Archives for category: Science Education

From ESchool News:

A new initiative led by the National Science Teachers Association (NSTA) will help school leaders adjust to changes in STEM instruction based on the Next Generation Science Standards. The NSTA Administrators Initiative will include face-to-face professional development opportunities and resources for school and district leaders.


From MIT News Office:

Researchers at the MIT Media Laboratory recently announced that they are developing a system that would allow young children to program interactive robots. Developers said the system could also serve as a tool to help determine which computational concepts children can easily learn and how interactive robots could best be integrated into educational curricula.

From The Journal:

The Computer Science Teachers Association recently conducted a survey of secondary school leaders across the country. Of those that responded, there was not a standardized set of learning standards in schools where computer science courses are part of the curriculum. The results also indicated a lack of shared curricular content and of common definitions of computer science education.


From The Conversation:

What factors shape American Association for the Advancement of Science (AAAS) members’ political awareness and communication behaviors? This study is based on data from a 2009 Pew Research Center survey. The authors looked at how often AAAS members talked to reporters, engaged with non-scientists, or wrote for a blog and how important they believed media coverage was for career advancement.

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.


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.


From ASU News:

As part of the inaugural Origins Project Dialogue at Arizona State University (ASU), Alan Alda and theoretical physicist Lawrence Krauss discussed the communication links between science and the humanities. They also covered topics related to curiosity and the joy of discovery and the importance of science education and literacy in politics, democracy and the future of our society. The Dialogue was part of the Origins Project at ASU, a transdisciplinary initiative that aims to nurture research, energize teaching, and build partnerships.

Reinvented Classes

From New York Times:

This article discusses recent efforts at colleges to engage students in science and encourage them to pursue science in the future. New uses of technology, group work, and class exercises have caught on to various degrees in grade schools and high schools. However, despite research that shows the benefits of providing deeper engagement opportunities for students, higher education has been slower to change, especially in courses with hundreds of students.

From Phys.Org:

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.

Science Communication

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.