
Alison Seymour

Discover the power of NSTA Resource Collections – curated "bundles" designed to organize your digital library with resources from NSTA and beyond. This hands-on workshop guides you through creating your own collection, a vital tool for saving time when searching for topic-specific materials. Learn how to effectively share these collections with your school or district colleagues, or make them public to benefit the wider NSTA community. Leave ready to build and leverage collections to streamline your resource management.

TAKEAWAYS:
Attendees will leave knowing how to create NSTA Resource Collections, add NSTA and external materials, and manage sharing options. They will grasp the benefits of organizing, including time savings and collaboration, and gain practical skills to build and share curated resource bundles.

SPEAKERS:
Flavio Mendez, Jaclyn Murray

Culturally relevant teaching begins with the tasks we design. In this workshop, participants will learn how to unpack and redesign STEM standards that validate culturally acquired knowledge, which affirms every learner’s cultural identity. Guided by the presenter’s Justice Centered Task Framework, the presenter will model how to transform traditional standards into inclusive, high-cognitive-demand tasks that connect rigorous content with students’ cultural experiences. Grounded in research and real classroom experiences, this session equips educators with practical tools to create STEM classrooms where generational currency drives engagement and deep learning.

TAKEAWAYS:
Participants will learn a process for unpacking and designing STEM tasks to embed culturally acquired knowledge and create tasks that affirm identity, promote agency, and sustain rigorous learning for all students.

SPEAKERS:
Sherita Flake

As artificial intelligence (AI) tools become embedded in educational practice, science teacher preparation must move beyond surface-level awareness toward intentional and critical engagement. This session introduces strategies for teaching preservice science teachers how to use prompt engineering to generate effective, discipline-specific outputs; how to examine the ethical implications of AI in teaching and learning; and how to apply advanced AI techniques that extend beyond simple text generation. Emphasis will be placed on designing assignments that purposefully incorporate AI to deepen content knowledge, foster reflective practice, and develop critical AI literacy. Participants will explore examples of assignments, discuss best practices, and consider how to prepare future science teachers to navigate both the opportunities and challenges of AI in education.

TAKEAWAYS:
Purposefully engaging preservice teachers with AI as a critical thought partner, while embedding advanced strategies into assignments, cultivates the skills and critical literacy necessary for them to integrate AI responsibly and effectively in their future science classrooms.

SPEAKERS:
Crystal Cook, Wesam Salem, Logan Caldwell

This presentation examines the crucial role of emotional intelligence (EI) in science education, highlighting effective strategies to foster resilience and engagement among students. Participants will gain a deep understanding of EI's five key components: self-awareness, self-regulation, motivation, empathy, and social skills. The session will introduce practical approaches for creating an emotionally supportive classroom, such as establishing safe spaces, conducting emotional check-ins, and integrating social-emotional learning activities into math lessons. Engaging interactive discussions will allow participants to share experiences and insights, fostering a collaborative learning environment. Attendees will leave with actionable resources to enhance EI in their teaching practices.

TAKEAWAYS:
Participants will learn how to effectively integrate emotional intelligence strategies into their teaching practices to foster resilience and engagement in science education, ultimately creating a more supportive and collaborative classroom environment.

SPEAKERS:
Katherine Meraz, Dominic Ramos

How can we know which teaching strategies will truly engage students and move their learning forward? The answer lies in listening. In this interactive presentation, participants will explore how teachers can use student talk and questioning to make instructional decisions that directly support sensemaking in science. I will share how I purposefully had students engage as active contributors to figure out phenomena, utilizing science and engineering practices to uncover the necessary disciplinary core ideas. This session will highlight ways to gain real-time insight into what students know, think, and wonder. These insights help educators decide whether to probe deeper, clarify students' initial thinking, or shift instructional strategies altogether.

TAKEAWAYS:
When teachers intentionally listen to students, they gain the clarity needed to choose the most effective instructional strategies to ensure student success through engagement while meeting the needs of all students.

