The COVID-19 pandemic is resulting in widespread and ongoing changes to how the K–12 education system functions, including disruptions to science teaching and learning environments. In early September, 2020, the Board on Science Education at the National Academies of Sciences, Engineering, and Medicine released Teaching Science During the COVID-19 Pandemic, to offer guidance to science educators as they take on the challenge of adapting instruction to these challenging times. The guide aims to describe what high quality science and engineering education can look like in a time of great uncertainty and to support practitioners as they work toward their goals. This session will provide an overview of the key principles in the guide and engage participants in a discussion of how these principles can guide the difficult decisions they are making day to day as they navigate complex blends of virtual and in-person learning environments.
This webinar was recorded on March 3, 2021.
Jennifer Childress Self is the Science Review Lead at NextGenScience, WestEd. Her work focuses on deepening understanding throughout the education field of the features vital to implementing today’s science standards. Prior to joining WestEd, Dr. Self worked with several international organizations, promoting research-based approaches to STEM education in developing countries. Previously, she served as the Director of instructional support for science at Achieve, where she supported state and district implementation of the NGSS and other Framework-based standards after coordinating the development of the NGSS. She also led the development of the Smithsonian’s Center for Building Awareness of Science Education and served as its director for four years before joining Achieve. Dr. Self received a doctorate in biomedical sciences from the University of Texas and a Bachelor of Science in biochemistry from the University of Missouri.
Heidi Schweingruber, Ph.D., is the director of the Board on Science Education at the National Academies of Sciences, Engineering and Medicine (NASEM). In that role, she oversees a portfolio of work that includes K-12 science education, informal science education and higher education. Dr. Schweingruber joined the staff of the board in 2004 starting as a senior program officer. In this role, she directed or co-directed several projects including the study that resulted in the report A Framework for K-12 Science Education (2011) which served as the blueprint for the Next Generation Science Standards. She also directed a review of NASA’s pre-college education programs completed in 2008 and co-directed the study that produced the 2007 report Taking Science to School: Learning and Teaching Science in Grades K-8. Dr. Schweingruber is a nationally recognized leader in leveraging research findings to catalyze improvements in science and STEM education policy and practice. She presents widely on the work of the board. Prior to joining NASEM Schweingruber worked as a senior research associate at the Institute of Education Sciences in the U.S. Department of Education. She was also the director of research for the Rice University School Mathematics Project an outreach program in K-12 mathematics education, and taught in the psychology and education departments at Rice University. Dr. Schweingruber holds a Ph.D. in psychology (developmental) and anthropology, and a certificate in culture and cognition from the University of Michigan.
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