This is a talk that I gave for the University of Oregon Women in Science group on my career in science research, science journalism, museums, teacher education, and education research, culminating in my own consulting business.
Decarbonising Commercial Real Estate: The Role of Operational Performance
The quasi-linear dynamics of a career in science education
1. The Quasi-Linear Dynamics of a
Career in Science Education
Stephanie Chasteen
stephanie@sciencegeekgirl.com
http://blog.sciencegeekgirl.com
2.
3.
4.
5. Who are you?
What is the main thing
that interests you now (or
that you are employed
in)?
A.Science
B.Writing &
communication
C.Education
D.Business / Industry
E. More than one /
something else
6. What interests you?
Introduce yourself to your
neighbor. Explain at least
one struggle you have /
have had in choosing a
life path.
16. What we can learn from bacteria:
where is the warm spot?
sense temperature
gradients or changes
17. Mentor:
Dr. Sue Carter
Figuring out how things work
18. How to keep my love for science...?
Physics
research
BA in Social
Psychology
?
Peace Corps
19. Communicating
Science
What is science journalism?
What techniques does the piece use to reach its audience?
(David Kestenbaum and Marvin Marshak - NPR)
20. What is the purpose of that piece?
A.To educate people
about science
B.To keep the listener
informed about current
research
C.To get the listener
interested in science
D.To give the journalist a
job
E. More than one /
something else
21. Mentors:
Dr. Sue Carter
Dr. Sarah Rabkin
Communicating Science
Dr. David Kestenbaum
22. Some principles of good writing
Know your audience
Build from the familiar (e.g., analogy)
Tell a story
No jargon
Short simple sentences, active voice
Walk the line between accuracy and understandability
(you won’t be as precise as you want to be!)
23. How to reach the public with exciting science?
Now what?
Physics
research
BA in Social
Psychology
Peace Corps
freelance writing
NPR intern
24. Mentor:
Dr. Paul Doherty
Communicating Science...
to Teachers & the Public
25. Mentor:
Dr. Paul Doherty
Communicating Science...
to Teachers & the Public
29. Teacher Institute Blue Sky
Blue Sky
Now you can explain why the
Now you can the
sky is blue and the sunset is
sky is blue and is
red
red
Iron science When sunlight travels through the
When sunlight travels through the
atmosphere, blue light scatters more
atmosphere, blue light scatters more
than the other colors, leaving a dominant
than the other colors, leaving a dominant
teacher yellow-orange hue to the transmitted
yellow-orange hue to the transmitted
light. The scattered light makes the sky
light. The scattered light makes the sky
blue; the transmitted light makes the
blue; the transmitted light makes the
sunset reddish orange.
sunset reddish orange.
A transparent plastic box, or a large
A transparent plastic box, or a large
beaker, jar, or aquarium
beaker, jar, or aquarium
A flashlight or projector (either a slide or filmstrip projector)
A flashlight or projector (either a slide or filmstrip projector)
Powdered milk
Powdered milk
Polarizing filter (such as the lens from an old pair of polarized sunglasses)
Polarizing filter (such as the lens from an old pair of polarized sunglasses)
Blank white card for image screen
Blank white card for image screen
Paper hole-punch
Paper hole-punch
Optional: Unexposed (black) 35 mm slide or photographic film, or an index card cut to slide size
Optional: Unexposed (black) 35 mm slide or photographic film, or an index card cut to slide size
(15 minutes or less)
(15 minutes or less)
Fill the container with water. Place the light source so that the beam shines through the container. Add
Fill the container with water. Place the light source clearly see the beam shining through the liquid. Add
powdered milk a pinch at a time; stir until you can so that the beam shines through the container.
powdered milk a pinch at a time; stir until you can clearly see the beam shining through the liquid.
(15 minutes or more)
(15 minutes or more)
Look at the beam from the side of the tank and then from the end of the tank. You can also let the light
Look at the beam from thewhich of the tank and thenof the the end of the tank. the beam looks bluish-
project onto a white card, side you hold at the end from tank. From the side, You can also let the light
project from the end,card, which you hold at the end of the tank. From the side, the beam looks bluish-
white; onto a white it looks yellow-orange.
white; from the end, it looks yellow-orange.
If you have added enough milk to the water, you will be able to
If you have added enough change fromwater, you willyelloworange
see the color of the beam milk to the blue-white to be able to
see the color of the the beam.
along the length of beam change from blue-white to yelloworange
along the length of the beam.
If you want to look at a narrower beam of light, use a paper
If you want to look ataahole in the beam of light, use a paper a
hole-punch to punch narrower unexposed black slide or in
31. What is the primary purpose
of an interactive exhibit?
A.To give hands-on
experience with a
phenomenon
B.To motivate students to
learn about science in
school
C.To give the exhibit designer
a job
D.To teach science content
E. More than one / something
else
33. I want to know more about education...
Physics
Exploratorium &
research
BA in Social teacher education
Psychology
Now what?
Peace Corps
freelance writing
NPR intern
34. Mentors:
Dr. Kathy Perkins
Dr. Steve Pollock
An informed education activist
Dr. Carl Wieman
35. Education Research
The teaching of science
AS a science
Studying how people learn
Designing instructional
materials
Traditional lecture isn’t very
effective!
36. Can we affect students’ beliefs?
Attitude survey
Shift (%) I think about the physics I experience in everyday life.
Real world connect... -6 Spending a lot of time understanding where formulas
come from is a waste of time.
Personal interest........ -8 There is usually only one correct approach to solving
a physics problem.
Sense making/effort... -12 how do you think intro
Conceptual................ -11 physics classes affect
student attitudes?
Math understanding... -10
A. More positive
Confidence................ -17 B. More negative
C. Stay same
Students come out of introductory classes with more
negative views of physics than they came in with!
38. Common themes in Education & Communication
Principles of learning
1. Motivation is essential for learning
2. People learn by actively constructing their
own understanding.
3. Working memory limited (cognitive load)
4. People learn by building on what they know.
Principles of communication
1. Know audience
2. Hook people in
3. Help people relate to the topic
4. Keep it simple
5. Tell stories
39. Now how to use all this?
Physics
Exploratorium &
research
BA in Social teacher education
Psychology
physics education
research
Peace Corps
freelance writing
NPR intern
40. Tying it all together:
sciencegeekgirl enterprises
41. A non-specialized specialist
Physics
Exploratorium &
research
BA in Social teacher education
Psychology
physics education
research
Peace Corps
freelance writing
NPR intern
43. I found a warm spot
Physics
Exploratorium &
research
BA in Social teacher education
Psychology
physics education
research
Peace Corps
freelance writing
NPR intern
44. What my mentors gave me
FLEXIBILITY benefit of the doubt
encouragement
enthusiasm
expertise feedback
45. What I’ve learned
Don’t hesitate to try
It doesn’t hurt to ask
Generosity yields returns
So does hard work
Pay attention & be curious
Seek inspiration
You are not a prisoner of your choices
The world needs eclectic generalists too
46. Thank you!
Please ask me questions!
Please read my blog!
Please contact me anytime!
Please hire me!
http://blog.sciencegeekgirl.com
stephanie@sciencegeekgirl.com