SPEAKERS:
Tonya Woolfolk

Recent graduates felt unprepared to teach science because they had not engaged with publisher-created curriculum before entering the classroom. To address this gap, our university partnered with a curriculum publisher to provide preservice teachers with authentic experiences using high-quality instructional materials (HQIM). The partnership began with a dynamic model lesson that showcased inquiry-based instruction and set the stage for deeper collaboration. Building on that experience, we launched the “Curriculum ReMix Project”, where preservice teachers analyzed and adapted HQIM. The publisher supported the effort by granting access to the TE, allowing them to plan, teach, and reflect with the same resources used in classrooms. Their feedback informed improvements that were later shared with the publisher. This session shares our process, outcomes, and strategies for sustaining a university-publisher partnership that empowers preservice teachers to teach science with confidence

TAKEAWAYS:
Participants will learn how this partnership guided preservice teachers to critically examine and adapt HQIM, created a feedback loop between university coursework and a HQIM organization, and increased preservice teachers’ confidence and instructional competence in science.

SPEAKERS:
Leslie Lausten, Beth Pesnell

Sponsoring Company: Ward's Science

Let us show you how to incorporate exciting, engaging chemical demonstrations and hands-on activities into your chemistry curriculum. The demonstrations are guaranteed to grab your students’ attention, enhance their learning experience all while teaching fundamental science concepts. The hands-on activities are a great way to bring chemistry to life for your students. This workshop includes an overview of Innovating Science’s chemistry kits including sample activities highlighting topics like hydrogen fuel cell technology, electrochemical remediation of wastewater and several other topics.

SPEAKERS:
Norman Marshall

Join us for an interactive workshop where we will explore how pairing science activities with literacy strategies builds conceptual understanding using the vocabulary of science. Participants will engage in hands-on activities through five Fail-Safe Thinking Routines: Observe & Wonder, Predict & Infer, Sort & Categorize, Analyze & Interpret, and Conclude & Apply along with interdisciplinary vocabulary practices, including word parts, concept clusters, and word sorting. They will see how explicit vocabulary work helps students use academic language more purposefully in science, describe phenomena accurately and precisely, and deepen understanding of technical terms central to disciplinary knowledge. By connecting literacy strategies with NGSS Science & Engineering Practices, teachers can support diverse learners, automate core skills, and free cognitive space for deeper sense-making. Participants will leave with classroom-tested tools to seamlessly integrate science and literacy.

TAKEAWAYS:
Attendees will gain a toolkit of engaging, classroom-tested science activities, literacy strategies, anchor charts, and assessment tools that support skill development, vocabulary growth and sense-making aligned to the NGSS Science & Engineering Practices.

SPEAKERS:
Lionel Sandner, Sandra Mirabelli

How do you spark creativity, strengthen problem-solving, and show students why learning matters? Interdisciplinary connections do all three—but creating those lessons isn’t easy! In this interactive session, you’ll explore the power of interdisciplinary teaching and discover practical tips and strategies to design engaging lessons of your own.

TAKEAWAYS:
Walk away with practical tips and the confidence to design your own lessons.

SPEAKERS:
Karen Matsler

Leading educators in Science Studio can act as a catalyst for instructional transformation. Participation in Science Studio can deepen teachers’ understanding of science content and pedagogy while ensuring that all students—regardless of background—can access, engage with, and succeed in rigorous science learning. The features of Science Studio include Collaborative professional learning, Focus on high-quality, standards-aligned instruction, Equity and student access, and Reflection, leadership and capacity building. In this session, participants will engage with a 4-part science studio course that covers how the core practices of developing and using models, summary tables, accountable and productive student talk change how science looks and sounds in the classroom and how a variety of sense-making activities can be used to explore and explain a phenomenon. The course will be shared with participants; it can be adapted to meet their school or district needs.

TAKEAWAYS:
Teachers learn how a series of four professional development sessions in Science Studio can build deeper science content understanding and pedagogical skills in their classroom and across their school community.

SPEAKERS:
Annette Venegas

Instructors using NSTA in lieu of a textbook (or as a supplement to a textbook) have students who create a library of resources, grow their network, and enhance their content and pedagogical knowledge as they complete their assignments. Instructors get a class landing page to manage the course, a private forum for asynchronous discussions, and an instructor's dashboard to monitor students' work. All instructors receive a free digital professional membership, and their students become members for a year or through graduation, depending on the price selected by the instructor. In this session, instructors talk about how they integrate NSTA in their courses. Come and listen to their stories and ask them questions. Find out the benefits that this opportunity provides you and your teacher candidates.

TAKEAWAYS:
Participants will meet and ask questions of instructors who are using NSTA resources, webinars, and online community in courses for preservice teachers of science. Participants will learn how others integrate NSTA in their courses and about the benefits of the program for easy implementation.

SPEAKERS:
Flavio Mendez

The use of noninvasive insects, order Blattodea, is an excellent way to teach life cycles, biomass, food waste composting, and biophilia. Attendees will be shown the comparison between vermicomposting and blatticomposting. Information on six neotropical species currently being researched/used will be shared. Of the 4,500+ species, 30 are found to be USA pests. The four top species are the American cockroach, German cockroach, Oriental cockroach, and the brown-banded cockroach. None of which should be used. Noninvasive roaches are perfect models for phenomena and science ideas in sensemaking. We are working with Green Banana roaches (Panchlora nivea), Death’s Head roaches (Blaberus craniifer), Ivory Head roaches (Eublaberus distanti), Argentinian Wood roaches (Blaptica dubia) and Madagascar Hissing roaches (Gromphadorhina portentosa). Blatticomposting enclosures are placed in school districts, used to create the state’s ITP test questions, and mentored to interested individuals.

TAKEAWAYS:
An IKEA-like plan, and NGSS-aligned lessons, will be shared to recreate hands-on, noninvasive, blatticomposting enclosures currently being used in K-12 educational settings.

SPEAKERS:
Michael Bechtel

At the elementary level, teachers can share examples of organisms whose traits challenge heteronormative thinking and support children in seeing that ‘difference’ is a norm in nature (Gunkel, Davis, & Bautista, 2024). Join us for an exploration of how penguins are portrayed in children's literature and how learning about penguins can be used to create LGBTQ+ inclusive science classrooms. We will share an annotated bibliography of children’s literature as well as the activities we used to engage teachers in considering LGBTQ+ issues related to science and science teaching, and how to foster a sense of belonging for all students.

TAKEAWAYS:
By identifying implicit biases in materials, resources, and language and by focusing on teaching about diversity among organisms, teachers can meet NGSS standards while creating inclusive classrooms for all students, LGBTQ+ in particular.

SPEAKERS:
Debi Hanuscin, Trinadey Coville

This presentation explores an innovative instructional model designed to strengthen the preparedness and confidence of apprentice teachers in STEM classrooms through a dual approach: pre-teaching core math and science concepts and intentional co-teaching with experienced educators. Grounded in adult learning theory and cognitive apprenticeship, the model addresses common gaps in pedagogical content knowledge and classroom readiness often observed in teacher preparation programs. By introducing STEM content to apprentice teachers in advance of their instructional responsibilities, and pairing them with skilled mentors in a co-teaching environment, this approach fosters both conceptual understanding and real-time pedagogical refinement. Preliminary outcomes from implementation across multiple school sites suggest that apprentices who engage in this model demonstrate increased instructional clarity, improved student engagement, and stronger classroom management skills.

TAKEAWAYS:
Design and implement a structured pre-teaching model that introduces STEM content to apprentice teachers prior to classroom instruction, allowing them to internalize key concepts, anticipate student misconceptions, and enhance content delivery.

