NARST 2025
You won’t want to miss the sessions provided by BSCS Science Learning at this year’s NARST Annual International Conference in Washington, DC, March 23-26, 2025! Details listed below, or click here for more information (enter in search bar: BSCS).
March 23
Exploring Barriers to Scaling an Effective Teacher Professional Learning Program
Chris Wilson, BSCS Science Learning
Joseph Taylor, American Institutes for Research
Amy Belcastro, BSCS Science Learning
Jody Bintz, BSCS Science Learning
Jenine Cotton-Proby, BSCS Science Learning
Cindy Gay, BSCS Science Learning
Janna Mahfoud, BSCS Science Learning
Guy Ollison, BSCS Science Learning
Molly Stuhlsatz, BSCS Science Learning
Bo Zhu, American Institutes for Research
Abstract
This study examines the scalability and impact of the [PROGRAM NAME] program, which aims to enhance science teaching aligned with the Next Generation Science Standards. Through a one-year cycle of professional learning communities, [PROGRAM NAME] focuses on student thinking and instructional coherence. The study involved fourth and fifth grade teachers across multiple cohorts in Tennessee and Kentucky, using a randomized trial design. Key findings indicate that [PROGRAM NAME] significantly improves teacher content knowledge, though its impact on student achievement was positive but not statistically significant. The study highlights the potential for scaling [PROGRAM NAME] with local leaders and hybrid delivery models, despite reduced effect sizes compared to expert-led implementations, suggesting a trade-off between cost and effectiveness at scale.
Strand
Strand 8: In-service Science Teacher Education
Session Details
Advancing Teacher Professional Development: Scaling, Communities, and Impact
Date and Time
Sunday, March 23 • 2:45– 4:15 p.m.
March 24
Localizing Climate Change Education: Impacts on Student Knowledge and Agency in High School Science Classrooms
Jeffrey Snowden, BSCS Science Learning
Emily Harris, BSCS Science Learning
Lindsey Mohan, BSCS Science Learning
Abstract
This study examined the impact of localized climate change education units on high school students’ environmental science agency. Using a quasi-experimental design, teachers implemented both business-as-usual (BAU) and localized climate change units across two years. The localized units incorporated locally relevant climate issues while maintaining a standardized core curriculum. Data was collected using assessments of climate change knowledge, science identity, roles and expertise in science, and foundations for change. Mixed-effects models revealed that students who experienced the localized units showed significant gains in climate change knowledge and foundations for change compared to the BAU condition. While positive trends were observed, effects on science identity and roles/expertise were not statistically significant. Analysis of pre-existing climate change attitudes indicated that students with higher initial awareness or concern demonstrated greater improvements in their readiness to engage with climate solutions. The study suggests that supporting teachers in adapting climate change units for local contexts can enhance student knowledge and agency, potentially offering a scalable and equitable approach to climate change education. This research contributes to understanding effective climate education strategies and introduces environmental science agency as a framework for evaluating climate change learning outcomes.
Strand
Strand 14: Environmental Education and Sustainability
Session Details
Climate Change Action
Date and Time
Monday, March 24 • 3:15– 4:45 p.m.
“You get to tinker with your brain”: Middle school students’ perspectives on three-dimensional, phenomenon-driven assessments
Cari Herrmann Abell, BSCS Science Learning
Clarissa Deverel-Rico, BSCS Science Learning
Patricia Olson, BSCS Science Learning
Chris Wilson, BSCS Science Learning
Abstract
In response to reform efforts to center students’ interest and identity in the context of assessment, we pilot tested a set of three-dimensional, phenomenon-driven assessment tasks and asked students to respond to additional items that prompted them to reflect on their experience with the tasks. Overall, most students agreed with Likert scale statements about whether they (1) used prior disciplinary knowledge, (2) approached the task as a scientist would, and (3) wanted to learn more about the topic. Preliminary grounded coding of students’ written response to what they liked about the tasks has surfaced the following themes: Use of multimodal representations (e.g. images), had a scenario/backstory, was directly applicable to them or real life, allowed for multiple ways of demonstrating understanding, provided opportunities to think and share ideas, allowed use of prior knowledge/skills, and included an interesting topic. Additionally, students provided suggestions for ways in which the tasks could be improved, including reducing the number of words and improving the drawing tool. We hope that our findings help add to the ongoing conversations around developing assessments that better cohere with current science education reform efforts to shift assessment towards being more equitable and meaningful for students.
Strand
Strand 10: Curriculum and Assessment
Session Details
Innovative Approaches for Developing Science Curriculum and Assessment
Date and Time
Monday, March 24 • 3:15–4:45 p.m.
Impacts of professional learning to support teachers’ design capacity for localized climate units
Lindsey Mohan, BSCS Science Learning
Emily Harris, BSCS Science Learning
Candice Guy-Gaytán, BSCS Science Learning
Jeffrey Snowden, BSCS Science Learning
Abstract
Creating localized, meaningful climate learning for youth is a high need for teachers and schools. Responding to this need, we designed and tested a curriculum adaptation approach to localizing climate change curriculum materials. We provided teachers with a phenomenon- driven, three-dimensional climate change storyline unit that was 75% complete. We supported teachers in professional learning (PL) to design and localize the remaining 25% of the unit. The goal of the PL was to build teachers’ pedagogical design capacity for implementing phenomenon- driven storyline units localized for student relevance. We report on the PL design and its impact on our sample of 25 high school teachers from across the US. Teachers had a significant increase in climate change content knowledge coupled with significant increases in confidence for teaching climate change and enacting phenomenon-driven learning strategies that tap into relevance. Teachers’ confidence for enacting phenomenon-driven learning strategies was not significant immediately following the PL but became significant after teachers enacted localized units. Teachers continued to see gains in knowledge and confidence from post PL through enactment, indicating the importance of coupling PL with enactment of reform- oriented materials. We discuss these findings further and limitations of this study.
