Gold A.U.,University of Colorado at Boulder |
Ledley T.S.,TERC |
Buhr S.M.,University of Colorado at Boulder |
Fox S.,Carleton College |
And 4 more authors.
Journal of Geoscience Education | Year: 2012
Educators seek to develop 21st century skills in the classroom by incorporating educational materials other than textbooks into their lessons, such as digitally available activities, videos, and visualizations. A problem that educators face is that no review process similar to the formal adoption processes used for K-12 textbooks or the college-textbook review process exists for these types of online educational resources. However, educators need authoritative high-quality digital teaching materials. The scientific journal peer-review system offers a well-established model to adapt to the requirements of a peer review of educational materials. In this paper, we review ten review processes developed to evaluate digital geoscience educational resources and focus in detail on a rigorous iterative peer-review process recently developed by the Climate Literacy and Energy Awareness Network (CLEAN) project. This process builds upon existing efforts and emphasizes the "curation" of a digital collection that addresses the Essential Principles of Climate Literacy and the Energy Literacy Principles. Providing educators with thoroughly reviewed educational materials is especially important for fast changing, societally important, and sensitive areas such as climate and energy science. © 2012 National Association of Geoscience Teachers.
Reid A.,National Center for Science Education
RNA Biology | Year: 2014
Fundamental observations about nature sometimes take a circuitous and utterly unpredictable course from bright idea to demonstrably practical impact. The tale of how Carl Woese's basic insights about microbial diversity eventually contributed to the emergence of a new field of science with numerous potential applications is just such a story.©2014 The Surface Science Society of Japan.
Huntoon J.,Michigan Technological University |
Buchanan R.,University of Kansas |
Buhr S.,University of Colorado at Boulder |
Kirst S.,St. Norbert College |
Newton S.,National Center for Science Education
Eos | Year: 2012
We thank T. Kinder for his comment on our Forum [Kinder, 2012]. After our article appeared, several individuals contacted us with additional ideas and perspectives. We appreciate Kinders continuation of the conversation in Eos and hope that others will keep the discussion going. We completely agree with Kinders premise that what gets tested controls what gets taught. We also appreciate the opportunity to respond and expand upon two aspects of Kinders comment. ©2012. American Geophysical Union. All Rights Reserved.
News Article | February 22, 2016
America's science teachers may not be teaching their students about climate change correctly. A new survey backed by the National Center for Science Education (NCSE) suggests that one-third of K-12 teachers in the United States are "climate change deniers." Though many science teachers allot substantial time to tackle climate change in the classroom, at least one in three teachers discuss climate change denial. Teachers may claim that climate change is not caused by humans, challenging what 95 percent of climate scientists say. "Worse, half of the surveyed teachers have allowed students to discuss the supposed 'controversy' over climate change without guiding students to the scientifically supported conclusion," said Josh Rosenau, NCSE programs and policy director. In the first ever nationwide survey tackling about climate change instruction in the classroom, more than 1,500 middle and high school science teachers responded to a survey. The survey tackled on the knowledge and teaching practices of science teachers on climate science. Results show both good news and bad news on climate change instruction in the classroom. Three in four science teachers allocate at least one hour of their discussion on climate change. Since most students in middle school take up science and 97 percent are enrolled in a general biology class, there is only a 3 to 4 percent chance that any student will miss climate change topics. Teachers reported discussing issues of climate change specifically greenhouse effect, carbon cycle and consequences linked to global warming like the rise in sea levels and seasonal pattern changes. On the negative side, 30 percent of science teachers tell their students that the latest global warming is due to natural causes while 12 percent do not tackle human causes. "About one in 10 [teachers] seem to be denying a human role altogether," while the remaining 5 percent don't talk about causes at all," Eric Plutzer of Penn State, lead author of the study, said. The problem comes from what teachers believe in when they discuss controversial issues like climate change. Teachers may also vary depending on what they know. Teachers may not be very knowledgeable on scientific evidence on the major causes of climate change. Roughly 50 percent said they would at least focus more on unrelated topics like pesticides, impacts of rocket launches and the ozone layer. Limited training and indecision about climate science impacts their acceptance of climate change. Though only 2 percent denied that climate change is happening, 15 percent of teachers say that latest global warming is driven by natural causes. Another one-sixth thinks that both humans and natural causes are equally important. What Needs To Be Done Science teachers, who directly influence children, should improve their knowledge and training on the issue of climate change. According to the survey, fewer than half of science teachers said they underwent formal training or instruction on climate science in college. Most teachers, however, said they are interested to continue education focusing on climate change. "It's clear that the vast majority of surveyed teachers are hungry for additional professional development," NCSE's climate expert Dr. Minda Berbeco, said. "Even half the teachers who deny the scientific consensus on climate change say they would take this training."
