In this session, participants will explore ecology, conservation, and the cultural significance of the diamondback terrapin in the Chesapeake Region through an integrated Indigenous and Western scientific curricular framework that was designed for, and tested in, science education methods courses.

TAKEAWAYS:
Integrating Indigenous Knowledges into science teacher education reframes science and science education to highlight scientific practices that prioritize ecocentrism, ethics, and interconnectedness and fosters culturally responsive and inclusive environmental literacies among science teachers.

SPEAKERS:
Amy Green (University of Maryland, College Park: Arnold, MD)

The session will cover culturally sustaining pedagogy and how to implement relevant teaching strategies within the science classroom to increase science identity in the urban classroom.

TAKEAWAYS:
Learn how to leverage pedagogy to help your students actualize themselves as scientists in the urban science classroom.

SPEAKERS:
Tasha Jordan (Riverview Gardens School District: Saint Louis, MO)

Participants will learn how to break down 3-dimensional standards for their grade level/content into the crosscutting concepts, science and engineering practices, and disciplinary core ideas and what mastery of the standard looks and sounds like in your classroom.

TAKEAWAYS:
Attendees will learn the importance of internalizing and breaking down 3-dimensional standards so that they can be more intentional when planning their lessons. Intentionally teaching the 3-dimensions leads to students getting more “at bats” doing science, which helps builds joy and investment.

SPEAKERS:
Melvenia Martin (Ochsner Clinic Foundation: New Orleans, LA), Rachel Thomas-Little (Manager: New Orleans, LA), Carlin Czerniak (Ochsner Health)

Grading for Understanding is a standards-aligned assessment practice that provides greater clarity to teachers, students, and parents. Using the Grading for Understanding, teachers can provide more valuable feedback to students and focus on assessing current understanding of science standards.

TAKEAWAYS:
Teachers will learn how Grading for Understanding reduces biases in grading and supports growth mindsets and hope for students to succeed in science.

SPEAKERS:
Tyler Miller (Teacher: Tulsa, OK), Jennifer Miller (Tulsa Public Schools: Tulsa, OK)

University/College instructors talk about how they integrate NSTA resources 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:
Many university/college instructors are using NSTA resources in lieu of a textbook when teaching preservice teacher courses. Participants will meet some of these instructors to learn how they integrate NSTA resources in their courses and about the benefits of the program.

SPEAKERS:
Flavio Mendez (NSTA: Owings Mills, MD)

Wondering how to reach your neurodivergent students? Come listen to a teacher who is neurodivergent herself provide information on the innerworkings of the ASD and ADHD mind in relation to the classroom. Learn simple ways to create a classroom environment that is equitable for all brains!

TAKEAWAYS:
Teachers will leave with information on the mind of students with ASD and ADHD. Teachers will acquire simple, low cost ways of making their classroom environment more accessible to neurodivergent students.

SPEAKERS:
Amanda Goodwin (Olive Branch H.S.: Southaven, MS)

This workshop explores various ways to integrate place-based learning in elementary science methods classes as a means for preparing preservice elementary teachers while also demonstrating theories, activities, and strategies for effective place-based science integration in the elementary classroom.

TAKEAWAYS:
This session will explore the benefit of using place-based learning as a lens for teaching science methods, as well as provide strategies and examples of how to integrate place-based learning in the elementary classroom.

SPEAKERS:
Allison Downing (The University of Southern Mississippi: Hattiesburg, MS), Rachel Gisewhite (The University of Southern Mississippi: Long Beach, MS)

Are you a preservice teachers’ instructor? Learn how NSTA's digital resources, web seminars, and online community can help students become the BEST teachers they can be. We will discuss what’s available in the NSTA and how to easily access it from your own Class Landing Page. Membership is included.

TAKEAWAYS:
Instructors using NSTA as their Textbook (or as a supplement) have students who create a library of resources, grow their network of professional colleagues, and enhance their content and pedagogical knowledge of science. Membership is included.

SPEAKERS:
Flavio Mendez (NSTA: Owings Mills, MD)

Join our discussion on equitable science education, integrating sense-making pillars into culturally and linguistically sustaining practices. Engage with phenomena, student ideas, and disciplinary core ideas for meaningful learning.

TAKEAWAYS:
We offer a glimpse of science classrooms that are engaged in authentic, culturally sustainable experiences that foster sensemaking.

SPEAKERS:
Johanna Esparza (Assistant Professor of Practice: Brownsville, TX), Miriam Ortiz (Assistant Professor of Practice: San Benito, TX), Uma Ganesan (University of Texas Rio Grande Valley: Brownsville, TX), Zulema Williams (Assistant Professor of Practice: Brownsville, TX), Patricia Ramirez (UTRGV)

Inviting all Preservice Teachers and Faculty Advisors to learn about NSTA’s Preservice Teacher Chapter Program with National and Local Preservice Teacher Chapters options.

TAKEAWAYS:
Preservice Teachers and Faculty Advisors walk-away informed to participate in NSTA’s Preservice Teacher Chapter Program.

SPEAKERS:
Flavio Mendez (NSTA: Owings Mills, MD), Lisa Brown (Sam Houston State University: College Station, TX)

An undergraduate leadership team was developed to serve during an experiential learning initiative with community partners and across disciplines to create place-based learning experiences for elementary students at nature sites in the community.

TAKEAWAYS:
Attendees will learn how to utilize student leadership teams for major initiatives or projects in their classes.

SPEAKERS:
Shelly Engle (Assistant Professor of Education; Director of Teacher Education: Upland, IN)

Preservice elementary teachers are mentored to plan and implement virtual STEM learning experiences for emergent multilingual children. They build relationships with learners, experience the brilliance of children, hone communication approaches, and deepen their STEM instructional practices.

