NSTA 2013 National Conference on Science Education

<strong>Conference</strong> Program • <strong>Conference</strong> Strands
The San Antonio
<strong>Conference</strong> Committee
has planned the conference
around these four strands,
enabling you to focus on
a specific area of interest
or need. Strand events
are identified by icons
throughout the daily
program.
See the following pages for a
list of sessions and events for
each strand.
Next Generation Assessments: Effectively Measuring Student Learning
Use of assessments to measure students’ understanding of science concepts is becoming
increasingly important for science teachers across the country. Administrators and
policy makers use assessments to determine how well their schools are preparing
the next generation. Student learning is effectively measured when curriculum,
instruction, and assessment are aligned. A variety of assessment strategies can provide
feedback to inform teaching and learning. Assessments should be used to adjust course
content and rigor, teaching techniques, and learning strategies to improve student
science achievement. Moreover, assessment data should be used to craft appropriate
professional development and student interventions. This strand will deepen
participants’ understanding of assessments and their impact on teaching and learning.
Next Generation Elementary Science: Building the Foundation
One of the primary roles of elementary teachers is to build a strong foundation for
science. Research indicates that many elementary educators feel unprepared to deliver
effective science instruction. Foundational practices in the elementary classroom,
laboratory, and field include building background knowledge, teaching scientific and
engineering practices, integrating content, and developing scientific literacy. This
strand will expand participants’ implementation of research-based best practices for
teaching science.
Next Generation Special Populations: Meeting the Needs of Diverse Learners
Special student populations—including limited English proficient, special education,
economically disadvantaged, and culturally diverse—are traditionally underserved
in science instruction. In order to meet student needs, teachers must have the tools
necessary to effectively differentiate and accommodate for individual needs. This
strand will strengthen participants’ knowledge of differentiated instruction, Response
to Intervention, federally defined subpopulations, accessibility to a guaranteed and
viable curriculum, and children’s rights and safety in special populations.
Next Generation Technology: Putting the “T” in STEM
As educators we must prepare all learners for a future we can only imagine.
Appropriate and effective technology must be integrated with instruction to support
Science, Technology, Engineering, and Mathematics (STEM) learning. The use of
technology enhances students’ scientific and engineering practices, and fosters the
development of scientific literacy. This strand provides opportunities for science
educators to experience appropriate use and integration of technology in teaching
and learning, and increases their confidence in incorporating these tools into their
practices.
6 <strong>NSTA</strong> San Antonio <strong>National</strong> <strong>Conference</strong> on Science Education