Will New Standards Improve Elementary Science Education?
Why It's Time to Rethink School Science Fairs
Critical Thinking Skills to Help Students Better Evaluate Scientific Claims
New Science Standards Aim to Relate Concepts to Students' Lives
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FM","link":"/"}},"mindshift_51644":{"type":"posts","id":"mindshift_51644","meta":{"index":"posts_1591205157","site":"mindshift","id":"51644","score":null,"sort":[1531289192000]},"guestAuthors":[],"slug":"will-new-standards-improve-elementary-science-education","title":"Will New Standards Improve Elementary Science Education?","publishDate":1531289192,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"http://hechingerreport.org/will-new-standards-improve-elementary-science-education/\">\u003cem>science instruction\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">Hechinger newsletter\u003c/a>.\u003c/p>\n\u003cp>Science could be considered the perfect elementary school subject. It provides real life applications for reading and math and develops critical thinking skills that help students solve problems in other subjects. Plus, it’s interesting. It helps answer all those “why” questions — Why is the sun hot? Why do fish swim? Why are some people tall and other people short? — that 5- to 8-year-old children are so famous for asking.\u003c/p>\n\u003cp>Young children are “super curious,” said Matt Krehbiel, director of science for Achieve, a nonprofit organization dedicated to helping students graduate high school ready to start college or to pursue a career. “We want them to be able to harness that curiosity to help them make sense of the world around them.”\u003c/p>\n\u003cp>But science has long been given short shrift in the first few years of school. Most elementary school teachers have little scientific background and many say they feel unprepared to teach the subject well, according to a \u003ca href=\"http://www.horizon-research.com/2012nssme/wp-content/uploads/2013/02/2012-NSSME-Full-Report1.pdf\">national survey\u003c/a> of science and mathematics education conducted by a North Carolina research firm in 2012. Just 44 percent of K-2 teachers felt they were “well prepared” to teach science, according to the survey, compared to 86 percent who felt well prepared to teach reading.\u003c/p>\n\u003cp>Possibly as a result, the average first- through fourth-grade student spent just \u003ca href=\"https://nces.ed.gov/surveys/sass/tables/sass1112_20161012001_t1n.asp\">2.5 hours per week\u003c/a> on science during the 2011-12 school year, the last for which data is available, according to the National Center for Education Statistics. And that could be why just \u003ca href=\"https://www.nationsreportcard.gov/science_2015/#?grade=4\">38 percent fourth grade students performed at or above proficient\u003c/a> on the latest National Assessment of Education Progress for science, which was administered in 2015.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>That’s a problem because careers in science, engineering and math are some of the fastest growing (and best paid) sectors of the American economy. Such jobs made up 6.2 percent of all U.S. employment in 2015, \u003ca href=\"https://www.bls.gov/spotlight/2017/science-technology-engineering-and-mathematics-stem-occupations-past-present-and-future/pdf/science-technology-engineering-and-mathematics-stem-occupations-past-present-and-future.pdf\">according to the U.S. Department of Commerce\u003c/a>, and that’s not counting healthcare jobs, which \u003ca href=\"https://www.kff.org/other/state-indicator/health-care-employment-as-total/?currentTimeframe=0&selectedRows=%7B%22wrapups%22:%7B%22united-states%22:%7B%7D%7D%7D&sortModel=%7B%22colId%22:%22Location%22,%22sort%22:%22asc%22%7D\">make up another 9.1 percent\u003c/a>. If today’s grade school children aren’t science literate, they’ll have a much bigger hurdle to overcome when they try to enter those fields in the early 2030s.\u003c/p>\n\u003cfigure id=\"attachment_51647\" class=\"wp-caption alignnone\" style=\"max-width: 1125px\">\u003cimg class=\"size-full wp-image-51647\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/07/Mongeau-K3science-photo6.jpg\" alt=\"\" width=\"1125\" height=\"1500\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6.jpg 1125w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6-900x1200.jpg 900w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6-960x1280.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6-240x320.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6-375x500.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6-520x693.jpg 520w\" sizes=\"(max-width: 1125px) 100vw, 1125px\">\u003cfigcaption class=\"wp-caption-text\">Experts say students will understand more about scientific concepts if they participate in hands-on experiments like the one outlined in this Redmond, Oregon classroom. \u003ccite>(Lillian Mongeau/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But the \u003ca href=\"https://www.nextgenscience.org/\">Next Generation Science Standards\u003c/a> (NGSS), first released in 2013, could be changing all that. The standards, adopted in full by 19 states and the District of Columbia (another 19 states adopted very similar new standards), are meant to help teachers focus on the importance of learning science by conducting experiments, collecting and recording information and evaluating evidence. Getting schools and teachers to begin effectively teaching to the new learning goals is a multi-year process.\u003c/p>\n\u003cp>“The reality of implementation is that it ends up being all over the map for a variety of reasons,” Krehbiel said. “Some [states] are moving forward great guns, others not so much.”