SPEAKERS:
Deborah McAllister, Jennifer Lynberg

Grading is one of the most time-consuming tasks we face, often leading to teacher burnout and limited time or capacity to provide meaningful feedback. Regardless of the Learning Management System (LMS) that you use, instructors have access to a variety of built-in tools designed to make grading more efficient--without sacrificing quality. This poster presentation will showcase practical, efficient, research-informed strategies for leveraging tools in LMS platforms such as Canvas to streamline the grading process while maintaining the quality of feedback students receive.

TAKEAWAYS:
Viewers will learn about grading tools such as embedded rubrics, comment libraries, annotation tools, and video feedback to balance grading efficiency with personalized, student-centered feedback.

SPEAKERS:
Tanya MacMartin, Ed.D.

This poster highlights a strategy for integrating generative AI tools into teacher preparation programs to strengthen candidates’ reflective practice. Teacher candidates use AI to evaluate their own professional reflections from a math and science teaching conference, aligning with standards such as inTASC Standards, AAQEP, MCEE, and ISTE. The lesson provides candidates with structured opportunities to analyze AI feedback, consider personal strengths and biases, and set actionable goals for growth. Attendees will gain strategies to implement AI-supported reflection in their own classrooms.

TAKEAWAYS:
Practical strategies for integrating AI into teacher preparation.

SPEAKERS:
Katrina Roseler

How can science teacher educators and mentors prepare science teachers to deeply engage multilingual learners in science practices? This presentation models and discusses tools, research, and lessons learned from a federally funded project to answer this question through translanguaging pedagogy.

TAKEAWAYS:
Translanguaging pedagogy involves teaching moves that go beyond giving multilingual learners access to the content and instead helps them mobilize their full linguistic repertoire to engage in science practices.

SPEAKERS:
Jonah Firestone

Being a trauma-informed teacher is incredibly important in today's educational landscape. Schools are focusing on professional development for in-service teachers and states are increasingly introducing trauma-informed competencies for preservice teachers. Teachers, both veteran and novice, are shouldering the trauma of students in their classrooms. This secondary trauma can inevitably take a toll on educators. This session will begin with some pertinent definitions and statistics related to student trauma. Then it will teach various techniques that educators can use to reduce stress in the classroom, using Gardner's theory of multiple intelligences as a framework. The strategies in this session can be used to increase well-being for both for teachers and their students alike.

TAKEAWAYS:
Attendees will walk away with several activities that could be done in the classroom to increase well-being. Initially designed for preservice teachers, these activities could be utilized with students in grades 6-12 or during professional development.

SPEAKERS:
Nicole Hesson

Do you teach courses for science preservice teachers? Learn how NSTA's resources, webinars, and online community can help students become the BEST teachers they can be. Instructors using NSTA in lieu of a textbook (or as a supplement to a textbook) have students who create a library of resources, grow their network, and enhance their content and pedagogical knowledge as they complete their assignments. Instructors get a class landing page to manage the course, a private forum for asynchronous discussions, and an instructor's dashboard to monitor students' work. All instructors receive a free digital professional membership, and their students become members for a year or through graduation, depending on the price selected by the instructor. Resources include all NSTA-member resources (like articles and lesson plans) and fee-based resources like Interactive E-Books+ Professional and Professional Learning Units.

TAKEAWAYS:
University instructors walk away ready to implement a program through which they “adopt” NSTA as their textbook for a course, allowing their students access to a great variety of professional learning resources, many that are not included with NSTA’s regular membership.

SPEAKERS:
Flavio Mendez

Inviting all Preservice Teachers and Instructors to learn about NSTA’s Preservice Teacher Chapters. Chapters support individuals entering the profession with leadership experiences, networking opportunities, and professional learning resources available at NSTA. The NSTA Preservice Teacher Chapter Program consists of two types of chapters: (1) The National Preservice Teacher Chapter and (2) The Local Preservice Teacher Chapters at Universities. In this session, NSTA staff will share concrete examples of leadership experiences, networking events, and professional learning resources available at NSTA to all preservice teachers of science, members and non-members of NSTA. Similarly, a current faculty advisor of a local chapter will talk about the benefits of student-led organizations. For those interested in starting their own chapter, the faculty advisor will share information about how to start, grow, and maintain a chapter at a university.

