Introduction

Foreward

Dominick Fantacone,

Ph.D., is the Associate Director for Research at SUNY Cortland, the Central New York Regional Director for the NYS Master Teacher Program, an adjunct lecturer of science methods, and a past president of the Science Teachers Association of NYS. Dr. Fantacone earned his Master of Arts in Teaching in Adolescence Education Biology from SUNY Cortland and doctorate in Science Education from Syracuse University.

Now is an exciting time to be a science educator in New York State. Since December of 2016, science teachers have been

working hard to transition to the NYS P-12 Science Learning Standards (NYSSLS). All students in New York State are expected to have access to high-quality science opportunities that prepare them for the future. NYSSLS provide a roadmap by which educators can plan their instruction to help ensure student success. Yet, the implementation of NYSSLS across the state has varied greatly from district to district, and across grade levels. Recently, I worked with an enthusiastic group of elementary teachers who had not yet engaged with NYSSLS. Considering the implementation timeline released by the NYS Education Department indicates that NYSSLS-aligned assessments for Grade 5 and 8 students will begin in 2024, it is past the time for science teachers to shift their pedagogical approaches to those that incorporate 3-dimensional instruction (i.e., science and engineering practices, disciplinary core ideas, crosscutting concepts) and integrate engineering principles.

There is no prescribed curriculum that will be ushered in to guide districts and teachers on how instruction should take place with NYSSLS. While there are curricular options for purchase that are meant to be aligned to these standards, those buying a solution and hoping it will be enough to meet the rigorous expectations of NYSSLS will find this is likely not sufficient. Science teachers need access to effective professional learning opportunities that model the way science instruction is intended to be carried out with NYSSLS and are provided

with ongoing support through the implementation of novel lessons and activities. Similarly, administrators may consider spending some time in such trainings to better understand just how different reformed science instruction looks in action when compared to teaching under the previous 1996 MST standards. Students in an NYSSLS-aligned setting will be active, engaged in hands-on learning, and working to answer their own scientific questions, while the teacher plays a supportive facilitator role.

When structured well, there will be opportunities for all students to shine in science classes. Recognizing and highlighting the strengths each child brings will help cultivate the feeling that they can be successful young scientists. The articles in this issue of the Impact Journal address current science reform efforts and discuss the importance of having students lead the journey of learning. When students are formulating their own questions and seeking the skills and knowledge necessary to answer these questions, authentic learning is happening.

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