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An opinion piece about the current science education reform.
This is a fascinating editorial. The author discusses the separation between science theory and application and then goes into an argument for teaching students how to learn science as life-long learners. He also proposes that we teach students more about how science is applied to their actual lives, to make them more citizen-scientists (he does not use this term but it is implied) so they can make decisions based on more scientific data and processes. While this was written in 2000 and clearly encapsulates the thinking at that time, much of the argument is valid in a long-view of science instruction and resembles the current NGSS movement.
Tina Harris (Bloomington, IN)
This piece is a great insight into where science was in 2000 and would be a great starting point for a modern reflection on the changing nature of science. A particularly important change is the percentage of Ph.D.s who go on to work in academia. However, an enduring theme is the concept of life-long learning in the sciences, the importance of research, and the focus on the impact of scientific work (particularly when seeking grants).
Emily Faulconer (Archer, FL)
The author of this commentary explains that there are two phases of science. The first is about discovery and systemization of information about the natural world due to research carried out by colleges and universities. The second phase is about the use of this knowledge to resolve problems that effect humans and progress into a phase that applies that information. This has caused a change in the nature of science over time and how educators should teach science.
Adah (San Antonio, TX)