In This Issue

Editorial: A Spark of Hope in the Dark  Angela W. Webb

• Research Article: The Impact of Presenting at a State Science Teachers Conference  Elizabeth Edmondson, Eric Lindley, and Arzu Tanis Ozcelik

Abstract: Teacher participation in professional development, including conferences, has been shown to improve teacher practice, morale, and retention. When considering teaching conferences, research has been done on the impact of conference attendance and participation through leading sessions. A missing aspect, due to its rare occurrence, is the presentation of scientific research findings at a conference designed to share best practices in teaching for the content area. This paper explores how presenting research at a state conference, as part of a Teacher Research Experience professional development program, influenced teachers’ perceptions of their professional learning through a descriptive qualitative approach. Four themes emerged from interviews with a subset of the participants: positive presentation experiences, belonging and collaborative nature of presenting, translation of research into classroom practice, and negotiation of school science versus scientific research. These themes emphasize the multifaceted professional growth facilitated through conference participation. The opportunity to present their research findings provided many similarities to opportunities to present classroom practices at teaching conferences. Two unique aspects for the teachers were the opportunity to share scientific research that they had personally conducted with other science educators and the opportunity to continue reflecting on their experience. These findings show the possibilities that can exist for teachers presenting at conferences when they are positioned as contributors within the professional communities.

• Research Article: Shared Waters: An Upstream-Downstream Collaborative  William McConnell, Ann Cancilla Gaudino, Nanette Marcum-Dietrich, and Abdulsalami Ibrahim

Abstract: This three-year mixed-methods study investigated the implementation of meaningful watershed educational experiences (MWEEs) in elementary schools in Virginia and Pennsylvania that were focused on protecting the Chesapeake Bay Watershed. Quantitative and qualitative data were collected from pre-service teachers, in-service teachers, administrators, parents, and elementary students through surveys, interviews, and observations. Pre- and post-course survey data from pre-service teachers indicated increases in self-reported environmental education knowledge and teaching self-efficacy following MWEE-integrated coursework. In-service teachers reported increased confidence and instructional integration of MWEEs following professional development and implementation, as reflected in post-program surveys and interviews. Observational and parent-reported data suggested strong student engagement and evidence of environmental knowledge transfer beyond the classroom. Recommendations include embedding structured MWEE instruction into both teacher preparation programs and sustained professional development models, with strategic scaffolding such as detailed lesson plans and instructional kits to support implementation aligned with state science standards.

• Lesson Activity: Observing the Unknown: The Process of Scientific Inquiry  Anthony J. DeSain III

Abstract: In this lesson, students experience the scientific research process, the real-world challenges of budget constraints, the frustration of procuring scientific funding, and the benefits of international scientific collaboration. Students work together in teams of three to four to identify a mystery object located in “deep space.” After being given a starting “fund” based on the resource allocation of a randomly assigned, unidentified country, groups apply for additional funding through grant requests as they gain more information about the “recently discovered” object. At the conclusion of the activity, students individually complete a formal writeup about what they learned from the experience in class and about the object. This lesson is adaptable and easily modified to fit various science courses across all secondary levels, regardless of content discipline. The lesson plan includes directions, set-up instruction, printable resources, and differentiation strategies necessary to successfully implement the lesson.

• Lesson Activity: Hydroponics in Action!  Kirsten Salonga

Abstract: This article presents a hands-on environmental science activity designed to support Level 1 and Level 2 multilingual learners through hydroponics-based instruction. Funded by Educate Fairfax, the “Hydroponics in Action!” project engaged students in project-based learning to model photosynthesis, investigate plant growth conditions, and explore sustainable farming techniques. The activity incorporated scaffolds such as chunked reading, sentence starters, visuals, and structured rubrics to support language development and content mastery. Students collaborated to design experiments, analyze data, and connect their findings to global food production challenges. The approach fostered critical thinking, scientific discourse, and career awareness, demonstrating that experiential learning benefits all students, especially those with diverse linguistic needs.

• Lesson Activity: Patterns of Inheritance Through Place: Exploring Genetics Through Our Appalachian Roots  Christian Worley

Abstract: This article presents a culturally sustaining 5E (Engage, Explore, Explain, Elaborate, Evaluate) life science lesson designed to help seventh-grade students explore inheritance patterns that influence both human and environmental diversity in their Appalachian community. By aligning with the Virginia Science Standards of Learning LS.10, the lesson connects core genetic concepts—such as dominant and recessive traits, genotypes, and phenotypes—to students’ real-life experiences, family stories, and regional biodiversity. It engages learners through local photos, interactive coin-flip simulations that model allele combinations, and small-group research on native species displaying inherited traits. Students use an Appalachian Trait Tracker worksheet to visualize inheritance patterns while practicing probability and data analysis skills. Rooted in culturally sustaining pedagogy and the 5E instructional model, this approach celebrates students’ identities and place-based knowledge while meeting rigorous science standards. Differentiation strategies—such as tiered vocabulary supports, visual modeling, and kinesthetic activities—ensure all learners can participate. The article concludes with reflections on student outcomes, assessment methods, and suggestions for integrating culture and context into genetics instruction to promote greater engagement and understanding.

• Sharing Solutions: The Power of Student-Led Environmental Action Projects: Ensuring that K-12 Educators Have the Knowledge and Skills to Provide Opportunities to All Students  Julie Meltzer and Angela Whittaker

Abstract: This article explores the transformative impact of student-led environmental action projects and makes a case for the power of redesigning meaningful watershed educational experiences (MWEEs) using the Institute for Humane Education’s Solutionary Framework. Drawing on initiatives in Virginia and Maine, the article highlights the challenges educators face in supporting students in moving beyond traditional classroom activities to implement real-world solutions. Evidence from teacher and student testimonials demonstrates that engaging students in authentic, inquiry-driven action fosters deeper engagement, agency, and a sense of civic responsibility. When students are empowered to drive their learning—by investigating local environmental issues, collaborating with peers, and designing actionable solutions—they develop not only scientific understanding, but also essential skills in communication, problem-solving, and community engagement. The paper recommends integrating MWEE best practices into a framework that includes specific guidance to support student-led action and pairing it with effective professional development for teachers. The authors believe that this combination is critical to overcoming barriers to student-led action, ultimately leading to more inclusive, purpose-driven education that prepares students to become engaged community members and lifelong environmental stewards.

• Sharing Solutions: Exploring Science Capital and Social Capital Theory: Best Practices for Supporting Students from Low Socioeconomic Backgrounds  Lillian Bentley

Abstract: This article explores how Virginia science educators can support students from low socioeconomic backgrounds by applying practices that build social and science capital. Drawing on the core components of these theories, the article emphasizes the importance of creating inclusive, engaging, and supportive learning environments. By fostering strong and diverse social connections, providing access to expertise, cultivating trust, and ensuring high-quality interactions, educators can enhance science literacy and positively influence students’ engagement with STEM. These strategies not only support academic achievement but also address challenges such as chronic absenteeism. Additionally, this work outlines actionable steps that teachers can incorporate to foster social and science capital within their classrooms. Fostering science capital in classrooms can bridge gaps in opportunity, empower students, and promote a more equitable and inclusive scientific community.

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