NARST 2026

ROUNDTABLES 1

Monday, April 20 • 2:45–4:15 p.m. PDT
Grand Ballroom (L2)

Christopher Wilson, BSCS Science Learning
Cynthia Passmore, University of California, Davis
Molly Stuhlsatz, BSCS Science Learning
Cari Herrmann Abell, BSCS Science Learning
Jeffrey Snowden, BSCS Science Learning
Dennis Lee, BSCS Science Learning
Chris Griesemer, University of California, Davis

Abstract

This roundtable will engage the NARST community in exploring the construct of Tolerance for Ambiguity (T4A) and its implications for science teaching and learning. Findings from an NSF-funded study of a high school biology modeling program revealed that teachers’ T4A significantly moderated student learning gains, that is, teachers more comfortable with open-ended, or ambiguous tasks facilitated greater scientific sensemaking. Building on this, a new three-year NSF project will codesign and pilot professional learning aimed at increasing teacher T4A, investigate classroom differences between teachers with high and low T4A, and deepen our understanding of the T4A construct.

The session will begin with a brief overview of the T4A construct, its theoretical roots, and its relevance to science teaching reforms aligned with the NGSS. Participants will then address guiding questions on T4A’s alignment with related constructs (e.g., productive struggle, scientific uncertainty), its potential to promote equity, effective professional learning designs, and promising research directions. By synthesizing perspectives from researchers, the discussion aims to clarify operational definitions, identify entry points for classroom application, and chart a research trajectory. Outcomes will include key takeaways, points of consensus, and unresolved questions, with an open invitation for collaboration to advance this emerging line of inquiry.

Strand

Strand 2: Science Learning: Contexts, Characteristics and Interactions

POSTER SESSION

Monday, April 20 • 6–7:30 p.m. PDT
Metro Ballroom A/B (L3)

Amy Belcastro, BSCS Science Learning
Susan Gomez Zwiep, BSCS Science Learning

Abstract

Elementary teachers face unique challenges in adopting NGSS-aligned science instruction, which departs from traditional, answer-driven approaches. This study examines the experiences of 370 K–5 teachers during the first two rounds of a four-round professional learning (PL) program supporting the Mosaic Elementary Curriculum, a phenomenon-based, three-dimensional (3D) science program. Grounded in the Interconnected Model of Teacher Professional Growth (IMTPG), the PL featured immersive lesson experiences, classroom video analysis, and collaborative reflection.

Across rounds, teachers reported steady gains in confidence, smoother pacing, and more skillful use of phenomena and science and engineering practices (SEPs). Classroom discussions became more student-led and connected to real-world contexts. Yet, stubborn challenges persisted: limited instructional time, high material preparation demands, and difficulty sustaining engagement during extended discussions. Literacy-related barriers diminished by Round 2, but structural constraints continued to limit the depth and reach of instruction.

Findings highlight how iterative, curriculum-based PL can accelerate teacher growth while revealing systemic barriers that require targeted solutions. The results offer actionable insights for PL designers, curriculum developers, and education leaders seeking to cultivate reform-oriented science teaching in real-world classroom contexts.

Strand

Strand 3: Science Teaching — Primary School (Grades preK-6): Characteristics and Strategies

SYMPOSIUM

Tuesday, April 21 • 2:30–4 p.m. PDT
Capitol Hill (L3)

Erin Marie Furtak, University of Colorado, Boulder
Hosun Kang, University of California, Irvine
Christopher Wright, Drexel University
Clarissa Deverel-Rico, BSCS Science Learning
Shakhnoza Kayumova, University of Massachusetts, Dartmouth
Veronica Cassone McGowan, University of Washington, Bothell
Lauren Stoll, WestEd
Nelly Tsai, Northwood High School, Irvine
Django Paris, University of Washington, Seattle
Dionne Champion, University of Florida

Abstract

How can we transform science and engineering classroom assessment so that it better attends to learners’ repertoires of practice, embracing what they know and can do and who they are, builds on community knowledge and epistemologies, and engages all the intellectual and linguistic resources they bring to learning environments? This symposium brings together five teams of scholars and practitioners conducting research in the emerging area of culturally sustaining approaches to science and engineering classroom assessment across various contexts (e.g., classrooms, teacher learning, informal spaces). The purpose is to: a) promote discussion across different ways of conceptualizing and conducting work in this area, b) highlight recent empirical findings, and c) articulate tensions and newly emerging questions to inform future work. This session directly addresses this year’s theme, “Joyful Transgressions and Radical Imagination in Science Education” by theoretically and practically exploring new possibilities of science and engineering classroom assessments toward a more equitable and just future.

