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To teach is to make a life long commitment to learning--for our students and for ourselves. Teachers must work hard to stay abreast of new science content and pedagogy, which is why most states typically require ongoing professional development for re-certification every five years. LAB-AIDSĀ® can help teachers acquire new content and skills, whether you are a veteran teacher, new to the profession, or somewhere in between.

Advanced Reading

THE SCIENCE EDUCATION FOR PUBLIC UNDERSTANDING PROGRAM (SEPUP): A SHORT HISTORY OF ISSUE-ORIENTED SCIENCE

The SEPUP Development Process: Design for Issue-Oriented Science

The Science Education for Public Understanding Program (SEPUP) is based at the Lawrence Hall of Science at the University of California, Berkeley. It develops issue-oriented materials for use in grades 6-10 and has been supported by the National Science Foundation (NSF) since 1989. How does SEPUP develop its program materials? What does it mean to be "research-based?" What are the expectations of the National Science Foundation, which funds the instructional materials developed by SEPUP? How does the program gather information from teachers and students to support its ongoing evaluation of materials in development? What is the impact of SEPUP use on teachers and students?

Summary of SEPUP-related Research

Why We Can't Talk to One Another About Science Education Reform

Even though science teachers and other stakeholders all want students to be instructed in the most effective way possible, discussions about what that way might be are seldom productive. The problem, as Mr. Windschitl sees it, is that the participants automatically revert to the "scripts" of two warring factions. He suggests a way to move the conversation forward.

SEPUP and the 5-E Learning Cycle

  • What is a "learning cycle?"
  • What is the 5-E model?
  • What is the SEPUP Learning Cycle?
  • How does SEPUP’s learning cycle model compare with the 5-E model?

Teaching Scientific Practices: Meeting the Challenge of Change

This paper provides a rationale for the changes advocated by the Framework for K-12 Science Education and the Next Generation Science Standards. It provides an argument for why the model embedded in the Next Generation Science Standards is seen as an improvement.

Developing an NGSS-aligned Educative Middle School Ecosystems Curriculum Unit

This paper describes a collaborative effort between SEPUP and the AMNH in New York, and funded by the NSF, to develop new educative curriculum materials that support the NGSS.  It was presented at the 2016 National Conference of the National Association for Research in Science Teaching.