From Science World Report:
From News OK:
The new traveling exhibition “The Science of Rock n’ Roll” at the Science Museum Oklahoma pays homage to the Beatles, Blondie, and the Rolling Stones, but favors framing the development of modern music through technological milestones like eight-track tapes, compact discs and iPods. The exhibit is intended to tell the story of how listening to music has transformed from using wax cylinders in the early 19th century to having millions of songs in your pocket. In addition to historical memorabilia, guests can visit hands-on stations featuring electric guitars, keyboards, and drums.
From Clarion Ledger:
The Mississippi Museum of Natural Science’s latest exhibits investigate questions of how and why leaves change color and the math behind the patterns in nature. “Nature’s Numbers” is focused on the intersection of math, science and nature. Kiosks are set up throughout the room and teach problem solving and puzzles allow guests to learn about patterns in nature through an investigative process.
From The New York Times:
As classrooms become more electronically connected, public schools are the country are exploring whether they can use virtual learning as a practical solution to unpredictable weather, effectively transforming the traditional snow day into a day of instruction. About one-third of school districts in the United States already have significant one-to-one initiatives, where students and teachers are given laptops and can work away from school on some assignments. In New York State, no district can substitute a virtual day for a snow day because not all students have computers or Internet access. In addition to questions of access to technology, in order to make snow days into days of instruction and for students to truly keep up, a thoughtful plan aligned with the curriculum would need to be developed before a storm struck.
From The Atlantic:
This article highlights the new book Restoring Opportunity, written by Greg Duncan and Richard Murnane, education professors at University of California, Irvine and Harvard, respectively. The book features three educational interventions, conducted at considerable scale, that have been shown in rigorous evaluations to improve instruction and develop the skills of low-income children: the campuses of the University of Chicago charter school, Boston’s pre-K program, and New York City’s small schools of choice. The authors argue that these programs highlight what it will take to improve the education of low-income students on a wider scale: taking advantage of advances in research-based knowledge, providing essential supports for teachers and school leaders, incorporating high academic standards, and including sensible systems of accountability.
The 2014 American Association for the Advancement of Science (AAAS) Annual Meeting was hosted in Chicago and ran from February 13th-17th. The AAAS website has video of seminars such as Communicating Science, video of former Energy Secretary Steven Chu’s address about meeting the energy challenge, and audio files of all of the sessions, including a panel about the use of digital games to support youth, featuring MSI staff members. In addition to the professional conference, AAAS hosted two Family Science Days which featured hands-on demonstrations, shows, and other activities appropriate for K-12 children and their families.
The Science and Engineering Indicators report, published every two years by the National Science Board (which governs the National Science Foundation), was released in early February. This report covers trends and statistics, such as education, careers, and populations, in science and engineering fields. Science magazine published a snapshot summary of the report, highlighting the fact that those who teach elementary science tend to be novices and that science receives only 40% of the time given to math. Engineering instruction in elementary schools is almost nonexistent, with only 4% of elementary school teachers feeling very confident tackling the subject. Science’s summary also examines the changes in the math and science workforce in the United States and the number of authors of scientific papers from U.S. universities.