\u003c/p>\n\u003cp>A new national science test and a new national survey, both due out in 2019, will show whether science achievement has improved and whether time spent on science has increased; in the meantime, the standards are definitely spurring some to action.\u003c/p>\n\u003cp>“When there are new standards, there is new attention put on what the standards are asking us to do,” said Cristina Trecha, director of the Oregon Science Project, an organization that provides science education training to rural and semi-rural teachers in Oregon, which adopted the standards in 2014. “NGSS is going to give us a reason to teach science.”\u003c/p>\n\u003cp>That’s been true for Redmond, Oregon kindergarten teacher Jennifer Callahan.\u003c/p>\n\u003cp>“We weren’t doing much at all,” Callahan said. “There was a curriculum, but in the time I’d been here, there was no training. It was whatever we came up with ourselves. It didn’t have as much weight as reading, writing and math.”\u003c/p>\n\u003cp>It does now.\u003c/p>\n\u003cfigure id=\"attachment_51652\" class=\"wp-caption alignnone\" style=\"max-width: 1500px\">\u003cimg class=\"size-full wp-image-51652\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/07/Mongeau-K3science-photo1.jpg\" alt=\"\" width=\"1500\" height=\"1125\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1.jpg 1500w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-1200x900.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-520x390.jpg 520w\" sizes=\"(max-width: 1500px) 100vw, 1500px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Jennifer Callahan explains the concept of a gentle force moving an object a short distance to her 21 kindergartners at the Redmond Early Learning Center in Redmond, Oregon. \u003ccite>(Lillian Mongeau/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>On a Wednesday in May, Callahan’s classroom at the Redmond Early Learning Center, which houses all of the semi-rural district’s 400 kindergartners, was alive with scientific discovery. Callahan’s students were arrayed in a big circle rolling a ball across the rug to various classmates. After each roll, Callahan asked if it had taken a strong force or a gentle force to move the ball. Kids answered with a hand signal — one hand petting the other for gentle, a flexed bicep for strong — then explained their answer to their partner before Callahan called on a student to say what he or she thought.\u003c/p>\n\u003cp>Next, students matched images of scenes — a toy car being pushed up a ramp or two people tossing a ball, for example — with the correct word identifying the type of force depicted: strong or gentle. After practicing as a class, kids broke into small groups to sort more images.\u003c/p>\n\u003cp>At one table, four students worked together to quickly place all their image cards under the correct header.\u003c/p>\n\u003cp>“He didn’t put that much force,” said Lorenzo Glasser, 6, as he placed an image of a boy juggling a soccer ball with his knees under the word “gentle.” How could Lorenzo tell the boy hadn’t used much force? “It made it [the ball] go not that far,” he explained.\u003c/p>\n\u003cp>Lorenzo’s classmate, Scout Simonsen, also 6, said they were old hands at understanding forces. They’d been working on it “a long time, a few weeks,” she said. She threw her hands up in the air, seeming exasperated. “It feels like 5,000 years!”\u003c/p>\n\u003cfigure id=\"attachment_51651\" class=\"wp-caption alignnone\" style=\"max-width: 1500px\">\u003cimg class=\"size-full wp-image-51651\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/07/Mongeau-K3science-photo2.jpg\" alt=\"\" width=\"1500\" height=\"1125\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2.jpg 1500w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-1200x900.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-520x390.jpg 520w\" sizes=\"(max-width: 1500px) 100vw, 1500px\">\u003cfigcaption class=\"wp-caption-text\">Kindergartner Lorenzo Glasser, 6, (Nike shirt) hands out illustrations to his Redmond, Oregon classmates for them to sort into according to whether a strong or gentle force is pictured. \u003ccite>(Lillian Mongeau/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Sorting done, the class gathered back on the rug to go through the cards as a group and tell each other how they got their answers. Then it was time to continue their ongoing experiment with forces by taking out their “pinball machines” — open cardboard boxes with elastic bands stretched across, which acted as launchers for tennis balls.\u003c/p>\n\u003cp>“If you pull the launcher back really far, the ball can go a long distance,” Heidi Variz, 6, reminded the class before they got started with the next step in the experiment. What would happen if they used a shoelace, instead of their finger, to activate the launcher?\u003c/p>\n\u003cp>Reese Homann, 6, wasn’t sure about this new development. She raised her hand. “I don’t understand why we have to use the shoelace to make it different,” she said. “That’s not what was on the video.”\u003c/p>\n\u003cp>“Good question,” Callahan said. The video the class had watched before they built their pinball machines “was just the beginning,” she told Reese. “But as we do new things, we learn more.”\u003c/p>\n\u003cp>Learning more by trying new things is what Callahan loves about the NGSS-inspired science lessons she’s running in her class this year. Today’s lesson on force comes from Amplify Science, a curriculum developed by educators at Amplify, a curriculum vendor, and researchers at the \u003ca href=\"https://www.lawrencehallofscience.org/about\">Lawrence Hall of Science\u003c/a>, a public science center at the University of California, Berkeley. It’s one of three elementary school science curriculums Callahan is helping to pilot now that her district decided to re-commit to elementary science education.