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I was recently reading the July/August 2026 issue of "The Science Teacher" a publication of the National Science Teaching Association. In this issue I read the section "Fact-or-Faux" written by Jonathan Osborne.  He wrote an article entitled "AI - Friend or Foe?." Can AI help in detecting misinformation? Can it sort fact from faux? Here is a three-step process to help: 1. Get it In — Put the claim into AI 2. Track it Down — Track down the source 3. Follow Up — Follow up by asking more questions of AI about the source of the claim.

I was recently reading the July/August 2026 issue of "Science and Children" a publication of the National Science Teaching Association. In this issue I read the section "Teaching Teachers" written by Lin Xiang, Kristin Cook, Caitlin Ousley, Stephanie Harmon, and Corinne Lardy.  They wrote an article entitled "Using a Tool to Demystify the Complexity of Choosing Anchoring Phenomena." The Next Generation Science Standards emphasize that making sense of phenomena in the natural and human-affected world is at the core of all science learning. Teachers should not merely use a phenomenon as a "hook" or confirmation of certain scientific concepts but use it to anchor their students' learning throughout a unit of instruction to make sense of the phenomenon. These phenomena are known as anchoring phenomena.

I was recently reading the July/August 2026 issue of "Science Scope" a publication of the National Science Teaching Association. In this issue I read the section "Citizen Science" written by Jill Nugent.  She wrote an article entitled "Backyard Biodiversity: Bring Science to Life with Bugs in Our Backyard." As educators we look for ways to make science relevant, hands-on, and engaging for our students. Involving them in real world science is one way to accomplish this, and with Bugs in our Backyard citizen science project, learners of all ages are invited to participate in science by observing and collecting data on insects and plants right outside the door, in backyards and schoolyards. Please visit the website for this project at: https://bugsinourbackyard.org

I was recently reading the July/August 2026 issue of "Science Scope" a publication of the National Science Teaching Association. In this issue I read an article written by Patty McGinnis. She wrote an article entitled "HQIM in Practice." Over the last decade, U.S. researchers have linked high-quality instructional materials (HQIM) and positive student learning outcomes. Examples include: Open SciEd Amplify Science Smithsonian Science for the Classroom Inquiry Hub HMH Science Dimensions

I was recently reading the May/June, 2026 issue of "The Science Teacher," a publication of the National Science Teaching Association. In this issue I read an article written by Gregory MacDougall. He wrote an article entitled "Taking Students Outside: A Framework for Making Science Real." Gregory shared a four-part framework for outdoor science instruction: 1. Explore the school grounds with purpose. 2. Connect standards to outdoor phenomena. 3. Plan specific student actions using the science and engineering practices. 4. Extend learning through reflection and action.

I was recently reading the May-June, 2026 issue of "Science and Children" a publication of the National Science Teaching Association. In this issue, I read the Science 101 column written by Matt Bobrowsky. It was entitled "Q: How Can I Build Science Literacy for Lifelong Learning (Using Thermal Insulation)?" We can build science literacy by teaching students that science is a process of asking questions, testing ideas, using evidence, and explaining results — skills they will use far beyond the classroom.

I was recently reading the May-June, 2026 issue of "Science Scope" a publication from the National Science Teaching Association. In this issue, I read the Leadership Matters column written by Amy Bekins. It was entitled "The Unintentional Consequences of High Stakes Testing on Middle School Science." Some ways that leaders can build science efficacy and increase achievement for all contents is to: 1. Incorporate more nonfiction texts. 2. Conduct experiments where students can practice mathematics skills, such as graphing, with real data. 3. Leverage each teachers' content expertise through cross content teams and projects. 4. Encourage science to be an integral part of the curriculum.

I was recently reading the May-June, 2026 issue of "Science Scope" a publication from the National Science Teaching Association. In this issue, I read a guest editorial, written by Christine Hirst Bernhardt. It was entitled "Making a Place for Earth and Space." Christine is the President-Elect of the National Earth Science Teachers Association. She is a former Earth and space science teacher, her research and practice focus on supporting teachers in fostering authentic science learning and students' epistemic agency.

I was recently reading the May 20, 2026, blog from the National Science Teaching Association. The blog was entitled, "Teaching Students to Think in Science: Where Curiosity Meets Cognitive Strategy" written by Kristen Barnes. Science instruction leans heavily on synchronous learning, individual work, note-taking and getting the 'right answer." However, the true goal of science education isn't completion. Science education should focus on cultivating the lifelong journey of curiosity.

I was recently reading the March - April 2026, issue of The Science Teacher, a publication of the National Science Teaching Association. In this issue I read an article written by Douglas Allchin. He wrote an article entitled "When Experts Disagree." Respect the consensus of the relevant scientific experts. That's the benchmark for reliable science in informing public policy or personal decision-making. But what if the experts disagree? What if there is no genuine consensus? If we cannot confidently sort fact from fiction, what are we to do?

I was recently reading the March - April 2026, issue of Science and Children, a publication of the National Science Teaching Association. In this issue I read an article written by Mary Starr, Jordan Sherry-Wagner, Carrie Tzou, Megan Bang, Shirin Vossoughi, and Anna Lees. They wrote an article entitled "Place Matters." Outdoor learning is not simply a change in instructional setting, but a shift in relationships among children, educators, families, and the socio-ecological systems they inhabit.  Outdoor learning, when historicized and relationally grounded, becomes a practice of responsibility, connection, and future-making.

I was recently reading the March - April 2026, issue of Science Scope, a publication of the National Science Teaching Association. In this issue I read an article written by Patty McGinnis. She wrote an article entitled "AI in the Classroom." The rate of cheating in science classrooms has not changed after the availability of ChatGPT and other generative AI tools. The sudden alarm to do something about a problem that we have been complacent about for decades highlights some fundamental misconceptions about both why cheating happens and the role that technology plays (or doesn't) in enabling it.

I was recently reading the April 22, 2026, NSTA Blog, a publication of the National Science Teaching Association. In this blog I read an article written by Tara Graham. She wrote an article entitled "Stop Competing for Attention. Start Using It." Ask any middle school science teacher what their biggest classroom challenge is right now, and there's a good chance that attention ranks near the top of the list. This isn't a new problem, but it is an accelerating one.

I was recently reading the April 10, 2026, NSTA Blog, a publication of the National Science Teaching Association. In this blog I read an article written by Ken Roy. He wrote an article entitled "Mercury Spills in the Science Instructional Space: Hazards, Risks, and Safety Actions." Use of mercury in high school and middle school science classrooms and laboratory instructional spaces has well-known safety and health hazards and risks. Bottomline is don't take any chances with safety and health-even to learn important science.

I was recently reading the April 2, 2026, NSTA Blog, a publication of the National Science Teaching Association. In this blog I read an article written by Christine Anne Royce. She wrote an article entitled "A New Dawn on the Lunar Horizon: #WeAreGoing." On April 1, 2026, the Space Launch System engines ignited, lift off occurred, and Artemis II headed to the moon. It carried the first four humans to venture into the deep-space proving ground in over a half century.