Archives for the month of: February, 2015

From The Atlantic

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From New Jersey.com

From NPR

From The Chicago Tribune:

Local Chicago high school science students recently participated in the Field Museum’s Biodiversity Arcade, where students explore the museum collections, research sea life, and learn about the evolution of aquatic life and then use that knowledge to develop biodiversity video games using the free software program Scratch.

Light

From Smithsonian Magazine:

Scientists from the Smithsonian Astrophysical Observatory have teamed up with other researchers on a new open-source exhibit that demonstrates the many ways light-based science and technologies allow us to understand our world. The exhibit materials and images were crowd-sourced and expert curated. The exhibit will show around the world over the course of the year, combining the photography of scientists and researchers with that of regional artists.

TFA

From The New York Times:

For the second year in a row, applicants for the Teach for America program have dropped, breaking a 15-year growth trend. This article identifies various reasons for the decline in applications, from more job choices for high-achieving college graduates to broader questions about the model of the program and its effectiveness.

From The National Bureau of Economic Research:

A new study published by The National Bureau of Economic Research demonstrates the effect teachers’ gender biases can have on boys’ and girls’ academic achievements during middle and high school and their choice of advanced level courses in math and sciences. The results suggest that teachers’ biased behavior at early stages of schooling can have long-term implications for occupational choices and earnings at adulthood.

Pew

From Pew Research Center:

Last month, Pew Research Center released a report on surveys of citizens and members of the American Association for the Advancement of Science. The report shows a shared recognition of the achievements of scientists but also highlights areas of disagreement on a range of STEM issues.