Education

How do we prepare students for a world where the answers aren't always waiting for them in the back of the book?

In an age of standardized tests and even tests that prepare you for standardized tests, answers, especially that one, single, right one, seem to take on an inflated importance in our classrooms. Those right answers and those tests certainly have a place in our children's education. But where do questions go?

Has this ever happened to you? You're talking about a science topic with your class and they are captivated (Go You! You are such an awesome teacher!). They are asking tons of questions: Can animals see colors we can't? How do we know? Is the color blue that I see the same as the color blue that you see? How can we tell?

Come one, come all to this year's National Science Education Leadership Development Forum! Formerly held during NSTA's National Conference, this year's Forum will take place right in the Smithsonian's backyard. This half-day symposium offers science educators the unique opportunity to hear and experience the research of two distinguished scholars on the topic of scientific argumentation.

When parents first approached Four Oaks Elementary School principal David Pearce about starting an after-school science club, the North Carolina parents estimated that 40 students would be interested. Shortly after Students learn about animal peltsannouncing the new science club, more than 160 students signed up. The anticipated small gathering of a few students quickly turned into nine separate groups: five K-2 Green Kids' Clubs, two 3-5 Green Kids' Clubs, and two Engineering Clubs.

Science can be intimidating even to those of us in the field, but particularly to students who find themselves struggling with STEM homework. The way we as educators talk about science can unintentionally contribute to students' self doubt about their potential in STEM. Too often, science is painted as the work of exceptional "geniuses". A superficial glance at history makes it seem as though scientific breakthroughs occur with ease and fanfare.

We had a busy week this week with the first Smithsonian Educational Academy for Teachers of the summer underway.  This week's theme was Biodiversity, and twenty-four K-12 science teachers from all over the nation came to Washington DC to participate.

With our second Science Academy for Teachers of the summer gone and behind us, we have moved ahead with the third and final Earth History Academy that took place in Washington DC this past week. 

Here are some highlights from this summer's Energy Academy:

Why should we support education in science, technology, engineering and mathematics (STEM)?  The answer is simple yet profound.  We must all recognize that we live in an era of constant scientific discovery and technological change, which directly affects our lives and requires our input as citizens.  And we must recognize that as our economy increasingly depends on these revolutionary new advances, many new jobs will be created in STEM fields.

A culture of argumentation... at first it doesn't sound like the sort of thing you would want to encourage in the classroom.  But especially in science class, it is exactly what our students need. "Argumentation" is the backbone of how scientists talk to one another.  Similar to building a court case, scientific arguments are a way to explain what you think, and why you think that way. Unfortunately, despite argumentation's critical role in science, it is seldom used in teaching the subject.

During our annual National Science Education Leadership Development Forum in Alexandria, VA, Professor Lisa Kenyon talked about creating a culture of argumentation in a science classroom. We talked about why you might want a culture of argumentation in your classroom in our previous post. This week, we will discuss what teachers can do to create this culture in their classrooms.