STEMvisions Blog

“I’m working with our app, Leafsnap,” the scientist said.

I hesitated before joining her. Visiting the Smithsonian National Museum of Natural History for a before-hours event, I had wandered into the room hoping the butterfly pavilion would be open early. (It wasn’t.) Instead, I found a lone scientist working with her iPhone and a few plants.

“Leafsnap is a free app based on facial recognition software,” she elaborated, gesturing to her phone. “You take a picture of a leaf, and it tells you what kind of plant it is.”

I stopped. It did what?

Brain freeze, sunburns, and bug bites -- welcome to summer! While summer in the Northern Hemisphere often conjures up images of swimming pools and beach umbrellas, it also comes with a few pains. While scientists can't make them go away (yet), they can at least tell us why we have to suffer through them! Maybe brain freeze, sunburns, and itchy bug bites can somehow be a good thing?

What causes brain freeze?

How Thinking like a Kindergartener Landed me at Johns-Hopkins

For our most recent journal club meeting, the Professional Services team read Process-Oriented Inquiry--A Constructivist Approach to Early Science Education: Teaching Teachers to Do Science by David Jerner Martin, Raynice Jean-Sigur, and Emily Schmidt, which was published in the Journal of Elementary Science Education in Fall 2005.

Dr. Robyn M. Gillies is a professor in the School of Education at The University of Queensland, Brisbane, Australia. For over 20 years, she has researched the effects of cooperative learning on students' learning in science, mathematics, and social science content areas at the elementary and secondary levels. She has researched inquiry-based science in the classroom and has published her findings in many international journals, including the International Journal of Educational Research, Pedagogies: An International Journal, and Teaching Education. The extent of Dr.

Instead of teaching young people about science, we want them to do science. That’s one of the central notions in teaching science as inquiry and it’s a core part of the Next Generation Science Standards. Said that way it sounds simple, but when we step back and try to articulate exactly what doing science means it becomes a bit tricky. Is it collecting data? Is it developing research questions? Is it defending and advancing arguments based on evidence? The short answer to each of these questions is “Yes, and…”.

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.

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.

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.