About the National Academies’ Division of Behavioral and Social Sciences and Education

About the National Academies’ Center for Education

Evolution Resources

Other education reports of interest

Sign up to receive announcements on our latest reports

What Does the Research Say?

	Is there a role for laboratories in high school science classrooms? America’s Lab Report: Investigations in High School Science (2005) Susan R. Singer, Margaret L. Hilton, and Heidi A. Schweingruber, Editors America’s Lab Report: Investigations in High School Science investigates factors that influence a high school lab experience, looking closely at what currently takes place and what the goals of those experiences are and should be. The report outlines principles of instructional design that can help laboratory experiences achieve their intended learning outcomes. Read the Report Online | Read the Executive Summary PDF
	What do we know about how students learn science? How Students Learn: Science in the Classroom (2005) M. Suzanne Donovan and John D. Bransford, Editors Leading educators explain in detail how they developed successful curricula and teaching approaches, presenting strategies that serve as models for curriculum development and classroom instruction. Their recounting of personal teaching experiences lends strength and warmth to this volume. This book discusses how to build straightforward science experiments into true understanding of scientific principles. It also features illustrated suggestions for classroom activities. Review – "The latest research results in How Students Learn have changed my life as a teacher and a learner. Now it is up to me to pass on the word. Read it. Learn, and then creatively change." --Teri Cosentino, Grades 3-6 science teacher, Science Scope Read the Report Online | Read the Executive Summary PDF
	What do students know and how well do they know it? Knowing What Students Know: The Science and Design of Educational Assessment (2005) James W. Pellegrino, Naomi Chudowsky, and Robert Glaser, Editors This book explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. Reviews "This book is appropriate for all teachers. The vocabulary is manageable... The text is supported by references and biographies of the contributors. This would be a great resource for teachers, teacher educators, policymakers, administrators, and supervisors." -- NSTA Recommends, 2002 "The authors ... set forth a coherent theory of testing, a reasonably intelligible model of testing, and a useful explanation of trade-offs that get made due to the multiple uses we make of tests. Also helpful is some of the discussion about technology-based opportunities for improved testing." -- The Education Gadfly, 2001 Read the Report Online | Read the Executive Summary PDF
	What tools are needed to assess science learning at the state level? Systems for State Science Assessment (2005) In response to the No Child Left Behind Act of 2001, Systems for State Science Assessment explores the ideas and tools that are needed to assess science learning at the state level. This book provides a detailed examination of K-12 science assessment: looking specifically at what should be measured and how to measure it. Read the Report Online | Read the Executive Summary PDF
	Can classroom and high-stakes tests be aligned to support student learning? Assessment in Support of Instruction and Learning: Bridging the Gap Between Large-Scale and Classroom Assessment (2003) The report summarizes a workshop held to highlight current efforts to align classroom and large-scale assessment with each other and with instruction, standards, curriculum, and professional development. Read the Report Online | Read the Executive Summary PDF