Volume 51

Number 4

This month’s issue of features interdisciplinary lessons for teaching energy and entropy, self-regulated learning strategies for an introductory physics course, an investigation of elementary pre-service teachers’ beliefs about teaching and learning, with a special article on social justice service-learning at an HBCU in

Volume 51

Number 4

This month’s issue of features interdisciplinary lessons for teaching energy and entropy, self-regulated learning strategies for an introductory physics course, an investigation of elementary pre-service teachers’ beliefs about teaching and learning, with a special article on social justice service-learning at an HBCU in

Volume 51

Number 4

This month’s issue of features interdisciplinary lessons for teaching energy and entropy, self-regulated learning strategies for an introductory physics course, an investigation of elementary pre-service teachers’ beliefs about teaching and learning, with a special article on social justice service-learning at an HBCU in

Integrating social issues into biology courses may be of particular interest for educators seeking to create inclusive science environments that support diverse populations. This social justice–focused service-learning project extended a partnership between a social justice institute and a nonprofit organization into an undergraduate introductory genetics course at a small, private Historically Black College and University.

Integrating social issues into biology courses may be of particular interest for educators seeking to create inclusive science environments that support diverse populations. This social justice–focused service-learning project extended a partnership between a social justice institute and a nonprofit organization into an undergraduate introductory genetics course at a small, private Historically Black College and University.

Many people in the general public say, “I believe in science.” Why don’t they say, “I believe in reading” or similar statements about other subjects? Perhaps people say, “I believe in science” because science is different than other subjects; the nature of science explains the difference. Science is tentative and based on the best empirical evidence available. All educators and administrators (not just science teachers) in K–12 schools set an example for children, and they should work to appreciate, use, and help students understand science.

Many people in the general public say, “I believe in science.” Why don’t they say, “I believe in reading” or similar statements about other subjects? Perhaps people say, “I believe in science” because science is different than other subjects; the nature of science explains the difference. Science is tentative and based on the best empirical evidence available. All educators and administrators (not just science teachers) in K–12 schools set an example for children, and they should work to appreciate, use, and help students understand science.