By Carole Hayward
Posted on 2019-02-19
The 8th Annual STEM Forum & Expo, hosted by NSTA this coming July in San Francisco, offers valuable resources for educators and organizations seeking to learn more about STEM education from preK through university. You will walk away from the STEM Forum & Expo with ideas you can use immediately in the classroom.
And for elementary educators, a lot of those ideas will come from the Elementary STEM Showcase, a featured program during the STEM Forum that provides a variety of preK–5 STEM teaching strategies and resources. The Showcase takes place Thursday morning, July 25, and is the only elementary-level session offered during the time slot (so that no one has to miss out).
Effectively integrating STEM into elementary school lessons is an important component to helping students become innovative thinkers and problem solvers. During the Showcase, participants will engage in hands-on activities and interact with presenters about STEM investigations and ways to incorporate STEM into their already busy classrooms. Featured materials during the Showcase include NSTA Press® books, award-winning books from the Best STEM Books list, and strategies from the NSTA preK–5 journal, Science & Children.
The Early Bird Registration deadline for the 8th Annual STEM Forum & Expo, hosted by NSTA is May 13; register early to save. Visit the conference website for up-to-date information on the STEM Forum and Expo. We hope to see you this July in San Francisco!
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By Martin Horejsi
Posted on 2019-02-18
The VSMT Displacement Sensor uses a quadrature optical (incremental type) encoder to measure the amount and direction of rotation. The encoder, which is attached to the threaded rod that causes the force sensor to move up or down, consists of a coded pattern of opaque and transparent sectors. The quadrature encoder produces two pulse output patterns 90o apart in phase. The movement of the threaded rod is determined by counting the pulses. The phase relationship between the output signals determines the direction of rotation. The encoder counts a pulse every 22.50 or 16 pulses per revolution of the wheel.
The VSMT uses this count to determine the revolutions of the wheel (or fractions, thereof). The VSMT Displacement Sensor and the VSMT Force Sensor are linked by a threaded rod with a pitch of 16 (16 threads per inch). For each counter clockwise revolution the Force Sensor moves down 1/16 of an inch.
Ahh, inches. Inches are so hard to let go of. I know that. I grew up in inches. My education was in inches. I used inches in science, in sport, in poetry. But we really have to let inches go. The rest of the world revolves quite well with metrics. Yes, I get that the centimeter is an ugly unit for poetry. its clumsy in sport, and impersonal in song. Maybe we could move the fractional measurement system to another field where it is used with historic appreciation and activity-specific vernacular?. But again, I digress. Let’s breaks some stuff, shall we?
Before attacking structures that have some serious student engineering and time invested, learning the VSMT system and its predictable operation requires some practice. Pencils anyone?
As every teacher knows, the quality of the classic yellow pencil is only skin deep. Some pencils are wood, some are not. Some are stronger than others. Some bend, some melt, and some are a pleasure to write with. For this inspection, a handful of various brands of yellow pencils were in fact injured in the name of science. After standardizing the conditions of the test, namely the width of the support platform and the hardware connecting the pencil to to the sensors. With that in place, it was pencil breaking time.
Here is the data from a lot of broken pencils.
A River Runs Through It
Another tangential use of the Vernier Structures & Materials Tester is of hometown interest given that the River really does run through it. Fly fishing is popular activity, and strength the knots and flies is a large part of understanding the interaction of the art of fishing and what is being fished for, So testing the knots, line and flies would be both fun and topical. Two high school students chose some popular knots and weights of line to test. But the tricky part was building the harness that would allow proper testing given the variables of holding onto filament line. A bend over a small or sharp corner might introduce a weakness, so a mechanism needed to be assembled to allow the line a clean route from anchor to tester. Another issue was that this was no mere bridge failing through minor deformation, this test was to complete failure and separation. That meant that the anchor apparatus must also be controlled since it would fly free once the line broke. Hardly rocket science, but still some good experimental protocols needed to be defined.
