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#scied

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Public
Dana Foundation

Evolutionary biologist and science educator Jayatri Das sits down with Dana Foundation President Caroline Montojo to discuss science education inside and outside the classroom. Watch the second #NeuroSocietyStories episode now. #publicengagement #scienceeducation #DanaFoundation #neurosociety #neuroscience #braineducation #scienceeducators #scied
youtu.be/3L2EC-7PBx8?si=oFf36i

YouTubeJayatri Das: Beyond the Basics in Science EducationBy Dana Foundation
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Epic Lemur

The large meteor that wiped out the dinosaurs and messed with the whole earth for awhile actually hit essentially in the middle of both northern and southern hemispheres, right? Have we modeled what it would’ve been like if it only hit in one hemisphere? Would we be walking around with T Rex today? #scied #science

Public
Dr. Abbie 🌞

I just gave a talk about astronomy & outreach to a week-long summer school for high school students, and the coordinator has the *best* way to handle Q&A:
After your talk, you leave the room for 20-25 minutes. The students split into small groups and brainstorm all their questions, then they rank their questions and write them on big poster stickies. Then, you come back in the room, and each group takes turns asking you their questions. #summerSchool #iTeachPhysics #sciEd #STEMEd #astrodon

Public
Talya (she/her) 🏳️‍⚧️✡️

The idea of the Wood Wide Web - that trees communicate with each other via a network of symbiotic fungi in their roots - has become increasingly popular over the last few years. But turns out it might be entirely false.

A fascinating read by some of the very people who helped spread that idea in the first place. Now this is science.

undark.org/2023/05/25/where-th

Undark MagazineWhere the ‘Wood-Wide Web’ Narrative Went WrongOpinion | A fascinating story about forest fungal networks has captured the public imagination in recent years. Is any of it true?
#science#SciEd#PopScience
Public
Philip Bell

Hi everyone: We just published a NEW STEM TEACHING TOOL that shows how to promote the U.N. Sustainable Development Goals (SDGs) through community-centered approaches to #SciEd and #NGSS.

The resource links to supporting frameworks and includes tons of practical guidance for supporting ecological, human & economic health. The #SDGs are centered on social and multispecies justice. You can promote global equity by teaching in support of these #GlobalGoals.

➡️ stemteachingtools.org/brief/93

Screenshot of the top of the linked document showing the United Nations Sustainable Development Goals (SDGs) in a rainbow display followed by the title of the resource: Think globally, act locally: Promote the Sustainable Development Goals (SDGs) through community-centered learning STEM Teaching Tool #93
Public
Philip Bell

Hi all: I recently gave an overview presentation of our collection of educator learning resources on how to #TeachClimate. It includes dozens of resources that gather powerful approaches and tools from a broad variety of #ClimateJustice education projects. We are so grateful that they shared their work at a crucial moment of societal response. 🙏

Here are the links to the recording and slides…

🌿 VIDEO RECORDING: youtu.be/8-ZEcvAmJMA

🌿 SLIDES: docs.google.com/presentation/d

Screenshot of slide that says: Climate Learning Resource Portal (on STEM Teaching Tools) Portal Includes: - Practice Briefs - Climate Assessments - Webinar Recordings - OER Teacher Ed Lesson Plans - Practitioner Accounts - Research Summaries - Climate Justice Grad Seminar http://stemteachingtools.org/sp/climate-learning Image shows a group of young people working in a garden on a sunny day with a building in the background.
#SciEd#NGSS#NGSSchat
Public
Philip Bell

Our team at the University of Washington publishes OER resources to support equity-focused science and climate education. You can check out our new resources in our latest newsletter.

It describes…
🌿 2 new practice briefs on: (1) integrating Crosscutting Concepts into #SciEd instruction and (2) how to engage youth in #ClimateAction
🌿 2 webinar recordings on teaching #ClimateJustice
🌿 3 #TeacherEd lesson plans on how to #TeachClimate

February 2023 Newsletter:
➡️ eepurl.com/ikFKYz

Logo: STEM Teaching Tools - Field Notes: Resources & Highlights for Science Education Title: Highlighting Crosscutting Concepts in Science Learning Image: An elementary classroom with students sitting at tables individually writing—with a Black boy in the foreground wearing a green shirt. Description: The crosscutting concepts (CCC) are key to three-dimensional instruction, but educators often struggle to incorporate them into their classrooms. Our new STEM Teaching Tool, “Why and how should I use CCC to enhance my science instruction?” is specifically designed to help educators make learning about the CCC more explicit, expansive, and inclusive. Button: Read STEM Teaching Tool #91
Continued thread
Public
Philip Bell