Strand
Strand 8: In-service Science Teacher Education
Session Details
Poster Session
Date and Time
Monday, March 24 • 4:45– 6:15 p.m.
March 25
Differences between students and teachers in the perceived relevance of a localized climate change unit
Candice Guy-Gaytán, BSCS Science Learning
Jeffrey Snowden, BSCS Science Learning
Lindsey Mohan, BSCS Science Learning
Emily Harris, BSCS Science Learning
Abstract
Anchoring student learning to locally relevant phenomena of personal or community consequence can be a productive means for achieving NGSS equity goals. In climate education, this presents a challenge for creating curriculum on a large-scale because phenomena and impacts of climate change vary within and across communities. We took up this challenge and collaborated with partner teachers to create localizable climate units, and examined how students and teachers perceived the relevance of the localized unit compared to the teachers’ business-usual condition for teaching climate change. In this cohort-controlled quasi-experimental study, we used survey data to examine relevance in both conditions. Findings indicate that the localized unit influenced students’ and teachers’ perceptions of relevance. Teachers in the localized unit showed significantly higher perceptions of relevance overall compared to their perceptions in the business-as-usual condition. There were small but insignificant changes in students’ perceptions of relevance until the localized unit was completed, at which point students showed a significantly higher perception of relevance compared to those in the BAU condition. In contrast, teachers perceptions of relevance significantly dropped by the end of the localized unit. In the session and paper, we will further discuss the results and limitations of the study.
Strands
Strand 4: Science Teaching — Middle and High School (Grades 5-12): Characteristics and Strategies
Session Details
Roundtables 2
Date and Time
Tuesday, March 25 • 10–11:30 a.m.
Designing Curriculum-Based Professional Learning for Elementary Science Teachers: Addressing Instructional Shifts and Supporting Sensemaking
Susan Gomez Zwiep, BSCS Science Learning
Janna Mahfoud, BSCS Science Learning
Amy Belcastro, BSCS Science Learning
Abstract
Elementary science teachers often struggle to align their instructional practices with the Next Generation Science Standards (NGSS), primarily due to experiences with traditional science education, which emphasized “known-answer questions” and overlooked the diverse sense-making abilities of underserved communities. To address these challenges, a curriculum-based professional learning (PL) program was developed to enhance teachers’ science knowledge, confidence in grade-level content, understanding of student idea development, and ability to incorporate classroom practices that leverage the cultural and linguistic resources of all students. The PL was conducted across eight states, involving 370 K-5 teachers who completed pre- and post-PL surveys. The curriculum-based PL focused on four key elements: Community Building, Lesson Immersion, Classroom Video Analysis, and Unit Storylining, all centered around the instructional materials that teachers would use in their classrooms. Results showed an increase in teacher confidence in using the curriculum but also in creating a classroom culture conducive to collective sense-making. However, participants noted that the PL did not sufficiently address the instructional shifts required by NGSS, suggesting a need for more explicit support. This study provides valuable insights into the design of curriculum-based PL that can effectively support elementary teachers in adopting NGSS-aligned practices while identifying areas for further improvement.
Strand
Strand 10: Curriculum and Assessment
Session Details
Exploring the Systemic Nature of Curriculum Development and Implementation in Elementary Science
Date and Time
Tuesday, March 25 • 2:30–4 p.m.
March 26
Variations in Epistemological Messaging in High School Biology
Cynthia Passmore, University of California, Davis
Hessam Ghanimi, University of California, Davis
Cari Herrmann Abell, BSCS Science Learning
Patricia Olson, BSCS Science Learning
Jeffrey Snowden, BSCS Science Learning
Molly Stuhlsatz, BSCS Science Learning
Chris Wilson, BSCS Science Learning
Abstract
This study investigates the epistemological messages conveyed by high school biology teachers during classroom instruction. Drawing on the concept of “epistemological messaging,” which encompasses how teachers communicate the nature of knowledge-building in science, we examine how these messages differ across instructional contexts. Our research questions explore the types of epistemological messages teachers send and how they vary across the study sample. Using a remote observation protocol focused on teacher actions, we analyzed lessons from a larger curriculum intervention study. We present findings from a subset of teachers, highlighting contrasts in how they elicit and respond to student ideas. Our analysis reveals differences in the extent to which teachers encourage students to explain their reasoning, incorporate student ideas into discussions, and position students as active participants in knowledge construction. This work contributes to understanding how curriculum and teacher practices shape the epistemic context for science learning, with implications for supporting reform efforts centered on student agency in scientific practices.
Strands
Strand 4: Science Teaching — Middle and High School (Grades 5-12): Characteristics and Strategies
Session Details
Reshaping traditional science teaching methods to deepen student understanding and engagement
Date and Time
Wednesday, March 26 • 9–10:30 a.m.