As a proof of concept, a few testing paths were developed and several knots tested. First the Vernier Structures & Materials Tester tackle had to be configured to pull apart fishing tackle. For this initial inspection into line and knot strength, a smooth but strong cylinder was needed on which to wrap fishing line to move the weakness downstream to the lure or fly. If the line was simply tied onto another small piece of hardware, the weakness could just as easily appear at the apparatus attachment as it could the actual point of interest.
Several solutions for the non-knotting connection were explored including a large screwdriver shaft, a large smoother wrench shaft, and finally the one decided upon, a 1/2 inch ratchet extension complete with ratchet for stability. Anchored with some woodworking trigger clamps, the ratchet and extension complements the stainless steel ring attached to the force sensor. Between the two are some fishing line and exactly one knot. The smooth curve of the ratchet extension provides little additional stress on the line while also securing it completely for this test through a series of loops around the chromed steel shaft. A second rubber-jawed trigger clamp was used to hold the line in place on the ratchet extension. I won’t claim to have come up with this idea on my own. Rather it is a smaller version of a design I once read about in an engineering article that explained how climbing ropes were tested.
Several variations of knots were tested, with all of them connected to a conventional and popular fishing lure. And that lure in turn simply hooked as defined to the installed stainless steel ring. The results in the best case had the line breaking at about 20N or through a few conversions, a loss of about 20% of the advertised strength of the line from the factory. Again, from what I know about climbing rope testing, a loss of 1/5th of the overall system strength due to a knot is actually pretty good. Some knots can cut the system strength in half, which is actually much better than those knots that come undone. There are some fishing knots that are reported to retain 95% or more of the original line strength with a few sources claiming 100%. But we didn’t come close to that.
I guess it’s a matter of perspective. And for knot perspective, the reef or 4000 year old square knot or reef knot is popular but week and some have suggested that the square knot has unintentionally killed more people than any other knot. Of course the knot that has killed the most people intentionally is the hangman knot. For our cases, we used several different traditional fishing knots including the most common, the Improved Clinch Knot.
The data collected from using the Vernier Structures & Materials Tester showed that the knots tested were some of the best knots for fishing in terms of strength. One knot slipped, but at the maximum Newton number at breakage did show that any fish worth its salt will push the equipment to it limit making the fish-fisherman fight a true test of skill.
The Clark College Engineering design competition video below should satisfy your appetite for breaking bridges with the Vernier Structures & Materials Tester.
By Edwin P. Christmann
Posted on 2019-02-18
Introduction:
The PASCO Wireless Smart Cart is a device with Bluetooth capabilities that has sensors for force, position, velocity, rotational motion, and three degrees of freedom in acceleration. The wheels on the Smart Cart moves with low friction. A nice touch is that the Smart Cart offered in different colors, i.e., red or blue. Moreover, the Smart Cart features a tray on top where different masses can be placed so students can explore how different masses effect the measurements of various dependent variables. Image 1 shows a blue Smart Cart.
Image 1: A picture of the PASCO Wireless Smart Cart in blue.
Before users can begin data collection with the Smart Cart, it must be charged. Hence, a micro USB cable is included to charge the device. According to PASCO, the Smart Cart has a battery life of 11 hours for high sample rates and 70 hours for low sample rates. Therefore, science teachers and students will have several days to use it before it needs to be recharged. More specifically, the user manual (found at https://www.pasco.com/file_downloads/Downloads_Manuals/Wireless-Smart-Cart-Manual-ME-1240-1.pdf) mentions that with typical use, the Smart Cart’s battery should last from one to four weeks. To improve battery life (when inactive) the Smart Cart turns itself off after a few minutes. While charging, the battery indicator LED light appears yellow; however, once the Smart Cart’s battery is fully charged, the battery indicator LED turns green. When using a wall outlet, a full battery charge should take approximately 3-hours. However, since we used a computer to charge it, it took a slightly longer than three hours for a full charge.
After charging the battery, students can begin to collect data. Subsequently, data from the Smart Cart can be streamed to various devices, e.g., laptops, tablets, or cell phones. Uploading can be done wireless (i.e., a Bluetooth connection) or be using a USB connection. If you are interested in wireless, simply set-up the wireless Bluetooth connection by opening the PASCO data collection software. PASCO offers two forms of data collection software – Capstone and SPARKvue, which are compatible with Mac or Windows devices.