As with all of our @STEMTeachTools, you can get to the more polished PDF formatted version from the landing page of the resource. It is a great format to share with others! #NGSSchat #NGSS #SciEd

Here's the direct link to the PDF:
➡️ stemteachingtools.org/assets/l

We are grateful to the co-authors of this new @STEMTeachTools for sharing their fabulous and vital work for a flourishing world. Thank you Meenakshi Sharma, Rebecca Rolnick, Anne Stephens, and Kathryn Hayes!

Screenshot of the front page of the linked resource. The linked PDF has been designed to be accessible. Text says: STEM Teaching Tool #92 Using Nature Journaling to identify meaningful local phenomena and support the infinite range of student sensemaking What Is The Issue? Three-dimensional science learning centers on student sensemaking of phenomena. However, finding phenomena that are safe, accessible, culturally relevant, and grounded in the place where students live can be challenging for educators. Nature Journaling (NJ) can provide simple tools and strategies that educators can employ to encourage students’ investigations of local phenomena through deeper observations. In addition, helping students explore phenomena in local outdoor places leverages their interests and supports building relationships and awareness about community and neighborhoods. WHY IT MATTERS TO YOU Teachers should design and integrate nature journaling activities to enrich their existing curricula. It is vital that students have extended opportunities to connect with and make sense of natural settings outside of school. District staff and PD Providers should develop partnerships with local parks, nature reserves, Tribal Nations, and nature areas and other community resources that afford nature journaling opportunities for students. School leaders should recognize nature journaling experiences as valuable and core educational activities supporting student understanding of phenomena.
Screenshot of the back page of the linked resource. The linked PDF has been designed to be accessible. Things To Consider • The terms Nature Journaling (NJ), science journaling, science sketching, and science notebooking are often used interchangeably, but each practice has a different structure and purpose. NJ focuses on recording experiences and observations about a place and/or phenomena through sketching, recording, quantifying, and writing. Students’ curiosity about phenomena and their creativity in expressing their observations and recording data about the phenomena drives the NJ process. • NJ can be integrated into one lesson or can be used to support sustained learning about a place over an extended period of time. When students observe phenomena in a place over time, they can more easily observe patterns and dynamics, supporting the generation of causal questions. In addition to patterns, dynamics and causation, NJ can help students learn all crosscutting concepts, including systems and systems models. • NJ can help students recognize the significant role nature plays in everyday lives and their awareness of local socioscientific issues, such as connectedness between nature and pandemics or ways nature affords happiness and well-being. It can deepen students’ affective connections with nature and grow aesthetic appreciation for nature, leading to awareness of and involvement in local environmental issues. And more
Public
Philip Bell

New STEM Teaching Tool (PLS BOOST)

Over the past 9 years, we have published a collection of professional learning resources to help educators teach science & STEM in equitable ways (#NSFfunded). Check out & share our latest one…

Do you want to get your students outdoors and help them connect with and better understand nature in #SciEd? Check out this fabulous new STEM Teaching Tools on approaches and tools to the study of local phenomena through NATURE JOURNALING.🌏🌿💚

➡️ stemteachingtools.org/brief/92

Screenshot of the hero image for the linked resource. Text says: STEM Teaching Tool #92 Using Nature Journaling to identify meaningful local phenomena and support the infinite range of student sensemaking Image shows the hand of a student holding a pen writing with a cell phone resting on top of the paper.
Public
Philip Bell

✨ NEW OPEN ACCESS RESEARCH ARTICLE ✨

Want to learn how to design #SciEd instruction that engages youth in the speculative design of AI and other technologies to promote #RacialJustice?

Check out this 🔥 work led by Kathleen Arada and Anastasia Sanchez!

✨ Youth as pattern makers for racial justice: How speculative design pedagogy in science can promote restorative futures through radical care practices ✨

🌿 tandfonline.com/doi/full/10.10

#NGSS #NGSSchat #CSforAll #MultipleWaysOfKnowing @edutooters

Figure 1. Visual representation of critical speculative design pedagogy Image shows a heartfelt energy flowing into a central hear woven into a green leafy branch. In the heart are labeled layers of consequential concern, constellations knowledges, futurity play, critical and liberatory presenting, and kindred relationally.
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