\u003c/p>\n\u003cfigure id=\"attachment_51646\" class=\"wp-caption alignnone\" style=\"max-width: 1500px\">\u003cimg class=\"size-full wp-image-51646\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/07/Mongeau-K3science-photo7.jpg\" alt=\"\" width=\"1500\" height=\"1125\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7.jpg 1500w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-1200x900.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-520x390.jpg 520w\" sizes=\"(max-width: 1500px) 100vw, 1500px\">\u003cfigcaption class=\"wp-caption-text\">Kindergarten students in Redmond, Oregon are asked to draw diagrams of their experiments as part of a new focus on science learning in the early grades. \u003ccite>(Lillian Mongeau/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Callahan has become a particularly fervent believer in the power of science education in her classroom. In 2016, she was accepted as a trainer for the Oregon Science Project. Along with 200 other Oregon educators, more than half of whom were elementary school teachers, Callahan spent the 2016-17 school year learning best practices for teaching kindergarten science. In the summer of 2017, she passed that training on to 19 of her Redmond colleagues who wanted to learn more about teaching science in their elementary school classrooms.\u003c/p>\n\u003cp>“I’m thrilled with NGSS because of all the hands-on opportunities,” Callahan said. Her students also learn the value of taking risks, making mistakes and problem solving. “That higher level thinking … I don’t think we were really pushing that before.”\u003c/p>\n\u003cp>Getting students beyond activities like memorizing the stages of a butterfly’s lifecycle or learning the parts of a plant is just what NGSS is meant to inspire. The standards list scientific concepts and practices students should understand at the end of each grade level, as well as specific ideas they should know.\u003c/p>\n\u003cp>Compiled by state leaders, the National Research Council, the National Science Teacher Association and others, the standards were warmly received by many educators when they were first released. \u003ca href=\"http://blogs.edweek.org/edweek/curriculum/2013/04/new_science_standards_encounte.html?r=261484884\">Not everyone loved them though\u003c/a>. Critics complained the standards overemphasize skills while relegating factual scientific knowledge to secondary importance. And some conservatives decried the standards’ references to climate change and evolution as so much political maneuvering.\u003c/p>\n\u003cp>But Achieve’s Krehbiel, formerly a high school science teacher in Kansas, believes the standards can make a positive difference for students.\u003c/p>\n\u003cp>“It’s all about kids being able to explain the world around them and being thoughtful about scientific information,” Krehbiel said. “If you teach in this way, kids will show an increased likelihood to pursue a career in science, see science as relevant to their lives and show an increased interest in science.”\u003c/p>\n\u003cfigure id=\"attachment_51648\" class=\"wp-caption alignnone\" style=\"max-width: 1500px\">\u003cimg class=\"size-full wp-image-51648\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/07/Mongeau-K3science-photo5.jpg\" alt=\"\" width=\"1500\" height=\"1125\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5.jpg 1500w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-1200x900.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-520x390.jpg 520w\" sizes=\"(max-width: 1500px) 100vw, 1500px\">\u003cfigcaption class=\"wp-caption-text\">Pictured form left to right, Nathaniel Carpoff, 5, Aleigha Moss, 5, and Ladaysha Davis, 6, all kindergartners in Redmond, Oregon, tell each other what they learned from experimenting with their “pinball” machines. \u003ccite>(Lillian Mongeau/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Oregon educators are hoping that proves true here. The state, which \u003ca href=\"http://www.csss-science.org/downloads/NAEPElemScienceData.pdf\">ranked dead last for time spent on science in elementary school\u003c/a> in 2009, is aggressively trying to get better. The Oregon Science Project was initially funded by \u003ca href=\"https://www2.ed.gov/programs/mathsci/index.html?exp=0\">a grant from the federal government\u003c/a> and will continue with funding from the state and from professional development fees charged to districts. The state also published \u003ca href=\"http://www.oregon.gov/ode/about-us/stateboard/Documents/April%202016%20board%20documents/1.6_1--oregon-stem-strategic-plan-1.21.pdf\">a science and math education strategic plan\u003c/a> in 2016. Among other goals, the plan calls for increasing the time spent on science in elementary school to above the national average.\u003c/p>\n\u003cp>Trecha, of the Oregon Science Project, said the state’s focus is beginning to make a difference, though she acknowledges there’s still a long way to go. When speaking with teachers from all over the state, Trecha said she heard that some elementary schools don’t have science as part of their weekly schedule and many districts don’t have an up-to-date science curriculum, although having one is required by state law.\u003c/p>\n\u003cp>“We’ve asked [elementary students] to make things sink or float, but we haven’t asked them to make sense of it or explain it,” Trecha said. She said children should be asked to draw diagrams of floating objects, think about invisible forces like buoyancy, or wrestle with tricky concepts like density to deepen their understanding of why some objects sink and others float.