We used SPARKvue when we tested this device. From our experience, we suggest that when students connect the device of their choosing to the Smart Cart, they should open the PASCO data collection software and click on the Bluetooth icon. After clicking the Bluetooth icon, they can select the device from the “Wireless Devices” list (make sure it matches the device ID number located on their Smart Cart). When this is complete, the Bluetooth LED indicator will flash with a green light.
Once the Bluetooth connection is complete, users can begin to experiment. A nice feature of the Smart Cart is that it offers a variety of choices for beginning the experiments. For example, students can choose to enter data manually, collect data with a sensor, open a PASCO experiment, or even open an experiment that has been saved. A picture of the different options that users have is shown below in Image 2. When we tested the Smart Cart, we chose the “Collect Sensor Data” option. Once this option was selected, there were a variety of measurements we could take that included: position, velocity, acceleration, force, and more.
Image 2: Users have a variety of choices to choose from when they start a new experiment.
Additionally, users can choose the template they want for their data (e.g., an individual graph or a graph with a table). Hence, an image displaying the data collection choices users are presented with is displayed in Image 3. After selecting the desired measurement and template, users can start collecting data. To begin collecting data, students must click the green start button at the bottom of the screen. Conversely, to end data collection, students can click the red stop button. Images of sample graphs can be found below in Image 4 and Image 5.
Image 3: Users can select which measurements they would like to measure for their experiment. One measurement or multiple measurements can be selected, and the data can be displayed in different templates.
Image 4: A graph illustrating the velocity of the Smart Cart.
Image 5: A graph illustrating the velocity (shown in green at the top) and force (shown in purple on the bottom) of the Smart Cart.
Classroom Applications
The PASCO Wireless Smart Cart is a useful tool for physical science labs and experiments. Students can use the Smart Cart to examine several physical science concepts e.g., mechanics, kinematics, Newton’s Laws, conservation of energy, conservation of momentum, and elastic/inelastic collisions. On the PASCO website, you can find samples of different labs and experiments for using the Smart Cart in your classroom. These free resources are excellent and can be found at https://www.pasco.com/digital-library/index.cfm.
Additionally, another resource that we found to be valuable is a compatible software program called “MatchGraph!” In the program, students are provided with different graphs and instructed to use their Smart Cart to replicate a graph by attempting to “match” the path displayed on the graph. Below you will find a brief video showing how to use MathGraph.
In Conclusion
From our experience, there is no doubt that the Smart Cart is a major improvement over the equipment that science teachers have used in the past (Remember those old metal carts with rusty wheels?). The Smart Cart is easy to use and is compatible with virtually every device that today’s science teachers and students have access to in contemporary classrooms. In summary, we believe that Pasco’s Smart Cart is a winner!
What’s Included:
– Smart Cart with onboard sensors
– Hook
– Rubber bumper
– Magnetic bumper
– USB cable for charging
Specifications:
– Force
o Range: +/- 100 N
o Resolution: 0.1 N
o Accuracy: +/- 2%
o Maximum Sampling Rate: 500 samples per second
– Position
o Resolution: +/- 0.2 mm
– Velocity
o Maximum Velocity: +/- 3 m/s
o Maximum Sampling Rate: 100 samples per second
– Acceleration
o Range: +/- 16g (g=9.8 m/s2)
o Maximum Sample Rate: 500 samples per second
– Bluetooth Distance
o Maximum Wireless Range: 30 m (unobstructed)
Cost:
– $169 per Smart Cart
About the Authors:
Edwin P. Christmann is a professor and chairman of the secondary education department and graduate coordinator of the mathematics and science teaching program at Slippery Rock University in Slippery Rock, Pennsylvania. Emily Ferraro is a graduate student in the mathematics and science teaching program at Slippery Rock University in Slippery Rock, Pennsylvania.
Introduction:
By Gabe Kraljevic
Posted on 2019-02-18
I hope 20 years from now I can still get excited about being a part of kids’ lives. I am looking for suggestions on how to enjoy teaching for a long time. — J., Missouri
One of the best compliments I ever received was in my last year of teaching: “I walked past your classroom this morning and I just hope I have the same passion when it’s my time to retire!” I really don’t know how to address your question without talking about my approach to my career.
