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Science Education Gone Wilde: Creating Science References that Work
The document discusses challenges in science education and communication. It notes that U.S. education is falling behind in STEM proficiency and that science ideas do not flow freely within and across sciences. The key to better science communication is emphasized as moving beyond just correctness, accuracy, authority, currency and clarity to also emphasize the dynamic of learning, knowing the audience, and anticipating their needs and expectations. Adaptive learning tools are highlighted as a way to test student knowledge and weaknesses to allow targeted revisions.
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Science Education Gone Wilde: Creating Science References that Work
- 1. Science Education GoneWilde Science references that work John Rennie, editorial director AccessScience McGraw-Hill Education Charleston Conference 1 Nov. 6, 2014
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- 3. 3 “Triviality” vs.“the vital Importance of being Earnest”
- 4. U.S education isnot keeping up with the need for STEM proficiency 4 Source: National Math + Science Initiative
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- 6. 6 “Fortunately, inEngland, at any rate, education produces no effect whatsoever.”
- 7. 7 Excellence inscience communications Correctness Accuracy Authority Currency Clarity
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- 9. 9 “If Iam occasionally a little over-dressed, I make up for it by being always immensely over-educated.”
- 10. 10 The bigchallenges for all science communications Boredom Confusion Other Priorities
- 11. 11 Nature, Vol.356, 30 April 1992
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- 14. 14 “The truthis rarely pure and never simple.”
- 15. 15 “The broad consequences are that ideas flow less freely across and within the sciences, and the public’s access to (and maybe trust in) science is diminished.”
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- 19. 19 1950 19601970 1980 1990
- 20. 20 1950 19601970 1980 1990
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- 23. 23 Excellence inscience communications Correctness Accuracy Authority Currency Clarity GOOD BUT NOT ENOUGH
- 24. 24 Emphasize thedynamic of learning… … not the static display of information
- 25. 25 Know YourAudience
- 26. 26 Anticipate users’needs and expectations
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- 28. 28 Clarity Accuracy Completeness
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- 33. 33 Adaptive learning Testing students’ knowledge, skill & confidence Recognizing areas of weakness Reviews content strategically
- 34. 34 Adaptive heatmaps Provide an overlay of learning analytics on texts Provide data on student performance at paragraph & sentence level Allows targeted revisions
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- 37. 37 “Perception paves progress.” Danielle N. Lee
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