National Science Teaching Association (NSTA)

Artificial intelligence (AI) is everywhere. From platforms such as ChatGPT, Claude, and MagicSchool AI to everyday conveniences like smart appliances and customized entertainment streaming options, AI is clearly here to stay and changing how we live. Educators in particular encounter information about AI from the media, their school districts, and educational vendors, as well as in professional conferences and workshops.

In rural communities, agriculture is not just part of a textbook lesson; it is a way of life. Agriculture shapes families, local economies, traditions, and the community's future, so schools must ensure that students understand the direct connection between what they learn and the world around them. This is why building strong STREAM ecosystems in schools is so important. STREAM refers to more than science, technology, engineering, and mathematics.

Teaching Biology Through Bird-Watching, Citizen Science, and Local Observation By Christopher Morales Posted on 2026-06-22 In July 2025, I attended the STEM Institute hosted by the Whitaker Institute at Florida Gulf Coast University in partnership with the Conservancy of Southwest Florida. The weeklong professional development experience focused on innovative STEM teaching practices, environmental education, and authentic student engagement through inquiry-based learning.

Last month, the National Science Foundation (NSF) issued a request for information on the Presidential Awards for Excellence in Mathematics and Science Teaching (PAEMST) program. Below is an excerpt from the response NSTA submitted to the NSF. NSTA strongly supports preserving the prestige and national visibility of both award programs.

In our May post, we explored how artificial intelligence (AI) image generation can help science teachers move beyond the limitations of stock photos and generic textbook diagrams. We described AI-generated images as a bridge between abstract scientific ideas and concrete classroom visualization—especially when students must use accurate vocabulary, evidence, and conceptual understanding to generate a meaningful image. Now, the next question is clear: What happens when those images begin to move?

What procedures should science teachers use to safely close down high school science laboratories and classroom instructional spaces before summer vacation? Closing laboratories and classroom instructional spaces for summer doesn’t just mean tidying up; it should be a well-planned process that reduces fire risk and chemical instability and prevents unauthorized access over the several months of summer vacation, in addition to other components.

A New Era for NSTA Journals By Peter Lindeman Posted on 2026-06-01 For decades, NSTA’s print journals have been a valued part of the member experience, delivering trusted insights, association news, and professional knowledge directly to mailboxes around the world. In fact, The Science Teacher predates the formation of NSTA itself. As publishing and reading habits continue to evolve, we are announcing that our journals will transition to an online-only format as of June 1.

Teaching Students to Think in Science: Where Curiosity Meets Cognitive Strategy By Kristen Barnes Posted on 2026-05-20 Imagine a classroom where students use their phones to record a large book and a small piece of crumbled paper falling at the same time. In these classrooms‚ students do not just work their way through problems. Instead‚ they use scientific ideas to figure things out․ This distinction matters.

The evolution of artificial intelligence (AI) has been nothing short of a whirlwind over the past 3 1/2 years. AI has moved from simple text-based chatbots to sophisticated systems capable of generating intricate, high-fidelity imagery based on a mere string of words.

NSTA mourns the passing of Dr. Gerald Duane Skoog, a longtime science educator and relentless advocate for the integrity of the biology curriculum. Serving as NSTA president from 1985 to 1986, Skoog’s legacy is defined by his unwavering commitment to the teaching of evolution and his belief that all students deserve access to a rigorous, evidence-based science education.