What We Do
At BSCS Science Learning, we are working toward a world where everyone is inspired and prepared to use science to build a better future. In this world, each individual will have an understanding of science they can use to improve their lives, contribute to their communities, and succeed in their careers.
To get there, all young people need access to a high quality science education.
That’s where we come in. BSCS is on a mission to transform K-12 science teaching and learning nationwide.
Since our founding in 1958, BSCS has been committed to the idea that science is not just something you know but something you do. Both scientific knowledge and scientific know-how are critically important to life in the modern age. Over the years our views on what it means to understand and do science have changed, as have our views about why it is important. Today, we have a deeper appreciation of the importance of science education for our personal and civic lives. We are working to prepare young people for decisions in the doctor’s office, the feed store, and the voting booth, along with building the foundation they will need if they choose to continue on to STEM careers.
The transformation we seek will have two important outcomes…
Science to Build a Better Future
Some young people find science fascinating from an early age. Others know that they want to pursue a career in which they will use science, like nursing or engineering or landscaping. But for many more, science is just a subject imposed upon them in school—as abstract as algebra and as disconnected from the lives they envision as Latin. At BSCS, we know that scientific knowledge and know-how are important for everyone in our modern world. Every one of us is called on throughout our lives to make decisions that impact the health and safety of our families, our communities, and the broader world. To make these decisions well, we need a solid grounding in science and scientific reasoning. Some of us will go on to use scientific knowledge and know-how in the workplace, in careers as varied as healthcare, engineering, and agriculture. They will build a more secure future for their families through successful careers and will build a better future for their communities through the outcomes of their work.
We believe it is important to teach science to all young people because of the importance of science to our modern lives. However, we also have seen that all students appreciate the importance of science when it is taught to them as a tool for caring for themselves and their world. Young children are motivated by learning how to care for plants and animals. Older children are interested in learning to protect communities from natural disasters. High school students can appreciate the importance of reducing health risks and increasing efficiency in energy and water use. In addition, research has shown that when students learn science in contexts that matter to them, they develop deeper, richer, and more persistent understanding.
Opportunities for All
Effective science education can improve life opportunities, by giving learners knowledge and skills they can apply across their lives, and also by opening career pathways. BSCS has been producing effective science education programs for over 65 years. But our programs have not always reached the educators and learners who can benefit the most from them.
Today, BSCS is committed to improving opportunities for all. To achieve this goal, we must think about how we design our educational programs, who we should work with, and where we should do our work. So that’s exactly what we’re doing. We’re committed to expanding our work with marginalized and underserved communities, so we can achieve our goal of bringing high-quality science education to all educators and learners.
As we pursue these outcomes, we are focused on how and where we innovate for impact…
Research-Driven Innovation
We have big aspirations for the future of science teaching and learning. How do we know what to do and determine that we’re making an impact along the way? All of our work is informed by prior research and improved through cyclical processes of research and innovation.
To start with, we design solutions based on findings from research. Then, we evaluate and refine those solutions through cycles of continuous improvement. Finally, we study the effectiveness of our innovations, so users can have confidence in them and we can inform the broader field. All along the way, we collaborate closely with educators and learners to make sure our research-driven innovation is not missing important perspectives.
Resources for Science Teaching and Learning
BSCS sees resources for teaching and learning, including instructional materials, as powerful tools to support change. At the heart of BSCS’s efforts to improve science learning in school and out of school are high quality resources that support effective teaching and learning. But what do high quality resources really look like in practice?
In schools, they can be instructional materials that enable teachers to engage students’ curiosities and lift up their ideas. They might include resources that encourage learners to pose questions about interesting phenomena, make connections with the ideas of others, and construct explanations with guidance from the teacher. Outside of school, they may be resources that encourage students to tinker with physical resources and design a solution to a challenge.
A defining characteristic of high quality materials is that they help create environments where learners are motivated to understand and use science. At BSCS, we develop resources for teaching and learning that can serve as supports for efforts to improve teaching and learning across a variety of age ranges and contexts.
Examples of this work:
Professional Learning for Educators and Educational Leaders
If resources are the foundation for transformative science teaching and learning experiences, educators are the architects. Educators have the power to make science inspiring and meaningful for all learners. However, they face many challenges and need continued education and support to do their best work. All educators deserve access to immersive professional learning experiences that dramatically improve science teaching and learning. They also deserve to work within educational systems that are set up for lasting impact. We are committed to translating our research into high quality professional learning experiences for educators and leaders—because at the end of the day, all kids deserve the world’s best science teachers.
Examples of this work:
