• Focus and support inquiries while interacting with students.

  • Orchestrate discourse among students about scientific ideas.

  • Challenge students to accept and share responsibility for their own learning.

  • Recognize and respond to student diversity and encourage all students to participate fully in science learning.

  • Encourage and model the skills of scientific inquiry, as well as the curiosity, openness to new ideas and data, and skepticism that characterize science.


Teachers of science engage in ongoing assessment of their teaching and of student learning. In doing this, teachers

  • Use multiple methods and systematically gather data about student understanding and ability.

  • Analyze assessment data to guide teaching.

  • Guide students in self-assessment.

  • Use student data, observations of teaching, and interactions with colleagues to reflect on and improve teaching practice.

  • Use student data, observations of teaching, and interactions with colleagues to report student achievement and opportunities to learn to students, teachers, parents, policy makers, and the general public.


Teachers of science design and manage learning environments that provide students with the time, space, and resources needed for learning science. In doing this, teachers

  • Structure the time available so that students are able to engage in extended investigations.

  • Create a setting for student work that is flexible and supportive of science inquiry.

  • Ensure a safe working environment.

  • Make the available science tools, materials, media, and technological resources accessible to students.

  • Identify and use resources outside the school.

  • Engage students in designing the learning environment.


Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry and the attitudes and social values conducive to science learning. In doing the, teachers

  • Display and demand respect for the diverse ideas, skills, and experiences of all students.

  • Enable students to have a significant voice in decisions about the content and context of their work and require

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