I always expected that some students in every class would pose difficulties and planned accordingly. Similarly, I could only expect a few students to actually be enthused about my course. This led me to focus on developing life-long learners, not scientists or engineers. I shared my passion for learning and tried to make learning fun to accomplish this. I dedicated myself to creating fun environments, being a bit zany, and always being passionate about what I taught, which incidentally made it fun for me.
I embraced change and kept current in my subjects and teaching approaches (life-long learning.) I also tried to distance myself from colleagues who were generally negative and frequently complained. Sure, we all have bad times and need to vent but to live in a negative funk all the time is not good for anyone.
And I had a lot of hobbies.
Hope this helps!
I hope 20 years from now I can still get excited about being a part of kids’ lives. I am looking for suggestions on how to enjoy teaching for a long time. — J., Missouri
By Mary Bigelow
Posted on 2019-02-15
In addition to an overview/review of the 5E model and the STEM disciplines, the Guest Editorial: Using the BSCS 5E Instructional Model to Introduce STEM Disciplines (in Science & Children)has a framework and suggestions for integrating the Model and STEM disciplines into planned and purposeful instruction. (An interesting read for all grade levels.)
Regardless of what grade level or subject you teach, check out all three K-12 journals. As you skim through titles and descriptions of the articles, you may find ideas for lessons that would be interesting for your students, the inspiration to adapt a lesson to your grade level or subject, or the challenge to create/share your own lessons and ideas.
The Science Teacher – Scientific Reasoning and Argumentation
Editor’s Corner: Scientific Reasoning and Argumentation – “When students defend and critique scientific explanations, experimental designs, or engineering solutions, they learn to create and evaluate arguments using evidence and logical reasoning. Through critical discourse, they are challenged to distinguish opinion from evidence. They learn that argumentation is how scientists collaboratively construct and revise scientific knowledge.”
The lessons described in the articles include a chart showing connections with the NGSS. The graphics are especially helpful in understanding the activities and in providing ideas for your own investigations.
These monthly columns continue to provide background knowledge and classroom ideas:
For more on the content that provides a context for projects and strategies described in this issue, see the SciLinks topics Acceleration, Climate Change, Dendochronology, DNA, Motion, Paleontologist, Paleontology, Speed, Velocity
Many authors share resources related to the lessons and strategies in their articles. These resources include rubrics, graphic organizers, handouts, diagrams, lists of resources, and complete lessons. You can access these through the Connections link for The Science Teacher.
Keep reading for Science & Children and Science Scope.
Science & Children – STE and M
Editor’s Note: STEM Lessons for All – “STEM is more than just the collection of science, technology, engineering, and mathematics, or even the discrete attention to these four disciplines; it is the integration of disciplines used to find answers, solve problems, and create solutions. This month’s focus on STEM offers ideas for incorporating all four elements of STEM and provides support and guidance in creating STEM lessons for all students.”
The lessons described in the articles have a chart showing connections with the NGSS. Many are based on the 5E model and include classroom materials, illustrations of student work, and photographs of students engaged in the activities.
These monthly columns continue to provide background knowledge and classroom ideas:
For more on the content that provides a context for projects and strategies described in this issue, see the SciLinks topics Coriolis Effect, Design, Energy Transformations, Engineering Structures, Environment, Forces and Motion, Invasive Species, Levers, Momentum, Physical Properties of Matter, Science of Bridges, Seasons, Weather, Weather and Climate, What Causes Earth’s Seasons?
Many authors share resources related to the lessons and strategies in their articles. These resources include rubrics, graphic organizers, handouts, diagrams, lists of resources, and complete lessons. You can access these through the Connections link for Science & Children.
Science Scope – Stability and Change
From the Editor’s Desk: Stability and Change—Integral to Systems – “Discussions and investigations related to topics such as erosion, evolution, and climate change can serve to explicitly highlight the connection of stability and change to systems…Possessing a deep comprehension of systems and how systems respond to change is essential when solving problems. Involving your students in this work parallels that of scientists and engineers and helps them see the interconnectedness of human-made and natural systems.”
