The Conundrum of Adolescence, and the Middle School Science Curriculum

Sixth Article in the Series on The Artistry of Teaching Does neoliberal education reform consider the nature of adolescence and the advances in our understanding of how humans learn?  Is it necessary for every American human adolescent to learn the same content, in the same order, and at the same time?  Why should every student […]

Fordham Institute Review of New Science Standards: Fealty to Conservatism & Canonical Science

Fordham Institute has published their  review of the draft of the Next Generation Science Standards.  Achieve wrote the the new science standards.   Achieve also wrote the math and reading/language arts common core standards. Unchanging fealty to a conservative agenda and a canonical view of science education restricts and confines Fordham’s review to an old school […]

Fordham Institute Review of New Science Standards: Fealty to Conservatism & Canonical Science

Fordham Institute has published their  review of the draft of the Next Generation Science Standards.  Achieve wrote the the new science standards.   Achieve also wrote the math and reading/language arts common core standards. Unchanging fealty to a conservative agenda and a canonical view of science education restricts and confines Fordham’s review to an old school […]

Guest Post by Ingvar Stål: Humanistic Science Inquiry-Oriented Teaching in Finland

Note: This is the second post by Dr. Ingvar Stål, Senior lecturer in physics, chemistry, and science at the Botby Junior High School. In his first post, which you can read here, Dr. Stål gave us an overview of the Finnish educational system, which provides a basic education to all Finnish citizens ages 7 to 16, as well as […]

Standards-Based and High-Stakes Science Education: Frivolous, Capricious & Unreasonable?

Science educators, especially during the past 50 years, have been instrumental in developing curriculum and teaching methods that are intelligent, prudent, reflective, and thoughtful.  Underlying science education has been the well-advised and deliberate attempt to encourage inquiry- and problem-based teaching.  Not only has this been on solid ground in the U.S., but in most nations […]