\u003c/p>\n\u003cp>It’s also important to do a better job reaching all students, Trecha said. Black and Latino students and students from low-income homes tend to perform less well on the national fourth grade science assessment. \u003ca href=\"https://nces.ed.gov/nationsreportcard/subject/publications/stt2015/pdf/2016157OR4.pdf\">That pattern holds true in Oregon\u003c/a>. Just 14 percent of Latino students, 10 percent of American Indian/Alaska native students and 23 percent of students who qualify for free or reduced-price lunch, an indicator of low family income, scored at or above proficient in science in 2015. (Not enough black Oregonians took the test to accurately measure the group’s performance.) In contrast, 37 percent of Oregon’s entire fourth grade population scored at or above proficient. These disparate outcomes persist through middle and high school, where \u003ca href=\"https://www.nationsreportcard.gov/science_2015/#groups?grade=12\">girls also start to perform less well\u003c/a> than their male peers.\u003c/p>\n\u003cp>Against that backdrop, improving science instruction in \u003ca href=\"http://www.redmond.k12.or.us/files/2017/10/1617-ReportCard-1977-1.pdf\">districts like Redmond\u003c/a>, where 74 percent of K-3 students qualify for free or reduced-price lunch and 18 percent are Latino, is especially important, Trecha would argue.\u003c/p>\n\u003cp>Back in Callahan’s classroom, Malachi Ballinger, 6, and Alyssa Akre, 6, are tugging on shoelaces now attached to their rubber band launchers and observing how the tennis balls react to the forces they are now exerting on them.\u003c/p>\n\u003cp>“When we used our fingers [the ball] went off the edge,” Alyssa said. That’s not happening with the shoelace tied to the launcher, so, she concluded, the force is “kind of less now.”\u003c/p>\n\u003cp>Next, it was time to take notes on their experiment. The notes are important, Malachi said as he carefully drew a diagram of his pinball machine, “because that helps us know stuff — know how forces move.” Besides, he added, taking notes is what scientists do “so they can remember.”\u003c/p>\n\u003cp>“[Scientists] always say what happens,” Alyssa chimed in.\u003c/p>\n\u003cp>“They say ‘because’ a lot,” added Kyah Higgins, 5.\u003c/p>\n\u003cp>So, that’s what scientists do, but what do they look like?\u003c/p>\n\u003cp>Laughing, Alyssa said, as if it were the most obvious thing in the world: “They look like us!”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story \u003c/em>\u003cem>was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">Hechinger newsletter\u003c/a>.\u003c/p>\n\n","blocks":[],"excerpt":"Science education is rarely a priority in elementary schools. That may be changing under the Next Generation Science Standards, adopted in whole or in part by 38 states and the District of Columbia. ","status":"publish","parent":0,"modified":1531289192,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":44,"wordCount":2414},"headData":{"title":"Will New Standards Improve Elementary Science Education? | KQED","description":"Science education is rarely a priority in elementary schools. That may be changing under the Next Generation Science Standards, adopted in whole or in part by 38 states and the District of Columbia. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Will New Standards Improve Elementary Science Education?","datePublished":"2018-07-11T06:06:32.000Z","dateModified":"2018-07-11T06:06:32.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"51644 https://ww2.kqed.org/mindshift/?p=51644","disqusUrl":"https://ww2.kqed.org/mindshift/2018/07/10/will-new-standards-improve-elementary-science-education/","disqusTitle":"Will New Standards Improve Elementary Science Education?","nprByline":"\u003ca href=\"http://hechingerreport.org/\">Lillian Mongeau, The Hechinger Report\u003c/a>","path":"/mindshift/51644/will-new-standards-improve-elementary-science-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"http://hechingerreport.org/will-new-standards-improve-elementary-science-education/\">\u003cem>science instruction\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">Hechinger newsletter\u003c/a>.\u003c/p>\n\u003cp>Science could be considered the perfect elementary school subject. It provides real life applications for reading and math and develops critical thinking skills that help students solve problems in other subjects. Plus, it’s interesting. It helps answer all those “why” questions — Why is the sun hot? Why do fish swim? Why are some people tall and other people short? — that 5- to 8-year-old children are so famous for asking.\u003c/p>\n\u003cp>Young children are “super curious,” said Matt Krehbiel, director of science for Achieve, a nonprofit organization dedicated to helping students graduate high school ready to start college or to pursue a career. “We want them to be able to harness that curiosity to help them make sense of the world around them.”\u003c/p>\n\u003cp>But science has long been given short shrift in the first few years of school. Most elementary school teachers have little scientific background and many say they feel unprepared to teach the subject well, according to a \u003ca href=\"http://www.horizon-research.com/2012nssme/wp-content/uploads/2013/02/2012-NSSME-Full-Report1.pdf\">national survey\u003c/a> of science and mathematics education conducted by a North Carolina research firm in 2012. Just 44 percent of K-2 teachers felt they were “well prepared” to teach science, according to the survey, compared to 86 percent who felt well prepared to teach reading.