Articles in this issue that describe lessons (many of which use the 5E model) include a helpful sidebar documenting the big idea, essential pre-knowledge, time, safety issues, and cost. The lessons also include connections with the NGSS.
These monthly columns continue to provide background knowledge and classroom ideas:
For more on the content that provides a context for projects and strategies described in this issue, see the SciLinks topics Changes in Ecosystems, Changes to the Earth’s Surface, Climate Change, Ecosystems, Energy Transformations, Forces, Forests, Homeostasis, Limiting Factors, Plant Growth, Plate Tectonics, Predator/Prey, Radiation from the Sun, Robots, Seasons, Systems, Water Quality
Many authors share resources related to the lessons and strategies in their articles. These resources include rubrics, graphic organizers, handouts, diagrams, lists of resources, and complete lessons. You can access these through the Connections link for Science Scope.
In addition to an overview/review of the 5E model and the STEM disciplines, the Guest Editorial: Using the BSCS 5E Instructional Model to Introduce STEM Disciplines (in Science & Children)has a framework and suggestions for integrating the Model and STEM disciplines into planned and purposeful instruction. (An interesting read for all grade levels.)
By Carole Hayward
Posted on 2019-02-15
“I work at a school in a science department that needs a little bit of re-innovation. I am trying to invigorate my department and help connect them with ideas that will help our students shine!” High school teacher Meghan W. had a great reason for wanting to be at NSTA’s National Conference last year, and no doubt many science teachers feel the same. NSTA conferences have great science ed PD, and we bring together the brightest minds in the field. Here are 10 more reasons high school educators won’t want to miss #NSTA19 in St. Louis this April.
Can’t Attend But Want the Experience?
Follow along on Twitter and Instagram using #NSTA19, like NSTA on Facebook and check out our St. Louis album, or follow The Science Teacher editor on Twitter for high school–specific information about the conference and other happenings at NSTA.
Pro Tips
Check out more sessions and other events with the St. Louis Session Browser. Follow all our conference tweets using #NSTA19, and if you tweet, please feel free to tag us @NSTA so we see it and share.
Need help requesting funding or time off from your principal or supervisor? Download a letter of support and bring it with you.
And don’t forget, NSTA members save up to $90 off the price of registration. Not a member? Join here.
Future NSTA Conferences
2019 National Conference
St. Louis, April 11–14
8th Annual STEM Forum & Expo, hosted by NSTA
San Francisco, July 24–26, 2019
The mission of NSTA is to promote excellence and innovation in science teaching and learning for all.
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By Peggy Ashbrook
Posted on 2019-02-15
Children and people of all ages continually explore and learn through their senses. Prior experiences that build understanding of how we use our senses to learn about the world are the foundation for understanding the Next Generation Science Standards Disciplinary Core Ideas. Some children seek out specific experiences such as the two-year-old who would enthusiastically cling to my arm when I wore an especially soft microfiber fleece jacket, and the four-year-old who liked to be the last one to wash her hands so she could be there long enough to create a mound of bubbles to feel. Stomping in puddles and rolling down a grassy slope were favorite experiences of other children. The weight or softness of a certain doll, the bark texture of a special stick, or the size of a particular toy car, are why these objects meet the needs of some children.
Debra Hunter gives examples of how children address multiple areas of development through play at the sensory table (2008), including cognitive and physical development. An intentionally designated space or time for planned messy experiences make it possible for both children and adults to linger with the experience and not feel stressed to end at a set time. Having fun at a sensory table engages children in exploring the properties of matter, developing fine motor skills, and developing a beginning understanding of measurement and volume, force, and motion. Working together to share tools or create a shared experience strengthens children’s oral language and social/emotional development. Experiences with sensory materials introduce new vocabulary such as “sticky” and “absorb.”
