Research group shows AMSTI has positive impact in math and science

Empirical Education, LLC, recently released a report on the efficacy of AMSTI and the results indicate that most students in classrooms led by a fully-trained AMSTI teacher score higher on the ACT Aspire standardized test.

The report indicates a positive impact for both genders in math and science achievement and students of lower socioeconomic status show even greater gains in AMSTI classrooms.

While the report also highlighted areas that could be approved, the results were overall positive. See the entire report here.

AMSTI mourns the passing of Reba Turk

The Alabama Math, Science and Technology Initiative (AMSTI) is saddened to announce the passing of longtime science specialist Reba Turk. Mrs. Turk joined the AMSTI team at the University of Alabama in Huntsville in 2004 after a long teaching career in the Morgan County School System. She was an AMSTI Science Trainer, a certified trainer for the Global Learning and Observation to Benefit the Environment (GLOBE) program, and a frequent presenter at both the Alabama Science Teachers Association and the National Science Teachers Association Conferences. Ms. Turk trained hundreds of Alabama science teachers and influenced the science education of thousands of Alabama students. She was an incredible asset to science education in the state, as well as a wonderful mentor to so many teachers and new AMSTI specialists. Our thoughts are prayers are with her family, friends and educational colleagues.

Reba Turk, center, working with AMSTI staff to design engaging science activities.

Reba Turk, center, working with AMSTI staff to design engaging science activities.

AMSTI-UAH Hosts Delegation from Russia

On Wednesday, March 14th Emerging leaders from Russia joined the UAH-AMSTI staff to discuss mathematics and science instruction.  The visit was part of the Open World program and brought a group of STEM Innovators from Russia to North Alabama.

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The two teams had rich conversations around STEM and Digital Literacy.  The Russian delegates were fascinated with a demonstration of Ozobots robots that are being incorporated into upcoming AMSTI Digital Literacy and Computer Science Kits. The opportunities being made available to Alabama students to learn coding at an early age was also a topic of the conversations.  Both teams discovered many commonalities.  "Educators from both teams are passionate about education, and we see better opportunities for students engaging in quality STEM instruction," said Shelia Holt, AMSTI UAH Site Director.

The congressionally sponsored Open World program brings emerging leaders from participating countries to the United States in order to give them firsthand exposure to the American system of participatory democracy and free enterprise. The program allows American leaders and their counterparts from Armenia, Azerbaijan, Estonia, Georgia, Kazakhstan, Kosovo, Kyrgyzstan, Mongolia, Russia, Serbia, Tajikistan, Turkmenistan, and Ukraine to engage constructively with one another in a manner that complements the U.S. Congress’s public diplomacy efforts on timely issues such as accountable governance and the legislative process, young leadership development, entrepreneurship, health issues, education, environment, and the rule of law. (Information on the Open World program provided by

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In Science, Is a Picture Worth a Thousand Words?

A Guest Post by AMSTI Regional Specialist, Jennifer Towles

As Alabama teachers implement the College and Career Ready Standards for Science, they are asking students to engage in arguments from evidence. Engaging in arguments from evidence is just one of the eight science and engineering practices found in  A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (National Research Council [NRC], 2012).

Towles, J. (2016) First Grade Science Notebooks

Towles, J. (2016) First Grade Science Notebooks

A student’s ability to provide written evidence is limited in kindergarten, first, and second grade due to their developing literacy skills. Their oral language is more advanced than their written language. Using photographs as evidence is not only an effective scaffolding tool for written and spoken arguments, but also a meaningful method of integrating technology into science. Hugo von Zeipel (2015) conducted research in Sweden on the subject of using pictures to develop science concepts in young children. He found that when students have background knowledge about a scientific concept, pictures alone and pictures with text supported their understanding. However, if the student did not have background knowledge, isolated pictures nor pictures with text furthered their understanding .

Alabama Math, Science, Technology Initiative [AMSTI] (2017)

Alabama Math, Science, Technology Initiative [AMSTI] (2017)

In order to increase scientific literacy, students should have hands-on learning experiences to build background knowledge. They need to be able to create and evaluate images to support their oral and written arguments. This skill is more important now than ever before. Our society is increasingly relying on images as sources of information. As a result, being scientifically literate no longer entails reading a piece of literature and discerning fact from fiction. Being scientifically literate involves evaluating images to determine if the evidence is real or false and does it truly support the claim of the author.


As early as kindergarten, students need to begin the process of using pictures in a scientific context to support or disprove their arguments. Teaching young children to use images as evidence does not have to be difficult. Turner and Hicks (2017) shared two guiding questions used in a writing class to evaluate ads, “What is this advertisement saying?” and “How do you know?” (p. 28). A science teacher only needs to change the questions slightly to “What is your scientific claim?” and “How does this picture support your claim?” If teachers do not have access to iPads, digital cameras are another option. Inexpensive digital cameras can be purchased from Wal-mart for less than ten dollars. When teachers introduce using images as evidence in their science classroom, they will see a difference in enthusiasm during the process of defending an argument. Another advantage is the quantity and quality of oral and written language will improve. As teachers, we not only need to teach content, but we need to instill a love of learning. The integration of science and technology is a positive step towards that goal.

Towles, J. (2016) Rock Day

Towles, J. (2016) Rock Day



Lou Hattersley (2014, July 30). Taking Pictures with Your iPad. Retrieved from    your-ipad-11363861529620

Martineau, P. (2012). Mega-Snowstorm. Retrieved from

National Research Council. (2012). A Framework for K-12 Science Education: Practices,   Crosscutting Concepts, and Core Ideas. Retrieved from

Resnick, M. (2016, December 06). Teaching Children to Take Pictures | Expert photography blogs, tip, techniques, camera reviews – Adorama Learning Center. Retrieved from

Save the world: Ice is melting [Photo]. Retrieved from

Turner, K. H., & Hicks, T. (2017). Argument in the real world: teaching adolescents to read and write digital texts. Portsmouth, NH: Heinemann.

Von Zeipel, H. (2015). Illustrations in Science Education: An Investigation of Young Pupils Using Explanatory Pictures of Electrical Currents. Procedia – Social and Behavioral Sciences, 167, 204-210. doi.10.1016/j.sbspro.2014.12.663