\u003c/p>\n\u003cp>Possibly as a result, the average first- through fourth-grade student spent just \u003ca href=\"https://nces.ed.gov/surveys/sass/tables/sass1112_20161012001_t1n.asp\">2.5 hours per week\u003c/a> on science during the 2011-12 school year, the last for which data is available, according to the National Center for Education Statistics. And that could be why just \u003ca href=\"https://www.nationsreportcard.gov/science_2015/#?grade=4\">38 percent fourth grade students performed at or above proficient\u003c/a> on the latest National Assessment of Education Progress for science, which was administered in 2015.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That’s a problem because careers in science, engineering and math are some of the fastest growing (and best paid) sectors of the American economy. Such jobs made up 6.2 percent of all U.S. employment in 2015, \u003ca href=\"https://www.bls.gov/spotlight/2017/science-technology-engineering-and-mathematics-stem-occupations-past-present-and-future/pdf/science-technology-engineering-and-mathematics-stem-occupations-past-present-and-future.pdf\">according to the U.S. Department of Commerce\u003c/a>, and that’s not counting healthcare jobs, which \u003ca href=\"https://www.kff.org/other/state-indicator/health-care-employment-as-total/?currentTimeframe=0&selectedRows=%7B%22wrapups%22:%7B%22united-states%22:%7B%7D%7D%7D&sortModel=%7B%22colId%22:%22Location%22,%22sort%22:%22asc%22%7D\">make up another 9.1 percent\u003c/a>. If today’s grade school children aren’t science literate, they’ll have a much bigger hurdle to overcome when they try to enter those fields in the early 2030s.\u003c/p>\n\u003cfigure id=\"attachment_51647\" class=\"wp-caption alignnone\" style=\"max-width: 1125px\">\u003cimg class=\"size-full wp-image-51647\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/07/Mongeau-K3science-photo6.jpg\" alt=\"\" width=\"1125\" height=\"1500\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6.jpg 1125w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6-900x1200.jpg 900w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6-960x1280.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6-240x320.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6-375x500.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6-520x693.jpg 520w\" sizes=\"(max-width: 1125px) 100vw, 1125px\">\u003cfigcaption class=\"wp-caption-text\">Experts say students will understand more about scientific concepts if they participate in hands-on experiments like the one outlined in this Redmond, Oregon classroom. \u003ccite>(Lillian Mongeau/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But the \u003ca href=\"https://www.nextgenscience.org/\">Next Generation Science Standards\u003c/a> (NGSS), first released in 2013, could be changing all that. The standards, adopted in full by 19 states and the District of Columbia (another 19 states adopted very similar new standards), are meant to help teachers focus on the importance of learning science by conducting experiments, collecting and recording information and evaluating evidence. Getting schools and teachers to begin effectively teaching to the new learning goals is a multi-year process.\u003c/p>\n\u003cp>“The reality of implementation is that it ends up being all over the map for a variety of reasons,” Krehbiel said. “Some [states] are moving forward great guns, others not so much.”\u003c/p>\n\u003cp>A new national science test and a new national survey, both due out in 2019, will show whether science achievement has improved and whether time spent on science has increased; in the meantime, the standards are definitely spurring some to action.\u003c/p>\n\u003cp>“When there are new standards, there is new attention put on what the standards are asking us to do,” said Cristina Trecha, director of the Oregon Science Project, an organization that provides science education training to rural and semi-rural teachers in Oregon, which adopted the standards in 2014. “NGSS is going to give us a reason to teach science.”\u003c/p>\n\u003cp>That’s been true for Redmond, Oregon kindergarten teacher Jennifer Callahan.\u003c/p>\n\u003cp>“We weren’t doing much at all,” Callahan said. “There was a curriculum, but in the time I’d been here, there was no training. It was whatever we came up with ourselves. It didn’t have as much weight as reading, writing and math.”\u003c/p>\n\u003cp>It does now.\u003c/p>\n\u003cfigure id=\"attachment_51652\" class=\"wp-caption alignnone\" style=\"max-width: 1500px\">\u003cimg class=\"size-full wp-image-51652\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/07/Mongeau-K3science-photo1.jpg\" alt=\"\" width=\"1500\" height=\"1125\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1.jpg 1500w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-1200x900.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-520x390.jpg 520w\" sizes=\"(max-width: 1500px) 100vw, 1500px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Jennifer Callahan explains the concept of a gentle force moving an object a short distance to her 21 kindergartners at the Redmond Early Learning Center in Redmond, Oregon. \u003ccite>(Lillian Mongeau/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>On a Wednesday in May, Callahan’s classroom at the Redmond Early Learning Center, which houses all of the semi-rural district’s 400 kindergartners, was alive with scientific discovery. Callahan’s students were arrayed in a big circle rolling a ball across the rug to various classmates. After each roll, Callahan asked if it had taken a strong force or a gentle force to move the ball. Kids answered with a hand signal — one hand petting the other for gentle, a flexed bicep for strong — then explained their answer to their partner before Callahan called on a student to say what he or she thought.