A sensory play experience attracts different children depending on what material is provided. Just as some children are drawn to certain materials, others avoid them. “Children differ in their ability to process and respond to information from the environment while engaging in activities” (Thompson and Raisor). Sensory activities that support infant and toddler exploration require closer supervision but provide the same opportunities for learning about the world (Schwarz and Luckenbill). Extensions 25(5), the HighScope newsletter has three articles about sensory play: Look, Listen, Touch, Feel, Taste: The Importance of Sensory Play; Observing and Supporting the KDIs at the Sand and Water Table; and Providing Sensory Experiences That Meet the Needs of All Infants and Toddlers; that remind us that sensory play is “’food for the brain.’ Stimulating the senses sends signals to children’s brains that help to strengthen neural pathways important for all types of learning.”
Taking allergies and other safety concerns such as eye protection into consideration, and reflecting on the daily routine and available spaces, opens up possibilities for creative sensory learning experiences.
Boddy, Jessica. 2017. Are We Eating Our Fleece Jackets? Microfibers Are Migrating Into Field And Food. NPR. February 6, 2017, 1:21 PM ET
High Scope. 2011. Extensions newsletter. Volume 25 No. 5. https://highscope.org
Hunter, Debra. 2008. Teachers on Teaching: What Happens When a Child Plays at the Sensory Table? Young Children. 63(6): 77-79.
Schwarz, Trudi and Julia Luckenbill. 2015. Let’s Get Messy! Learning Through Art and Sensory Play in Spotlight on Young Children: Exploring Play. NAEYC. https://www.naeyc.org/resources/pubs/books
Thompson, Stacy D. and Jill M. Raisor. 2013. Individualizing in Early Childhood: The What, Why, and How of Differentiated Approaches: Meeting the Sensory Needs of Young Children. Young Children. 68(2): 34-43 https://issuu.com/naeyc/docs/meeting_sensory_needs_thompson_0513
Vanover, Sarah. The Importance of Sand and Water Play. National Association for the Education of Young Children blog. 7/18/2018 https://www.naeyc.org/resources/blog/importance-sand-and-water-play
Children and people of all ages continually explore and learn through their senses. Prior experiences that build understanding of how we use our senses to learn about the world are the foundation for understanding the Next Generation Science Standards Disciplinary Core Ideas.
By Kate Falk
Posted on 2019-02-15
This week in education news, Senator Klobuchar is running for president; girls of color have a place in STEM; report finds that the teaching force has been greatly changing, but few have noticed; University of California system now allowing high school computer science courses will be counted toward the core curriculum credit; President Trump calls for new AI workforce-development efforts; Linda Darling-Hammond named new head of California State Board of Education; Tennessee governor proposes $4M for STEM education; Astronaut Mark Kelly is running for U.S. Senate; and report finds that homework tends to be aligned to state standards, but not all that rigorous.
Sen. Amy Klobuchar, a STEM Fan, Is Running for President
Sen. Amy Klobuchar, D-Minn., is the latest Democratic senator to announce her candidacy for the White House in 2020. We highlighted the Minnesota senior senator’s work on education issues late last year. Klobuchar, the daughter of an elementary school teacher, has worked to boost science, technology, engineering, and math (STEM) during her tenure in the Senate—she was first elected to her seat in 2006. Read the blog featured in Education Week.
A 17-Year-Old Wants to Spice Up Science Classes and, Eventually, Democratize Education
Steven Wang got into the tech field about seven years ago – as a pre-adolescent. Now, at 17, he has a startup that is on the verge of being acquired and a concrete vision for how he wants to use technology to transform the learning experience for students all over the world. Read the article featured in The Hechinger Report.
Some might not expect a school in southeast Washington, D.C., to have the only all-black robotics team at a national competition. Others might look at Hendley Elementary School’s Partnership for Assessment of Readiness for College and Careers (PARCC) scores and not assume that our students are coding, problem-solving, and engaging in critical thinking daily. Even I could have been discouraged when I saw that less than 10 percent of our fourth- and fifth-grade students participated in the annual school science fair when I started as principal. Instead, I was motivated by it. Read the article posted on The 74.