Strand

Strand 10: Curriculum and Assessment

ROUNDTABLES 2

Tuesday, April 21 • 4:15–5:45 p.m. PDT
Grand Ballroom (L2)

Eric Nolan, California State University
Michele Korb, California State University
Itzel Parada, California State University
Kathryn Hayes, California State University
Emily Harris, BSCS Science Learning
Karina Garbesi, California State University

Abstract

Scaling climate education beyond individual classrooms necessitates balancing the efficacy of standardized models with the relevance of locally adapted approaches. Our roundtable discussion will share findings from a case study of the “Climate Solutionaries Community Project” (CSC, pseudonym), which started as a professional development opportunity for secondary teachers to integrate climate education into their classrooms. Over time, the structure and function of CSC as a Networked Improvement Community (NIC) facilitated resources for members to expand their efforts into a district-supported, multi-school initiative. Using meeting records, interviews, and project artifacts, we explore how NIC features transformed climate education from classroom practices led by individual teachers into a broader district effort. Findings from our research highlight strategies we found meaningful for maintaining participation throughout the network, aligning classroom practices with organizational and community goals, and integrating climate literacy into school and community events. The discussion we propose will focus on key design principles for forming coalitions that prioritize equity, encourage community involvement, and remain adaptable when scaling climate education reform. NARST participants will have an opportunity to consider how NIC structures help expand climate education across different contexts, making climate change an essential, interdisciplinary topic in secondary education.

Strand

Strand 15: Policy, Reform, and Program Evaluation

SYMPOSIUM

Wednesday, April 22 • 10:45 a.m.–12:15 p.m. PDT
Ballard (L3)

Cari Herrmann Abell, BSCS Science Learning
Jean Flanagan, BSCS Science Learning
Abraham Lo, BSCS Science Learning
Clarissa Deverel-Rico, BSCS Science Learning
Jeffrey Snowden, BSCS Science Learning
Andy Brubaker, BSCS Science Learning
Melissa Campanella, University of Colorado, Boulder
Dennis Lee, BSCS Science Learning
Patricia Olson, BSCS Science Learning
Erin Furtak, University of Colorado, Boulder

Abstract

Current science education reform emphasizes student voice in learning environments, yet assessment practices have lagged behind in meaningfully incorporating student perspectives. This symposium presents three tools designed to gather data directly from students to inform science assessment design and practice. The Student and Community Interest Inventory helps teachers elicit information about students’ interests and prior experiences to inform assessment design. The Phenomena Interest Survey gathers student feedback on candidate phenomena for newly developed assessments. The Student Assessment Experience Survey provides students opportunities to share feedback about their experiences with phenomenon-based assessments after completion. These tools represent a shift from viewing assessment as something done to students toward assessment developed with students. Our work demonstrates that students can serve as valuable contributors not just about what they know, but about how assessment experiences impact their learning and engagement. Students provided actionable feedback that informed assessment revisions and phenomenon selection. Teachers who incorporated student voice showed significant improvements in designing assessments that engage student interest and connect to their lived experiences. These approaches help identify and address ways that traditional assessments may privilege some students while creating barriers for others, moving toward science assessments that better serve all learners.

Strand

Strand 10: Curriculum and Assessment

SC-ORGANIZED PAPER SET

Wednesday, April 22 • 10:45 a.m.–12:15 p.m. PDT
Jefferson B (L4)

Susan Gomez Zwiep, BSCS Science Learning
Jill Grace, WestED
Katy Nilsen, WestEd
Aaron Soo Ping Chow, WestEd
Ashley Ivelan, WestEd

Abstract

High-quality science instruction can improve student outcomes and narrow achievement gaps, yet access remains uneven, especially for historically underrepresented groups. This study examines a multi-year, multi-agency project that developed and tested NGSS-aligned, place-based science units focused on local biodiversity in a large urban California district. Teacher–scientist cadres co-designed problem-based learning sequences that connected core science concepts to students’ communities. Units were iteratively field-tested, revised, and expanded through professional learning sessions, supporting both teacher capacity and student engagement.

Data were collected from 385 middle school students across seven schools via pre- and post-surveys measuring perceptions of classroom relevance, community connections, and participation in inquiry. Findings show that students reported increased relevance of science learning to their communities, stronger classroom and school connections, and greater participation in developing investigation questions. While understanding of specific environmental fairness concepts showed limited change, students’ awareness of local environmental issues and their role in addressing them increased.

These results suggest that collaborative, place-based curriculum development, combined with sustained professional learning, can enhance student engagement, agency, and perceived relevance of science. The study provides a replicable model for integrating local context into NGSS-aligned instruction and offers evidence-based strategies for connecting classroom learning to students’ lived experiences.

Strand

Strand 14: Environmental Education and Sustainability