\u003c/p>\n\u003cp>Next, students matched images of scenes — a toy car being pushed up a ramp or two people tossing a ball, for example — with the correct word identifying the type of force depicted: strong or gentle. After practicing as a class, kids broke into small groups to sort more images.\u003c/p>\n\u003cp>At one table, four students worked together to quickly place all their image cards under the correct header.\u003c/p>\n\u003cp>“He didn’t put that much force,” said Lorenzo Glasser, 6, as he placed an image of a boy juggling a soccer ball with his knees under the word “gentle.” How could Lorenzo tell the boy hadn’t used much force? “It made it [the ball] go not that far,” he explained.\u003c/p>\n\u003cp>Lorenzo’s classmate, Scout Simonsen, also 6, said they were old hands at understanding forces. They’d been working on it “a long time, a few weeks,” she said. She threw her hands up in the air, seeming exasperated. “It feels like 5,000 years!”\u003c/p>\n\u003cfigure id=\"attachment_51651\" class=\"wp-caption alignnone\" style=\"max-width: 1500px\">\u003cimg class=\"size-full wp-image-51651\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/07/Mongeau-K3science-photo2.jpg\" alt=\"\" width=\"1500\" height=\"1125\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2.jpg 1500w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-1200x900.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-520x390.jpg 520w\" sizes=\"(max-width: 1500px) 100vw, 1500px\">\u003cfigcaption class=\"wp-caption-text\">Kindergartner Lorenzo Glasser, 6, (Nike shirt) hands out illustrations to his Redmond, Oregon classmates for them to sort into according to whether a strong or gentle force is pictured. \u003ccite>(Lillian Mongeau/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Sorting done, the class gathered back on the rug to go through the cards as a group and tell each other how they got their answers. Then it was time to continue their ongoing experiment with forces by taking out their “pinball machines” — open cardboard boxes with elastic bands stretched across, which acted as launchers for tennis balls.\u003c/p>\n\u003cp>“If you pull the launcher back really far, the ball can go a long distance,” Heidi Variz, 6, reminded the class before they got started with the next step in the experiment. What would happen if they used a shoelace, instead of their finger, to activate the launcher?\u003c/p>\n\u003cp>Reese Homann, 6, wasn’t sure about this new development. She raised her hand. “I don’t understand why we have to use the shoelace to make it different,” she said. “That’s not what was on the video.”\u003c/p>\n\u003cp>“Good question,” Callahan said. The video the class had watched before they built their pinball machines “was just the beginning,” she told Reese. “But as we do new things, we learn more.”\u003c/p>\n\u003cp>Learning more by trying new things is what Callahan loves about the NGSS-inspired science lessons she’s running in her class this year. Today’s lesson on force comes from Amplify Science, a curriculum developed by educators at Amplify, a curriculum vendor, and researchers at the \u003ca href=\"https://www.lawrencehallofscience.org/about\">Lawrence Hall of Science\u003c/a>, a public science center at the University of California, Berkeley. It’s one of three elementary school science curriculums Callahan is helping to pilot now that her district decided to re-commit to elementary science education.\u003c/p>\n\u003cfigure id=\"attachment_51646\" class=\"wp-caption alignnone\" style=\"max-width: 1500px\">\u003cimg class=\"size-full wp-image-51646\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/07/Mongeau-K3science-photo7.jpg\" alt=\"\" width=\"1500\" height=\"1125\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7.jpg 1500w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-1200x900.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-520x390.jpg 520w\" sizes=\"(max-width: 1500px) 100vw, 1500px\">\u003cfigcaption class=\"wp-caption-text\">Kindergarten students in Redmond, Oregon are asked to draw diagrams of their experiments as part of a new focus on science learning in the early grades. \u003ccite>(Lillian Mongeau/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Callahan has become a particularly fervent believer in the power of science education in her classroom. In 2016, she was accepted as a trainer for the Oregon Science Project. Along with 200 other Oregon educators, more than half of whom were elementary school teachers, Callahan spent the 2016-17 school year learning best practices for teaching kindergarten science. In the summer of 2017, she passed that training on to 19 of her Redmond colleagues who wanted to learn more about teaching science in their elementary school classrooms.\u003c/p>\n\u003cp>“I’m thrilled with NGSS because of all the hands-on opportunities,” Callahan said. Her students also learn the value of taking risks, making mistakes and problem solving. “That higher level thinking … I don’t think we were really pushing that before.”\u003c/p>\n\u003cp>Getting students beyond activities like memorizing the stages of a butterfly’s lifecycle or learning the parts of a plant is just what NGSS is meant to inspire. The standards list scientific concepts and practices students should understand at the end of each grade level, as well as specific ideas they should know.