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 […]

Next Generation Science Standards: What’s Really Been Achieved?

Note:  This is the second in a series of posts on the Next Generation Science Standards.  You can read the first one here. The Next Generation Science Standards (NGSS) are the latest iteration of writing science objectives for the eventual purpose of testing students’ knowledge of science.  The objectives are developed by teams of experts, […]

Next Generation Science Standards: What's Really Been Achieved?

Note:  This is the second in a series of posts on the Next Generation Science Standards.  You can read the first one here. The Next Generation Science Standards (NGSS) are the latest iteration of writing science objectives for the eventual purpose of testing students’ knowledge of science.  The objectives are developed by teams of experts, […]

Do Standards Impede Science Teaching and Learning?

Over the next few weeks I am going to focus on standards- and test-based educational reform with an eye toward opening a conversation about how standards and high-stakes tests might actually impede science teaching and learning. We begin by examining the science standards, which have been an integral part of science education since the publication […]

Common Corporate Science Standards?

My choice of a title for this blog post is not a play on words, but describes the current effort to write the next generation of science standards.  The next generation of science standards is being developed by Achieve, Inc., a corporate and foundation support-type organization that was established in 1996 by governors and corporate […]

Why do we teach science?–the economic argument

In yesterday’s blog post, I raised the question: Why do we teach science anyway?  Do we teach science to help students become curious and to wonder about the world around them?  Do we teach science because various committees and professional societies think that studying science has something special to teach students about the world, and […]

NSF to Receive $3 Billion in Recovery Funds

Although mentioned on this site in my earlier discussions of the American Recovery and Reinvestment Act, the National Science Foundation announced (on its site), that it will receive $3 Billion in Recovery Funds.  The announcement was made by Arden L. Bement, Jr., the Director of NSF.  According to the announcement, the funds will: go directly […]

Education and the Economic Recovery Bill

Today I want to focus on how education will play a crucial role in the Economic Recovery & Reinvestment Bill, and will focus on education and schooling, as well as some comments about science education. Firstly, the amount of funds being directed into the education sector of the economy is enormous.  Depending upon which fact […]

Billions and Billions: From Galaxies to Dollars—Funding in Science

In the widely popular PBS program Cosmos, Carl Sagan approximated the numbers of planets, stars and galaxies in the Universe as “billions and billions”—his famous catch phrase.   Over the past several months, American’s have been reintroduced to the phrase “billions and billions,” but this time in the context of the economy, not astronomy.  The […]

Constantly Striving for Inquiry-Based Learning

I received an email from a science educator colleague and friend, and he included a copy of a paper that he presented last fall at conference among science teacher educators. The paper, entitled “The journey from powerful ideas to classroom practice:Enacting inquiry pedagogy through co-construction, not indoctrination,” by Michael Dias, Kennesaw State University. The paper […]