TAKEAWAYS:
Preservice teachers and potential faculty advisors walk-away informed about how to engage with NSTA opportunities and resources and with ideas about how to start, grow, and maintain their local preservice teacher chapter.

SPEAKERS:
Jim McDonald, Flavio Mendez

Sponsoring Company: Ward's Science

What is the standard of care we must use in our classrooms when it comes to doing hands-on science? What are our legal responsibilities to keeping our students safer? Teachers are often provided few resources and even less training about lab safety. This workshop will introduce some basic supplies needed for your classroom laboratory, as well as strategies to advocate for the tools and training you need.

SPEAKERS:
Norman Marshall

How do we keep wonder alive in elementary science instruction? This session introduces the Curiosity Cycle, a simple yet powerful four-phase framework that supports inquiry-based, student-centered learning aligned with NGSS. Built around the phases of Provocation, Questioning, Exploration, and Reflection, the Curiosity Cycle offers concrete strategies and tech tools—such as digital Wonder Walls, visual modeling apps, and journaling platforms—that can be immediately used in the classroom. This approach is designed to deepen conceptual understanding, boost student engagement, and foster inclusive participation across diverse learning environments. Attendees will walk away with a digital infographic, sample prompts, and tips for integrating the cycle into both pre-service and in-service teaching contexts. Let curiosity lead the way in your science instruction!

TAKEAWAYS:
Attendees will learn how to implement the Curiosity Cycle to spark student-driven inquiry in science classrooms using four clear phases and tech-integrated strategies that support equity, engagement, and conceptual growth.

SPEAKERS:
Gurupriya Ramanathan, Anne Tapp Jaksa

How can we help preservice teachers grow confident in facilitating inquiry-based, integrated science instruction? In this session, I present a “Teacher Toolbox” framework rooted in metaphor, reflective practice, and literacy integration. Designed for early childhood and elementary science methods courses, this approach helps preservice teachers identify, name, and apply instructional “tools” — such as questioning strategies, picture books, sensemaking routines, and science/literacy connections — while building their science teacher identity. Participants will explore sample toolbox templates, student work, picture book pairings, and reflection prompts that support 3D learning, NGSS-aligned integration, and the development of teacher agency. Leave with resources and ideas to implement the toolbox metaphor in your own methods courses or professional learning sessions.

TAKEAWAYS:
Attendees will gain an understanding of how metaphor can shape teacher identity and confidence. They will also explore a customizable "Teacher Toolbox" framework and take away sample tools, reflection strategies and literature-based science integration ideas.

SPEAKERS:
Kelley Spahr

This workshop invites educators to explore how beginning teachers develop their instructional visions and the ways these visions shape their responsive teaching beliefs and practices. Drawing on qualitative research, the session highlights the multifaceted influences—formal coursework, field placements, prior schooling, informal teaching, research opportunities, and reflective practices—that impact beginning teachers' beliefs about teaching and learning. Participants will engage in engaging activities that explore responsive teaching practices, examine how beginning teachers' experiences shape their instructional visions, and reflect on their own instructional visions and professional pathways. By foregrounding the dynamic interplay between teacher education and broader lived experiences, this workshop equips educators and teacher educators with strategies to better recognize, leverage, and intentionally support the diverse influences that shape teachers’ instructional visions.

TAKEAWAYS:
Gain a deeper understanding of how instructional visions are constructed and reshaped by multiple, overlapping experiences, beyond formal education. Reform-oriented practices are promoted by leveraging diverse experiences and fostering reflection, especially with beginning teachers.