\u003c/p>\n\u003cp>Compiled by state leaders, the National Research Council, the National Science Teacher Association and others, the standards were warmly received by many educators when they were first released. \u003ca href=\"http://blogs.edweek.org/edweek/curriculum/2013/04/new_science_standards_encounte.html?r=261484884\">Not everyone loved them though\u003c/a>. Critics complained the standards overemphasize skills while relegating factual scientific knowledge to secondary importance. And some conservatives decried the standards’ references to climate change and evolution as so much political maneuvering.\u003c/p>\n\u003cp>But Achieve’s Krehbiel, formerly a high school science teacher in Kansas, believes the standards can make a positive difference for students.\u003c/p>\n\u003cp>“It’s all about kids being able to explain the world around them and being thoughtful about scientific information,” Krehbiel said. “If you teach in this way, kids will show an increased likelihood to pursue a career in science, see science as relevant to their lives and show an increased interest in science.”\u003c/p>\n\u003cfigure id=\"attachment_51648\" class=\"wp-caption alignnone\" style=\"max-width: 1500px\">\u003cimg class=\"size-full wp-image-51648\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/07/Mongeau-K3science-photo5.jpg\" alt=\"\" width=\"1500\" height=\"1125\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5.jpg 1500w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-1200x900.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-520x390.jpg 520w\" sizes=\"(max-width: 1500px) 100vw, 1500px\">\u003cfigcaption class=\"wp-caption-text\">Pictured form left to right, Nathaniel Carpoff, 5, Aleigha Moss, 5, and Ladaysha Davis, 6, all kindergartners in Redmond, Oregon, tell each other what they learned from experimenting with their “pinball” machines. \u003ccite>(Lillian Mongeau/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Oregon educators are hoping that proves true here. The state, which \u003ca href=\"http://www.csss-science.org/downloads/NAEPElemScienceData.pdf\">ranked dead last for time spent on science in elementary school\u003c/a> in 2009, is aggressively trying to get better. The Oregon Science Project was initially funded by \u003ca href=\"https://www2.ed.gov/programs/mathsci/index.html?exp=0\">a grant from the federal government\u003c/a> and will continue with funding from the state and from professional development fees charged to districts. The state also published \u003ca href=\"http://www.oregon.gov/ode/about-us/stateboard/Documents/April%202016%20board%20documents/1.6_1--oregon-stem-strategic-plan-1.21.pdf\">a science and math education strategic plan\u003c/a> in 2016. Among other goals, the plan calls for increasing the time spent on science in elementary school to above the national average.\u003c/p>\n\u003cp>Trecha, of the Oregon Science Project, said the state’s focus is beginning to make a difference, though she acknowledges there’s still a long way to go. When speaking with teachers from all over the state, Trecha said she heard that some elementary schools don’t have science as part of their weekly schedule and many districts don’t have an up-to-date science curriculum, although having one is required by state law.\u003c/p>\n\u003cp>“We’ve asked [elementary students] to make things sink or float, but we haven’t asked them to make sense of it or explain it,” Trecha said. She said children should be asked to draw diagrams of floating objects, think about invisible forces like buoyancy, or wrestle with tricky concepts like density to deepen their understanding of why some objects sink and others float.\u003c/p>\n\u003cp>It’s also important to do a better job reaching all students, Trecha said. Black and Latino students and students from low-income homes tend to perform less well on the national fourth grade science assessment. \u003ca href=\"https://nces.ed.gov/nationsreportcard/subject/publications/stt2015/pdf/2016157OR4.pdf\">That pattern holds true in Oregon\u003c/a>. Just 14 percent of Latino students, 10 percent of American Indian/Alaska native students and 23 percent of students who qualify for free or reduced-price lunch, an indicator of low family income, scored at or above proficient in science in 2015. (Not enough black Oregonians took the test to accurately measure the group’s performance.) In contrast, 37 percent of Oregon’s entire fourth grade population scored at or above proficient. These disparate outcomes persist through middle and high school, where \u003ca href=\"https://www.nationsreportcard.gov/science_2015/#groups?grade=12\">girls also start to perform less well\u003c/a> than their male peers.\u003c/p>\n\u003cp>Against that backdrop, improving science instruction in \u003ca href=\"http://www.redmond.k12.or.us/files/2017/10/1617-ReportCard-1977-1.pdf\">districts like Redmond\u003c/a>, where 74 percent of K-3 students qualify for free or reduced-price lunch and 18 percent are Latino, is especially important, Trecha would argue.\u003c/p>\n\u003cp>Back in Callahan’s classroom, Malachi Ballinger, 6, and Alyssa Akre, 6, are tugging on shoelaces now attached to their rubber band launchers and observing how the tennis balls react to the forces they are now exerting on them.\u003c/p>\n\u003cp>“When we used our fingers [the ball] went off the edge,” Alyssa said. That’s not happening with the shoelace tied to the launcher, so, she concluded, the force is “kind of less now.”\u003c/p>\n\u003cp>Next, it was time to take notes on their experiment. The notes are important, Malachi said as he carefully drew a diagram of his pinball machine, “because that helps us know stuff — know how forces move.” Besides, he added, taking notes is what scientists do “so they can remember.”\u003c/p>\n\u003cp>“[Scientists] always say what happens,” Alyssa chimed in.\u003c/p>\n\u003cp>“They say ‘because’ a lot,” added Kyah Higgins, 5.