As districts develop plans for their 2020-21 school year, science educators will play an important role in educating students about COVID-19 and the underlying science and social science of the pandemic. At the Smithsonian, we hypothesize that students are more likely to engage in protective behaviors if they understand the science of WHY they are being asked to engage in these behaviors (e.g., wearing face masks, physical distancing, contact tracing, sorting through claims and evidence, etc).
As districts develop plans for their 2020-21 school year, science educators will play an important role in educating students about COVID-19 and the underlying science and social science of the pandemic. At the Smithsonian, we hypothesize that students are more likely to engage in protective behaviors if they understand the science of WHY they are being asked to engage in these behaviors (e.g., wearing face masks, physical distancing, contact tracing, sorting through claims and evidence, etc).
As districts develop plans for their 2020-21 school year, science educators will play an important role in educating students about COVID-19 and the underlying science and social science of the pandemic. At the Smithsonian, we hypothesize that students are more likely to engage in protective behaviors if they understand the science of WHY they are being asked to engage in these behaviors (e.g., wearing face masks, physical distancing, contact tracing, sorting through claims and evidence, etc).
As districts develop plans for their 2020-21 school year, science educators will play an important role in educating students about COVID-19 and the underlying science and social science of the pandemic. At the Smithsonian, we hypothesize that students are more likely to engage in protective behaviors if they understand the science of WHY they are being asked to engage in these behaviors (e.g., wearing face masks, physical distancing, contact tracing, sorting through claims and evidence, etc).
Early Childhood Elementary Informal Education | Daily Do
By Debra Shapiro
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Journal of College Science Teaching—September/October 2020 (Volume 50, Issue 1)
By Linda C. Hodges, Lisa C. Beall, Eric C. Anderson, Tara S. Carpenter, Lili Cui, Elizabeth Feeser, Tiffany Gierasch, Kalman M. Nanes, H. Mark Perks, and Cynthia Wagner
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A Modest Instructional Strategy That Supports Language-Learning Science Students
Journal of College Science Teaching—September/October 2020 (Volume 50, Issue 1)
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Opportunities for Enhancing Preservice Elementary Teachers’ Science Conceptual Understanding
Journal of College Science Teaching—September/October 2020 (Volume 50, Issue 1)
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Research and Teaching
A Study of Biology Majors’ Attitudes Toward Evolution Throughout Their University Coursework
Journal of College Science Teaching—September/October 2020 (Volume 50, Issue 1)
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High School | Daily Do