Richard Ingersoll: The Transformation of the Teaching Workforce
Internationally acclaimed researcher Richard Ingersoll discusses his new edition of Seven Trends: The Transformation of the Teaching Force, a landmark study examining 30 years of data on the teacher labor market. Ingersoll joins CPRE Director Jonathan Supovitz to highlight a number of key findings, including an ongoing “greening” of the workforce and an “unheralded victory” for minority recruitment initiatives. Listen to the discussion featured on CPRE.org.
University of California Now Allows High-School Computer Science as Core Curriculum Credit
The University of California system has announced it’s now allowing high school computer science courses to be counted toward the core curriculum prerequisites for admission to its nine universities around the state — an “acknowledgement that CS, much like the traditional science courses, has merits for students going through high school,” said Claire Shorall, a high school computer science teacher in the San Francisco Bay Area who has been advocating for the change. Read the article featured in EdScoop.
Trump Calls for New AI Workforce-Development Efforts, But Offers No New Money
President Donald Trump on Monday signed a new executive order directing federal agencies to focus their attention on artificial intelligence, including new workforce-preparation efforts that could reach down into K-12. Read the article featured in Education Week.
Gov. Newsom names new head of State Board of Education in California
In his first State of the State speech, Gov. Gavin Newsom named Linda Darling-Hammond, a Stanford University professor emeritus and one of the nation’s most prominent education researchers, to head California’s State Board of Education. Read the article featured in EdSource.
New Girl Scout Study Shows What Girls Are Doing to Gain Traction as Digital Leaders
Girl Scouts of the USA (GSUSA), the premier leadership development organization for girls, released Decoding the Digital Girl: Defining and Supporting Girls’ Digital Leadership. For the report, the Girl Scout Research Institute (GSRI) surveyed close to 2,900 girls and boys ages 5–17 and their parents to learn more about girls’ digital leadership, differences between girls’ and boys’ digital engagement, and the role of parents/caregivers in this domain. Read the press release.
Higher Ed is Pushing STEM Diversity, But is Change Happening Fast Enough?
Efforts to draw underrepresented students into science and tech fields are making progress, but a new report reveals more work is needed. Read the article featured in Education DIVE.
Gov. Bill Lee Proposes $4M for STEM Education, Creation of K-8 Computer Science Standards
Gov. Bill Lee is prioritizing STEM education in his legislative agenda, which proposes to boost opportunities for students statewide, including the creation of statewide K-8 computer science standards. This is Lee’s second education initiative tied to his legislative priorities and would create the Future Workforce Initiative focused on science, technology, engineering and mathematics. Read the article featured in the Nashville Tennessean.
Astronaut Mark Kelly Announces “Next Mission”: Running for U.S. Senate
Astronaut Mark Kelly is setting his eyes on a new frontier: the United States Senate. In a four-minute-long video, Kelly announced that his “next mission” is to run for Arizona’s Senate seat formerly occupied by the late Sen. John McCain. Read the article featured on CBSNews.com.
Is Homework Valuable or Not? Try Looking at Quality Instead
Homework is one those never-ending debates in K-12 circles that re-emerges every few years, bringing with it a new collection of headlines. Usually they bemoan how much homework students have, or highlight districts and even states that have sought to cap or eliminate homework. Now, a new analysis from the Center for American Progress suggests a more fruitful way of thinking about this problem. Maybe, it suggests, what we should be doing is looking at what students are routinely being asked to do in take-home assignments, how well that homework supports their learning goals (or doesn’t), and make changes from there. Read the article featured in Education Week.
The Two Codes Your Kids Need to Know
A few years ago, the leaders of the College Board, the folks who administer the SAT college entrance exam, asked themselves a radical question: Of all the skills and knowledge that we test young people for that we know are correlated with success in college and in life, which is the most important? Their answer: the ability to master “two codes” — computer science and the U.S. Constitution. Read the article featured in The New York Times.
Stay tuned for next week’s top education news stories.
The Communication, Legislative & Public Affairs (CLPA) team strives to keep NSTA members, teachers, science education leaders, and the general public informed about NSTA programs, products, and services and key science education issues and legislation. In the association’s role as the national voice for science education, its CLPA team actively promotes NSTA’s positions on science education issues and communicates key NSTA messages to essential audiences.
The mission of NSTA is to promote excellence and innovation in science teaching and learning for all.
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