TAKEAWAYS:
Carefully designed and mentored virtual STEM learning experiences can benefit both elementary preservice teachers and emergent multilingual children. A key factor is focusing on the brilliance of children and families from historically marginalized communities.

SPEAKERS:
Jamie Dobson (4th Grade Science Teacher: Pittsburgh, PA), Jessica Downey (Brentwood Borough School District: PITTSBURGH, PA), Stephanie DeLuca (Curriculum, Instruction, Professional Development Coordinator: Pittsburgh, PA), Carla Zembal-Saul (Penn State: State College, PA)

This presentation revitalizes studies exploring student perceptions of scientists through AI-drive, text-to-image technology. Results show potential to reshape stereotypes and inspire diverse STEM participation.

TAKEAWAYS:
AI text-to-image breaks stereotypes, portraying scientists diversely. Enhancing inclusivity, it fosters broader STEM engagement and equitable representation especially in the "Design a Scientist" activity.

SPEAKERS:
Terri Hebert (Indiana University South Bend: Harbert, MI)

The purpose of our research is to investigate how educators’ experiences in field studies with community partners can inform a transdisciplinary STEAM educational program based on a curriculum of place. Our project considers varying perspectives of place and land as it informs STEAM TEd programming.

TAKEAWAYS:
This research has the potential to inform future STEAM teacher education and K-12 teaching and learning that integrates STEAM pedagogies, Indigenous knowledges and place/land-based transdisciplinary curriculum.

SPEAKERS:
Kevin O'Connor (Mount Royal University: Calgary, AB)

This study aims to develop an instructional approach integrating historical and contemporary case studies with scientific inquiry. The goal is to enhance students' understanding of the nature of science (NOS) concepts and facilitate their acquisition of content knowledge.

TAKEAWAYS:
The importance and necessity of engaging students with real-life science examples from both historical and recent contexts is paramount in evaluating students' understanding of the nature of science and their acquisition of content knowledge.

SPEAKERS:
Huseyin Colak (Northeastern Illinois University: Chicago, IL)

Discover innovative methods and practical tips to elevate teacher excellence and effectiveness. Explore strategies for optimizing learning experiences and engaging students fully in every classroom interaction.

TAKEAWAYS:
Access advanced pedagogical methods and actionable insights to boost teacher efficacy. Dive into strategies for maximizing learning outcomes and cultivating strong student engagement in every classroom interaction.

SPEAKERS:
Terri Hebert (Indiana University South Bend: Harbert, MI)

What criteria do you use to select supplemental lessons and activities? Participants will explore using a checklist for evaluating resources from online marketplaces. The checklist features five criteria based on recommendations for developing high-quality science instructional materials.

TAKEAWAYS:
Participants will be able to evaluate resources from online marketplaces (e.g., TPT, Pinterest) using the SMART Shopping Checklist.

SPEAKERS:
Jennifer Stark (University of West Florida: Pensacola, FL)

During this hands-on workshop, participants will work with a 26 year veteran science teacher to delve into the impact of using a daily predictable learning routine to help students hone executive functioning skills like goal setting, time and task management, accountability, and self-regulation.

TAKEAWAYS:
Each participant will receive an Organized Binder Student Bundle. This content-agnostic program models a predictable learning routine for students but it also integrates easily into a teacher's existing curriculum, with tools and strategies that can be implemented the very next class session.

SPEAKERS:
Eva Behr (Los Angeles Unified School District: Los Angeles, CA)

This dynamic session inspires, empowers, and equips educators with a plan to create an enriching learning environment to start the year. Embrace an approach that centers on nurturing curiosity, exploration, and inquiry in the classroom while establishing clear expectations and standards.

TAKEAWAYS:
Engage in discussions and hands-on activities to foster a positive classroom culture where students are encouraged to wonder, explore, and ask questions. Discover ideas and techniques for seamlessly integrating 3D lessons into your curriculum, enhancing student engagement and comprehension.

SPEAKERS:
Sara Tolman (SET2Teach, LLC/Idaho Department of Education: Boise, ID)

In the dynamic environment of a science laboratory, effective classroom management is paramount to fostering an environment conducive to learning. This session will explore innovative strategies and best practices in classroom management tailored specifically for science laboratories.

TAKEAWAYS:
This session will offer practical insights, real-world examples, and interactive discussions to equip attendees with the tools and techniques needed to cultivate a positive and productive learning environment in their science labs.

SPEAKERS:
Cheryl Robertson (University of Tennessee, Knoxvile: Knoxville, TN)

An NSF proposal in the LSU GeauxTeach undergraduate secondary STEM-teacher preparation program. We propose upgrades to the undergraduate curriculum, new experiential learning opportunities, and an enhanced mentorship model to improve the production of secondary STEM teachers in Louisiana.

TAKEAWAYS:
The GeauxTeach STEM secondary STEM educator program proposes a research-based vision for improving human relationships and mentoring in our current preservice science and mathematics preservice teacher program.

SPEAKERS:
Zane Whittington (Louisiana State University: Baton Rouge, LA)

This induction program for Noyce scholars focused on public science projects, classroom planning, and classroom management. Common themes noted included (a) employing small group learning, especially for projects; (b) all students being capable of learning; and (c) building strong relationships.

TAKEAWAYS:
Based upon Danielson’s Framework for Teaching, the scholars believed their area of strength was learning environment due to their confidence in relationship building, while an area of weakness was planning and preparation due to a lack of experience.

SPEAKERS:
Jennifer Lynberg (University of Tennessee at Chattanooga: Chattanooga, TN), Jason Gordon (Assistant Professor: Chattanooga,, TN), Deborah McAllister (The University of Tennessee at Chattanooga: Chattanooga, TN)