SPEAKERS:
Nessrine Machaka

Science teacher preparation programs have the opportunity to enhance three-dimensional teaching and learning through forms of Artificial Intelligence (AI) at the university and middle/secondary science-level instruction. This session examines seven types of AI tools applicable to science education. Faculty, in-service teachers, and preservice teachers will experience a deeper level conceptual shift in understanding AI through the range and limitations of the following tools: personalized learning, adaptive learning, intelligent tutoring systems, automated grading and assessment, generative AI, language learning, assistive technology, data, and learning analytics, and virtual reality and augmented reality. Session activities support the following outcomes: Develop proficiency in aligning a specific AI tool with a science and engineering practice, and a crosscutting concept to support mastery of a disciplinary core idea. Practice integration of AI to promote equity in STEM for ALL.

TAKEAWAYS:
Participants will receive the AI Integration Model (AI-IM) tool for guidance to monitor the progress of NGSS three-dimensional or standards-based instruction and student learning. Preservice teachers will increase their ability to assess the effects of AI on students' shifts in scientific reasoning.

SPEAKERS:
Kimberly Staples, Kate Hoffner, Michael Bindis

Today's elementary science classrooms face many challenges, the most common being time constraints, especially post-pandemic. Research studies often focus on curriculum integration as a way to make time for science which is a great start, but there is a lot more that can be done to take advantage of short time blocks. This workshop aims to share quick engagement strategies pre-service teachers learned from a science museum and a maker space to take advantage of ~20min time blocks at an after-school STEM program. Museum exhibits and activities are designed to be accessible by a wide age group, capture attention right away, and encourage additional exploration at home with simple materials. Educators working in informal science spaces have found that they provide different ways of thinking and strategies such as choice, flexibility, and material resources. We pose the question "what if schools leveraged these engagement strategies to maximize meaningful STEM learning?"

TAKEAWAYS:
Participants will be given helpful planning tips to maximize student engagement and a variety of ideas for short STEM design challenges, tinkering projects, and phenomena-based lessons.

SPEAKERS:
Madison Pishock, Ashley Frazer, Carmen Vanderhoof

Move beyond definitions! Experience how the “Observe & Wonder” thinking routine builds the foundation for inquiry, curiosity, and vocabulary development in science. In this interactive session, participants will engage in hands-on activity to see how structured observation and descriptive writing help students sharpen attention, separate observation from inference, and describe phenomena with accuracy and precision. Explore literacy strategies that put science vocabulary into action using descriptive language, shades of meaning, and word parts to strengthen understanding of scientific concepts. These approaches help students express their thinking with accuracy and confidence while developing the language of science. By connecting literacy strategies to NGSS Science & Engineering Practices, teachers can lay the groundwork for deeper sense-making and later routines like Predict & Infer. Participants will leave with practical strategies and access to additional free activities online.

TAKEAWAYS:
Our goal is to show that interdisciplinary literacy is not an added burden but an essential tool for empowering all students as scientifically literate citizens. Participants will leave with vocabulary strategies that build curiosity and sharpen observation skills.

SPEAKERS:
Lionel Sandner, Sandra Mirabelli

Teaching is a demanding profession. Long hours, limited support systems, and high expectations often lead to chronic stress and burnout—driving many educators out of the field. In this session, educators and service members will share insights and practical applications from the Air Force’s Comprehensive Airman Fitness, the Space Force’s Guardian Ideal, and the Army’s Holistic Health and Fitness models. These military frameworks are designed to foster resilience, readiness, and well-being in high-pressure environments. Through engaging discussion and exploration, participants will discover empowering strategies to strengthen their own resilience, reignite their passion for teaching, and thrive amid the daily challenges of the classroom.

TAKEAWAYS:
Participants will leave equipped with a practical, adaptable framework for cultivating holistic well-being and personal resilience—empowering them to thrive in the high-pressure world of teaching.

