Group items tagged

We use conceptual and empirical lenses to examine synergies between inquiry science and literacy teaching and learning of K-12 (kindergarten through high school) curriculum. We address two questions: (i) how can reading and writing be used as tools to support inquiry-based science, and (ii) how do reading and writing benefit when embedded in an inquiry-based science setting? After elaborating the theoretical and empirical support for integrated approaches, we discuss how to support their implementation in today's complicated curricular landscape.

This is a call for crowdfunding "the think tank" a mobile cognitive science lab that will travel to HSs to teach students about cognitive science and help them design and carry out their own inquiries. might be a cool sample project for Intersections

argues that storytelling should be a part of science, so that students, especially female students, see why/how science is important in the world.

This sonnet to science by Edgar Allan Poe made me think of my Intersections community -- How else might we personifiy science?

first person by Naomi Shah, winner of Intel Science Talent Search. Discusses her research, her work getting young girls interested in science and her future plans.

NYTimes story about Sylvia Todd, young maker with a following. "With her father, James Todd, filming her, Sylvia uses puppetry, theme music and her home as a laboratory to demonstrate how things work. She makes science fun, mostly by having fun herself."

interactive graphic and short discussion of the phenomenon of men outperforming women in science in the US

A Ted Talk about telling stories about science, making science understandable and exciting to 13 year olds.

This is a beautiful opinion piece from the NY Times that makes an interesting argument about how/why we learn science and science-y things.

description of Science Genius' Science Rap competition.

discussion of the language of science, focusing on theory, law, and hypothesis

describes the i3 grant granted to the Exploratorium and SOnoma county schools for professional development to support the development of science lessons for elementary aged ELLs

The researchers documented a prospective science teacher's struggle to make sense of an online content literacy course that attempted to strengthen her capabilities to combine skills-based instruction (reading) with concept-based instruction (science). S

fascinating and detailed descriptions of how to improve writing about science, originally published in American Scientist in 1990

Color, perception, fashion, science... what color is that dress? Thank you, Cindy O'Donnell-Allen for catching me up on this social media frenzy that I'd missed.

At age 12, Freeman Hrabowski marched with Martin Luther King. Now he's president of the University of Maryland, Baltimore County (UMBC), where he works to create an environment that helps under-represented students -- specifically African-American, Latino and low-income learners -- get degrees in math and science. He shares the four pillars of UMBC's approach.

this is a resource that annotates science research for students and offers other activities (such as the opportunity to play with data from scientists' papers). THis might be a great resource for Intersections teams

""Coupling practice with content gives the learning context, whereas practices alone are activities, and content alone is memorization," an executive summary of the standards says. "The integration of rigorous content and application reflects how science and engineering is practiced in the real world.""

This piece argues that the NGSS has focused on diversity and inclusion, and talks about science as the great equalizer. Perhaps of interest as discussion point in teams.