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Why Do People Say, “I Believe in Science”?
Journal Article |
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…
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A Socially-Just Science Classroom
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Intentionally Addressing Equity in the Classroom
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Equity, as we define it, means striving to serve the needs of others and enhancing belonging by focusing on “whole humans” in emotional, sociocultural, and personal contexts. Integrating equitable practices in STEM…
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Immersive Learning Through Experiential Inquiry of a Virtual Epidemic
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MindHive: An Online Citizen Science Tool and Curriculum for Human Brain and Behavior Research
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Teaching Assistant Responses to COVID-19
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Undergraduate and graduate teaching assistants (TAs) are tasked with instructing undergraduate courses with little to no professional development (PD). To better develop PD opportunities, it is important to understand…
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40 Years of Inspiring Students to Explore STEM: What Has Science Olympiad Learned?
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Design and Impact of an Undergraduate Civic Science Course
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An interdisciplinary group of faculty members from Tufts University developed an undergraduate civic science course designed to help students better understand and interpret the broad, sociocultural impacts of science…
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Exploring the Effects of a Neglected Area
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One of the major challenges of teaching science has been engaging students in discussions of concepts due to lack of perceived relevancy of topics to students’ individual goals and societal issues. Science has been…
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Promoting Biodiversity Through Urban Greenspaces
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Teacher Spotlight: Kathleen Caslow
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