SPEAKERS:
Matthew McVay, Nathan Tubbs

How are science teachers being prepared to support multilingual learners (MLs) in classrooms that often emphasize testing over equity? This session examines how pre-service and in-service science teachers shift from deficit to asset-oriented perspectives toward MLs through guided reflection, fieldwork, and coursework. Drawing on data from teacher reflection notebooks in methods seminars, we analyze changes in teachers’ thinking across their preparation trajectory to understand how they come to view language as a resource for learning science rather than a barrier. This model, though designed for one program, can be adapted across teacher preparation contexts to help science educators recognize and leverage the linguistic and cultural assets MLs bring to the classroom. Participants will explore how reflective tools and structured discussions can help teachers critically examine their assumptions, respond to test-driven pressures, and develop inclusive pedagogical strategies.

TAKEAWAYS:
Explore how reflection and fieldwork help science teachers adopt asset-based approaches to support multilingual learners.

SPEAKERS:
Lisa Archuleta

**Conference Proposal (1000 characters):** This session explores research conducted on engaging pre-service teachers in a virtual elementary science methods course. Participants will learn how course design, interactive tools, and community-building strategies influenced candidate engagement, confidence, and instructional practice. The session will share findings from qualitative and quantitative data, including participant reflections, engagement analytics, and teaching artifacts. Attendees will engage in discussion around research-based strategies that enhance interaction, collaboration, and inquiry in online methods courses. Practical takeaways will include specific tools and design approaches—such as virtual investigations and student interactions that instructors can use to foster authentic engagement and deepen preservice teachers’ understanding of effective science instruction in virtual environments.

TAKEAWAYS:
Participants will leave the session with practical strategies, activities, and ready-to-use resources designed to authentically engage pre-service teachers in virtual science methods courses—helping them build confidence, collaboration, and inquiry-based teaching skills in online environments.

SPEAKERS:
Brad Rhew

Curious about how computer science can be woven into science teacher preparation? This session shares the journey of a 17-month initiative that brought computer science, mathematics, and science together to reimagine teacher education. Our team designed and piloted interdisciplinary modules (IntComp Modules) that helped teacher candidates practice high-quality instructional strategies, explore innovative tools, and engage in collaborative reflection with peers and mentors. Along the way, we uncovered insights about preparing future teachers to lead computer science–integrated learning in their classrooms. Attendees will leave with an understanding of the affordances and challenges of designing and implementing IntComp Modules, along with sample lesson plans, practical resources, and inspiration for how interdisciplinary design can expand science teacher preparation—and how teaching itself can be redefined as a collaborative, technology-rich profession.

TAKEAWAYS:
Science teacher educators will explore the benefits and challenges of weaving human-computer interaction modules into science and math instruction, strengthening teacher prep and inspiring innovative STEM teaching.

SPEAKERS:
Amanda Cramer

I prepare future teachers in a state that has not adopted the Next Generation Science Standards, but neighboring states have adopted NGSS. In this session, I will discuss ways that I approach this dilemma to prepare students who are fluent in the three dimensions of NGSS yet have to navigate a different set of learning standards. This will be followed by a discussion with the audience with strategies and tips on how to prepare future science teachers to navigate a variety of learning standards in order to teach students effectively.

TAKEAWAYS:
Attendees of this session will walk away with ideas on how to prepare future science teachers who can be flexible in their teaching and can provide a quality education along the three dimensions of NGSS even when NGSS is not directly adopted.

SPEAKERS:
Michael Bindis

Professional development empowers primary grade teachers to intentionally and effectively embed vocabulary instruction into science lessons by increasing their understanding of a variety methods of vocabulary instruction, expanding their instructional toolkit, improving lesson planning, and building confidence. This leads to deeper science learning, improved language development, and greater academic success for all students. Resources will be available to all participants. In this session participants will actively engage with evidence-based methods of engaging all primary students with science vocabulary.

TAKEAWAYS:
In this session participants will learn multiple ways to reinforce vocabulary through science notebooks, drawings, investigations, and discussions.

SPEAKERS:
Annette Venegas