The Framework calls for students to engage in argumentation from evidence in a way that considers relevant social, ethical, and environmental tradeoffs that cannot be resolved without considering the values of interested parties. As educators, we need to honor students’ diverse experiences and value systems while also engaging students in the process of respectful scientific […]

"Designing for justice means centering inquiry on phenomena that cross the artificial boundary between human and natural systems. The result is instruction that not only teaches students to understand the natural world, but broadens their perspectives on how humans fit into natural systems, what constitutes science, and what they can accomplish using science. In high […]

OpenSciEd Chemistry's 2nd unit explores why lightning strikes and how we can protect ourselves. Learn how students build understanding of atomic structure through modeling, investigations, and patterns of thinking. TAKEAWAYS: This unit supports students as they figure out understandings of atomic structure, charge, and the role of matter, forces, and energy in lightning. Participants will […]

Over the past decade, researchers and practitioners have been calling for more attention to coherence from the student perspective as a key part of curriculum design. This type of coherence […]

Many students experience high school science without considering the interconnectedness of different domains. By leveraging the Energy and Matter crosscutting concept and uniting this lens with a forces perspective, we […]