From Edmonton Journal
From Live Science:
This article is part of an effort by the National Endowment for the Arts and the website Live Science to invite experts in science and technology to provide commentary and informed perspectives on news, current events, and ongoing research. The article discusses partnerships between scientists and artists and how these partnerships can benefit society more broadly. In addition, it looks at how contemporary, participatory art practice is similar to the exploratory, hands-on and citizen-based aspects of science.
From The New York Times:
The American Museum of Natural History is planning a $325 million, six-story addition designed to foster the institution’s expanding role as a center for scientific research and education. The new Richard Gilder Center for Science, Education and Innovation, which could open as early as 2019, will feature exhibitions showcasing scientific topics as well as labs and theaters for scientific presentations.
From Education Week:
Although there has been much discussion about improving teacher preparation through a variety of methods, there has been less focus on the role that states play in auditing existing teacher education preparation providers. Education Week reviewed decisions states had made about closing teacher preparation programs in 2009-10 and 2013-14 and compared these decisions to states’ teacher preparation standards. The report argues that the insularity of states’ review processes allows for little public scrutiny that might impel states to close programs that fail to meet standards.
In a study recently published in the journal Public Understanding of Science, researchers explored the occurrence of science in the lyrics of Taiwanese pop music, revealing that expressions from the field of astronomy and space research are notably prominent in the lyrics. The lead researcher argues that popular culture and entertainment media could play a valuable role as intermediaries between science and the general public.
From The Atlantic:
Several classes have sprung up at colleges across the country designed to help early-career scientists hone their writing skills. Although educators don’t have a consensus about how or what scientists should be learning in order to become better communicators, the teachers of these classes focus on aspects of writing that they teach to all their students, no matter the discipline, like using analogies to communicate complex ideas.
From Informal Science
This article presents results from a survey intended to measure adolescents’ continuing motivation for science, such as their involvement in extracurricular science-related activities. The researchers investigated the relationship between school type, grade, and gender and participants continuing motivation for science learning. Almost 3,000 5th-8th grade students from various schools in Israel participated. Results indicate that females had lower continuing motivation for science than boys and the continuing motivation for individuals in traditional schools decreased between 5th and 8th grade, but that those in democratic schools had a constant level of continuing motivation.
From Newswire Canada:
BRAIN: The Inside Story features the latest news in neuroscience, highlighting the brain’s surprising ability to rewire itself in response to experience, disability or trauma and showcases new technologies that researchers use to study the brain. The exhibit uses artistic interpretations, brain-scan imaging, and interactive exhibits to present scientific information. In conjunction with the exhibit, staff at the Ontario Science Centre and the Ontario Brain Institute has developed a range of programs including a series of Science Cafes and opportunities for visitors to contribute to scientific studies exploring genetics and cognitive development.