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Treating the economy with STEM students

By Christine Royce

Posted on 2011-10-03

Treating the economy with STEM students
By Shiv Gaglani
I began doing medical research as a freshman. Not in college; in high school. I had the good fortune of being able to find a professional scientist who was willing to take a chance by giving a 14-year old the opportunity to excel and innovate. The excitement of discovery kept me going both in the lab (in spite of the high experiment-failure rate) as well as in the classroom (learning about the digestive enzyme trypsin is more interesting when you have held a vial of it). Research not only taught me about the specific topics I was working on, such as the biology of stem cells, but also helped me develop confidence, perseverance, creativity, and the ability to simplify and present ideas through analogy:
Imagine for a moment that our economy is a human body. Like the body, the economy is made up of countless workers (cells) that compose many essential interdependent systems. The skin, for example, is analogous to the national defense system; the circulatory system corresponds to the transportation sector; the liver to the healthcare system; the bones to infrastructure; and the heart to the energy sector.
The financial sector—Wall Street, the Treasury and the Fed—is the brain behind the economy and, as recent experiences have proven, like its physiological counterpart it too is highly vulnerable to damage resulting from poor decisions. Also of note is the division between controllable and autonomous brain functions, though, lamentably unlike that of the human body, the economy’s involuntary behavior does not always tend towards self-preservation.
As important as each of these systems is, the definitive element responsible for the size and strength of the body is the muscular system; in the case of the economy, this is the science and technology sector. Muscles are the driving force of the body, just as scientific progress and technological innovation are the driving forces of our economy. In fact, though scientists and engineers only comprise four percent of the U.S. workforce their discoveries and inventions add a disproportionate number of jobs for the rest of us. Case in point: two part-time engineers named Orville and Wilbur effectively began the airline industry that now employs about 11 million people and contributes over $700 billion to our GDP.
The crisis now is that our innovative science and technology muscles are increasingly dystrophic, especially in comparison to those of other economies like China’s and India’s. Our colleges graduate more visual and performing arts majors than engineers and, of the engineering Ph.D. students we graduate, over 70 percent are foreign-born. These students are increasingly choosing or being forced to return to their home countries, often due to their inability to renew their visas or obtain green cards. It is no surprise, then, that over half of all patents awarded in the U.S. are now filed by foreign companies. There are countless other indicators foreboding the loss of American dominance in scientific and technological innovation, prompting the critical question:  how can we treat this problem?
One of the most promising emergent therapies for treating damaged or diseased body systems is stem cell technology. Stem cells are unique due to their potential to become many different types of adult cells—skin, bone, liver, brain, muscle, etc.—and ability to renew and replace senescent or atrophying tissue. Hence, our economy’s stem cells would be our students, since they have the capability of pursuing any profession through which they may contribute to the vitality of the entire economic system.
In the same way that the human body relies upon stem cells for its health, our economy desperately needs STEM students (Science, Technology, Engineering, and Mathematics) in order to strengthen and grow. However, the key difference between stem cells and students is that the former choose their fate according to the needs of the entire system, whereas the latter choose their profession in part based upon cultural desires and influences such as reputation, fame, and fortune – all of which can more easily be found on the field or stage than in the lab. As researchers search for ways to increase the number of stem cells and influence their differentiation in order to deliver medical treatments, so should our nation focus on improving the desire among young people to pursue and excel in STEM disciplines.
The Obama Administration’s Educate to Innovate initiative as well as the President’s discourse about our Sputnik Moment and the need to celebrate science fair winners on par with Super Bowl winners are great first steps towards producing and inspiring STEM students. Similarly, the support of major companies like Intel, Google, and Siemens is critical to providing students scholarships and recognition for their inventiveness and initiative. However, it will be as important for the media to celebrate the scientific and technological drivers of our economy at least in equal terms as they cover the entertainers, athletes, and politicians on our television screens.
My early exposure to research set me on the committed path of scientific innovation, and it is my hope that, through the above-mentioned policies and encouragement from fellow students, my younger peers may develop a similar passion for STEM. I believe this will be the most effective treatment for healing our economy in the long-term.

