This book features a chapter co-written by former BSCS Science Educator Paul Beardsley, along with R. Todd Hartle, Rosemary Smith, Steve Adkison, and D.J. Williams. The chapter is titled “Beyond educator-practitioner binaries: overcoming...
BSCS Authors
BSCS science educators contribute to a number of professional journals and books. These articles and journals provide great resources for science education professionals who are working to transform the teaching and learning of science education.
Whether you're looking for science education articles or books about research, curriculum development, or professional development, we've got it covered!
This book features a chapter co-written by BSCS Science Educators Jody Bintz, Joseph Taylor, Nancy Landes, and former BSCS Science Educators Samuel Spiegel and Deborah Jordan.
BSCS Science Educator Mark Boom and former BSCS Science Educators Paul Beardlsey and Sarah B. Wise co-authored a chapter in this book titled “Challenges and opportunities for teaching and designing effective K-12 evolution curricula.”
This journal article was co-written by BSCS Senior Science Educator Kathy Roth along with Helen E. Garnier, Catherine Chen, Meike Lemmens, Kathleen Schwille, and Nicole I.Z. Wickler. The article is titled, “Videobased lesson analysis:...
"The relative effects and equity of inquiry-based and commonplace science teaching on students' knowledge, reasoning, and argumentation." This article was co-written by BSCS Science Educators Christopher Wilson, Joseph Taylor, Sue Kowalski, and...
2010 Winner of the Distinguished Achievement Award from the Association of Educational Publishers
This book (co-edited by BSCS Board of Directors member Julie Gess-Newsome) features chapters co-written by BSCS Science Educators Joseph...
This book features two chapters written by BSCS Senior Science Educator Kathleen Roth and a chapter co-written by BSCS Board of Directors member Richard J. Shavelson. The chapters written by Kathy Roth are titled “Using video studies to compare...
BSCS programs incorporate a conceptual framework that is clear, progressive and integrated with many pedagogical strategies. The concepts build in a way that students understand. The activities, investigations, and readings engage students in a way that allows them to "have fun" while learning, opening them up to the natural world around them.
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