News Article | September 13, 2016
Donald Trump, Hillary Clinton, and Jill Stein all answered promptly and in some detail, Gary Johnson, the Libertarian, did not. Along with its partners in this effort -- a coalition of 56 leading U.S. science, medicine and engineering organizations representing more than 10 million people -- ScienceDebate.org not only calls on U.S. presidential candidates to address the 20 questions, but also encourages journalists, debate moderators and voters to press the candidates on them. "These 2- issues have at least as profound an impact on voters' lives as those more frequently covered by journalists, including candidates' views on economic policy, foreign policy, and faith and values," said ScienceDebate.org chair Shawn Otto. This view is supported by a 2015 national poll commissioned by ScienceDebate.org and Research!America which revealed that a large majority of Americans (87 percent) want candidates for President and Congress to have a basic understanding of the science informing public policy. The consortium crowd-sourced and refined hundreds of suggestions, then submitted the questions to the four campaigns along with an invitation to the candidates to discuss them on television, preferably in a live science debate (or forum) organized by the group. "Ideally, the people seeking to govern a first-world country would have a basic understanding of everything from sustainable energy to environmental threats to evidence-based medicine," observed the Des Moines Register in a recent editorial. "They would talk about these things... Imagine if the public -- and debate moderators -- pressured presidential candidates to talk about the country's electrical grid or emerging disease threats instead of abortion and transgender bathrooms. Political discourse would be smarter. And the individuals who seek the highest office in the land might learn a few things, too." The list of organizations supporting the 20 Questions project (see below) is a Who's Who of the American science enterprise. To support ScienceDebate's effort to raise awareness of the vital role science plays in modern life, visit ScienceDebate.org. Other supporters and signatories include over 20 Nobel prizewinners, major actors, university presidents, tech leaders, hospitals and hospital leaders, journalists, science activists, and dozens of other science, health, medicine, and engineering advocates from across the nation. **ScienceDebate.org *American Association for the Advancement of Science American Association of Geographers *American Chemical Society American Fisheries Society American Geophysical Union *American Geosciences Institute *American Institute of Biological Sciences American Institute of Professional Geologists American Rock Mechanics Association American Society for Engineering Education American Society of Agronomy American Society of Ichthyologists and Herpetologists American Society of Mammalogists American Institute for Medical and Biological Engineering Association for Women Geoscientists Association of Ecosystem Research Centers Automation Federation *Biophysical Society Botanical Society of America Carnegie Institution for Science Conservation Lands Foundation Crop Science Society of America Duke University Ecological Society of America Geological Society of America *IEEE-USA International Committee Monitoring Assisted Reproductive Technologies Materials Research Society NACE International, The Worldwide Corrosion Authority *National Academy of Engineering *National Academy of Medicine *National Academy of Sciences National Cave and Karst Research Institute *National Center for Science Education National Ground Water Association Natural Science Collections Alliance Northeastern University Organization of Biological Field Stations Paleontological Society *Research!America Scientific American magazine Seismological Society of America *Sigma Xi, The Scientific Research Society Society for Science & the Public Society for the Preservation of Natural History Collections Society of Fire Protection Engineers Society of Wetland Scientists Society of Women Engineers Soil Science Society of America SUNY College of Environmental Science and Forestry Tufts University *Union of Concerned Scientists University City Science Center *U.S. Council on Competitiveness The Wildlife Society World Endometriosis Research Foundation America *Supplied experts to the questions development process **Lead organizer The consortium's list of 20 questions are available online at ScienceDebate.org/20answers.