Treating the economy with STEM students
By Shiv Gaglani

 

Children and motion

By Peggy Ashbrook

Posted on 2011-10-02

What is in motion in your classroom, in addition to children? Spinning tops are one of the materials I keep available all year long because they can be an independent or collaborative activity, children’s ability to spin them increases as they grow, and spinning tops is an exploration in physical science. The October 2011 Science and Children is all about motion—read to learn more about teaching children about pushes and pulls. 
Spinning tops in school to learn about symmetry, force, and motion.
Motion is explored on the playground using large tubes for children to roll on or in.
Spinning tops can be part of learning mathematics. Young children can sort tops by size, weight, and shape, then record which top needs the biggest twist-push to begin spinning, and which top spins the longest. The concept of symmetry can be introduced. Children can observe the wobbly motion of a top made purposefully off-balance by the addition of a sticker on one edge or a crown (center post) placed off-center but measuring tiny differences in weight-distribution which affect how well a top can balance is too difficult. After several weeks of child-initiated play with tops, a few four-year-old children were able to predict that a top with a post placed purposefully off-center would not be able to spin. Younger children could not make a  prediction or guess and had to try spinning the top. They lost interest when it “didn’t work” and did not investigate it further.
When a top “doesn’t work,” young children may not investigate possible causes such as slowed spinning due to an uneven surface, a loose crown (center post) making the top off balance, or too little strength in the child’s spin. Keep a variety of tops available and support children, before they walk away, with direct instruction on how to grip and turn the top’s crown to make it spin.
When children draw the motion of spinning tops, they show what they know and provide data for later discussion of motion.Conversations and group discussion can help children build an understanding of the motion of an object.  I have children draw the motion of an object (rather than the object itself) and we use the drawing to talk about the push or pull needed to get the object moving and to make it stop.
Older children may be interested in making their own tops using stiff paper and sticks, short pencils, straws, or sections cut from wooden chopsticks. Children will probably need help with the task of balancing the top by making sure the post is in the exact center and the body is a precise  circle.
The Spinning Top & Yo-Yo Museum invites you and your class or other group to be part of International Top Spinning Day on Wednesday, October 12, 2011, by spinning a top anytime and anywhere. You can let the world know how many participated by reporting your spins on the museum website. Last year there were more than 20,000 spins!
Child explores and experiences motion while using a large wide hoop to roll on and in.Spinning motion can be explored outside on spinning playground equipment. In this setting the children can feel the motion and pulls and pushes as they spin around. Child twirls light plastic balls in bowls to see and feel the motion.Provide drawing materials as children explore and document the motion of themselves and other objects—swings, wheels on toy cars, slinkys, hula-hoops, and balls in bowls. 
The Spinning Top & Yo-Yo Museum notes that tops are known all around the world:
Argentina Trompo, Australia Kiolap, Bulgaria Pumpal, Cambodia Too loo, Denmark Snurretop, Ghana Ate, Greece Sbora, Iceland
Skopparahringla, India Lattoo, Japan Koma, Korea Pang-lh, Mexico Trompo or
Pirinola, New Zealand Potakas, Puerto Rico Chobita, Russia Volchok, Sri Lanka
Pamper, Switzerland Spielbreisel or Pfurri, Taiwan Gan Leh, Turkey Topac, United
States Top, and Venezuela Trompo or Zaranda
What name do you call these toys that teach science concepts?
Peggy

What is in motion in your classroom, in addition to children?

 

The Art and Science of Notebooks

Science and Children—October 2011

Along with inquiry-based teaching, exploring the elements of art can guide students to view and represent objects realistically. Understanding line, shape, color, value, form, space, and texture helps bridge the gap between what students actually observe and what their preconceived ideas about the object may be. This type of explicit instruction prevents misconceptions.
Along with inquiry-based teaching, exploring the elements of art can guide students to view and represent objects realistically. Understanding line, shape, color, value, form, space, and texture helps bridge the gap between what students actually observe and what their preconceived ideas about the object may be. This type of explicit instruction prevents misconceptions.
Along with inquiry-based teaching, exploring the elements of art can guide students to view and represent objects realistically. Understanding line, shape, color, value, form, space, and texture helps bridge the gap between what students actually observe and what their preconceived ideas about the object may be. This type of explicit instruction prevents misconceptions.

Models-Based Science Teaching

Humans perceive the world by constructing mental models—telling a story, interpreting a map, reading a book. Every way we interact with the world involves mental models, whether creating new ones or building on existing models with the introduction of new information. In Models-Based Science Teaching, author and educator Steven Gilbert explores the concept of mental models in relation to the learning of science, and how we can apply this understanding when we teach science.
Humans perceive the world by constructing mental models—telling a story, interpreting a map, reading a book. Every way we interact with the world involves mental models, whether creating new ones or building on existing models with the introduction of new information. In Models-Based Science Teaching, author and educator Steven Gilbert explores the concept of mental models in relation to the learning of science, and how we can apply this understanding when we teach science.
 

Celebrate science in October

By Mary Bigelow

Posted on 2011-09-27

It’s almost October and it’s time to celebrate science. Get ready for Earth Science Week this year (October 9–15, 2011). The theme is “Our Ever-Changing Earth.” You can move right into National Chemistry Week (October 16–22, 2011) The theme this year is “Chemistry—Our Health, Our Future.” Both of these websites have lots of resources, and it shouldn’t be hard to find some that align with your curriculum and standards.
Astronomy gets into the lineup of October events, too. Check out the Great World Wide Star Count in which your observation data can be uploaded and shared with participants from around the world during the October 14 — October 28 time period.
It’s not too early to plan events for Mole Day, celebrated on October 23 (10/23) from 6:02 a.m. to 6:02 p.m. The timing of this event celebrates Avogadro’s number: 6.02 · 1023. See SciLinks for more information on  Avogadro: you’ll get a list of websites related to moles and to the work of this scientist. This day is also used to celebrate the science of chemistry and its applications. The National Mole Day Foundation’s website has background information, themes, and some suggested activities.
And then, top off the month by attending the NSTA conference in Hartford, CT from October 27 to October 29.
Photo http://www.flickr.com/photos/sfantti/53940691/

It’s almost October and it’s time to celebrate science. Get ready for Earth Science Week this year (October 9–15, 2011).

 

It all started with the zebrafish…

By Debra Shapiro

Posted on 2011-09-27

Two Rochester, Minnesota students examine zebrafish in an aquarium
photo by Elizabeth Zimmermann, Mayo Clinic Public Affairs

Students in Rochester, Minnesota, are studying zebrafish as part of  Integrated Science Education Outreach (InSciEd Out). The program has brought teachers from all disciplines together to create a new curriculum that allows “the language of science to emerge in multiple contexts throughout the [school] day,” explains InSciEd Out’s coordinator, Chris Pierret. InSciEd Out’s success has brought it national attention and praise from President Obama, as you’ll read in this NSTA Reports story.

Two Rochester, Minnesota students examine zebrafish in an aquarium
photo by Elizabeth Zimmermann, Mayo Clinic Public Affairs

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Professional Learning Communities and You!

By Christine Royce

Posted on 2011-09-27

The question for this issue of the Leaders Letter focused around professional learning communities people are involved in as well as the benefits that each person has received.  In Professional Learning Communities for Science Teaching the definition of a PLC included several key components around which they are defined – 1). a focus on learning; 2); collaborative culture focused on learning; 3). collective inquiry; 4). action orientation and experimentation; 5). continuous improvement; and 6). results orientation.  The authors are quick and clear to also point out that a group of people simply working together on a task may not meet the definition of a PLC.
I actually find myself in groups somewhere between “not PLCs” (or as I often call them some departmental/university committees) and “PLCs” (one such was the NSELA Summer Leadership Institute in June of this year where we used this exact book).  In thinking about all of the particular reasons as to why I think I end up in quasi PLCs, I come up with ONE major reason and that  is related to commitment of time on my part as well as the part of others.  An example of this definite interest but lack of time comes from the last academic year.  Our university sets up teaching teams of faculty members where we are grouped in fours or fives based on some common characteristic that we have identified – the one last year I was on was related to faculty who had an interest in science (yes that vague).  The colleagues I was assigned to as a teaching team member were engaging and we started the year with a meeting that set dates for the entire semester but as you can imagine as the semester went on and meeting dates approached the initial enthusiasm waned – people including me couldn’t make it for a variety of reasons – they had papers that had to be graded; another meeting came up; needed to work on an upcoming presentation etc.  All aspects of our daily jobs and necessary to be completed, however, all reasons why our own PLC fell short of being successful and thus the reason I say I find myself in quasi-PLCs. 
I guess my question for my fellow educators out there is not only what benefits you obtain by being involved in PLCs but also, how do you sustain the momentum of a PLC when other responsibilities seem to be looming.  I guess my other question would be how do you coordinate a PLC that might have people in various geographic locations – since my science education colleagues across the country are often the ones that have similar interests and provide me with great learning opportunities. Just some questions for thought as I get ready to head into the office this morning for a day filled with “non PLCs.” 🙂

The question for this issue of the Leaders Letter focused around professional learning communities people are involved in as well as the benefits that each person has received.  In Professional Learning Communities for Science Teaching the definition of a PLC included several key components around which they are defined – 1). a focus on learning; 2); collaborative culture focused on learning; 3). collective inquiry; 4). action orientation and experimentation; 5). continuous improvement; and 6).

Humans perceive the world by constructing mental models—telling a story, interpreting a map, reading a book. Every way we interact with the world involves mental models, whether creating new ones or building on existing models with the introduction of new information. In Models-Based Science Teaching, author and educator Steven Gilbert explores the concept of mental models in relation to the learning of science, and how we can apply this understanding when we teach science.
Humans perceive the world by constructing mental models—telling a story, interpreting a map, reading a book. Every way we interact with the world involves mental models, whether creating new ones or building on existing models with the introduction of new information. In Models-Based Science Teaching, author and educator Steven Gilbert explores the concept of mental models in relation to the learning of science, and how we can apply this understanding when we teach science.
Science teacher educators, curriculum specialists, professional development facilitators, and K–8 teachers are bound to increase their understanding and confidence when teaching inquiry after a careful reading of this definitive volume. Advancing a new perspective, James Jadrich and Crystal Bruxvoort assert that scientific inquiry is best taught using models in science rather than focusing on scientists’ activities. The authors place additional emphasis on sharing cognitive science research that provides valuable insight into how students learn and how instructors should teach.
Science teacher educators, curriculum specialists, professional development facilitators, and K–8 teachers are bound to increase their understanding and confidence when teaching inquiry after a careful reading of this definitive volume. Advancing a new perspective, James Jadrich and Crystal Bruxvoort assert that scientific inquiry is best taught using models in science rather than focusing on scientists’ activities. The authors place additional emphasis on sharing cognitive science research that provides valuable insight into how students learn and how instructors should teach.
 

Mentoring new teachers

By Mary Bigelow

Posted on 2011-09-25

I’ve recently been asked to mentor a new teacher in the science department. I’ve never had this role before. I want to help her, but I don’t want to be too intrusive or judgmental. What should I do?
—Erica, Abilene, Texas
The first year of teaching is difficult, and a recent study indicates that 8% of beginning teachers who were assigned a mentor were not teaching in the following year, compared with 16% of those who were not assigned a mentor. NSTA recognizes the importance of this mentorship/induction process in its position statement Induction Programs for the Support and Development of Beginning Teachers of Science. This document has a good description of the roles and responsibilities of mentors and mentees.
I’ve had experience both as a mentor (and mentee) and in creating induction plans. I’ve seen how an effective mentor is a “critical friend”—a role model, a good listener, a provider of feedback, a source of suggestions and resources, and a shoulder to cry on. You’re right to want to be helpful, but not overbearing. She’ll do some things very well, and you can celebrate with her. She’ll make some mistakes, and you can help her learn from them.
Mentors share their expertise in a non-supervisory relationship. A mentor is not judgmental or a “sage on the stage” demanding the new teacher do things in a prescribed way. A good mentor should be a “guide on the side” offering advice and suggestions. A good mentor will encourage the mentee to try new strategies and help the mentee reflect on the results. The mentor may even learn something new as part of the process.
How can you help your new science colleague?

  • Meet at scheduled times–before school, after school, or during a common planning period, perhaps weekly at first. Later, these meetings could be on an as-needed basis.
  • Assist with understanding the curriculum, selecting instructional strategies, and designing assessments.
  • Share your resources and experiences with facilitating lab activities
  • Emphasize safety issues.
  • Help the new teacher organize equipment and supplies safely and efficiently.
  • Help the new teacher resolve issues related to classroom management and student behavior.
  • Advise her on school policies and procedures (deadlines, paperwork, emergency plans, extra duties, and so on).
  • Share the school culture and alert the new teacher to some of the unwritten “rules” (so the newcomer doesn’t take someone’s favorite parking space, for example).
  • Introduce the mentee to key people and help her form professional relationships.
  • Be the go-to person to answer her questions—or help her find the answer.

Find out from your principal or personnel director if there are required meetings, with forms to document the meeting times and events. If your school has a formal induction program, you should receive a handbook or other documentation describing the components and requirements. If your school does not have a formal program, I’d suggest that you and your mentee keep a log or journal of your activities and conversations.
If you and your mentee have the same planning period, it makes it easier to meet. But if you have different planning periods, it makes it easier to observe each other’s classes. Or you could cover a class for her as she observes another teacher for ideas or suggestions.
Encourage your mentee to join NSTA (or enroll her as a gift!). Teachers in their first five years of teaching get a discount rate, with access to all of the NSTA resources (journals, listserves, newsletters, discussion forums, and the NSTA Learning Center).
When I mentored new teachers (both officially and unofficially), I often shared stories of my big “aha” learning moments as a mentee. For example, when I was relieved to find out some of the students causing problems in my class were causing problems in other classes, too—I learned not to take their misbehavior personally. I taught several different subjects the first year, so I learned the value of color-coding to organize materials, especially for lab activities. I learned having the day’s agenda on the board helped students to focus on the learning activities. I learned not to take myself too seriously and to have fun with the students (in a purposeful way, of course). I was grateful to have an individual who took the time to mentor me, and I was glad to return the favor.
 
Photo: http://www.flickr.com/photos/jjlook/7152722/sizes/s/in/photostream/

I’ve recently been asked to mentor a new teacher in the science department. I’ve never had this role before. I want to help her, but I don’t want to be too intrusive or judgmental. What should I do?
—Erica, Abilene, Texas

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