\u003c/p>\n\u003cp>So, that’s what scientists do, but what do they look like?\u003c/p>\n\u003cp>Laughing, Alyssa said, as if it were the most obvious thing in the world: “They look like us!”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story \u003c/em>\u003cem>was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">Hechinger newsletter\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51644/will-new-standards-improve-elementary-science-education","authors":["byline_mindshift_51644"],"categories":["mindshift_193"],"tags":["mindshift_21101","mindshift_20784","mindshift_1040","mindshift_20946","mindshift_1022","mindshift_391"],"featImg":"mindshift_51649","label":"mindshift"},"mindshift_50849":{"type":"posts","id":"mindshift_50849","meta":{"index":"posts_1591205157","site":"mindshift","id":"50849","score":null,"sort":[1522220738000]},"guestAuthors":[],"slug":"why-its-time-to-rethink-school-science-fairs","title":"Why It's Time to Rethink School Science Fairs","publishDate":1522220738,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Springtime is science fair season. Thousands of kids across the country, from elementary through high school, spend weeks or months coaxing seedlings to grow, building devices to harness solar energy and carefully mixing acids and bases.\u003c/p>\n\u003cp>Often, as was certainly the case for me as an eighth grader in suburban Pennsylvania, the result is an all-hands-on-deck enterprise. Parents regularly join in the effort, helping students design their experiments and test their results — not to mention ferrying them back and forth from stores to pick up supplies.\u003c/p>\n\u003cp>For many, the task is stressful, but also formative. My science fair project, which involved investigating how compressing insulation affects its ability to block heat, was hardly glamorous but it was far and away the most memorable experiment of my first 13 years of school.\u003c/p>\n\u003cp>As educational opportunities, science fairs let students tackle the scientific method hands on. Classically \u003ca href=\"https://www.sciencebuddies.org/science-fair-projects/science-fair/steps-of-the-scientific-method\">that process begins\u003c/a> with identifying a question, developing a hypothesis to answer it and then devising an experiment to test that hunch. In principle, kids who participate will not only learn about science but may be inspired to join the next generation of scientists and engineers. But the fairs also have problems.\u003c/p>\n\u003cp>For starters, there’s a growing sense among some scientists and educators that many science fairs aren’t actually very good at teaching kids about, well, science. The field of science is ever changing and advancing, but the fair sticks to fairly rigid, traditional rules. Real scientific research can be observational, collaborative and creative — approaches that are sometimes verboten to science fair participants. For example, students often have to design experiments that involve manipulating a situation in some way, whereas many actual scientists, such as primatologists and astronomers, simply study their subjects over time, looking for patterns in that data.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Jane Goodall would not have had her science fair project accepted,” said William McComas, a professor of science education at the University of Arkansas, at the February meeting of the American Association for the Advancement of Science. “There’s a sort of archaic notion about how science works that’s embedded into a lot of the judging.”\u003c/p>\n\u003cp>And too often the fair is a burden on families and teachers. Jackie DeLisi, a research scientist at the Education Development Center, a Massachusetts nonprofit, \u003ca href=\"http://sciencefairstudy.edc.org/\">has found that\u003c/a> schools and families invest a lot of time and money in these fairs; teachers may spend as much as six weeks of class time preparing for them. Furthermore, if the fair becomes a contest between kids with financial resources and plenty of parental help, and students without access to fancy supplies or a grown-up’s guidance, it’s worth asking whether science fairs are fair.\u003c/p>\n\u003cp>The good news is that some schools are conducting truly radical experiments on the science fair itself. Among the most intriguing: taking the competition out of science fairs. Under this model, students are evaluated based on their mastery of the scientific method rather than being pitted against one another.\u003c/p>\n\u003cp>It’s a solution that could certainly reduce stress for parents. Susan Messina is a mother in Washington, D.C., whose parody science fair poster, entitled ‘How much turmoil does the science project cause families?’ went viral a few years ago. As she wrote in a \u003ca href=\"https://www.huffingtonpost.com/susan-messina/that-fake-science-fair-poster-that-went-viral-i-made-it-heres-why_b_5053008.html\">\u003cem>Huffington Post\u003c/em> article\u003c/a>: “[B]y getting rid of the stupid competition aspect, we wouldn’t have kids (or, let’s be clear, parents) competing to see who does the coolest project.”\u003c/p>\n\u003cp>And, argues bioethicist Frederick Grinnell of the University of Texas Southwestern Medical Center, the shift might enhance a student’s mastery and enjoyment of science. In a study published last year, Grinnell \u003ca href=\"http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0174252\">surveyed 302 students\u003c/a> (from high school through graduate school) about their experience with science fairs. As part of his analysis, he uncovered that while the students generally enjoyed participating in science fairs, they didn’t care for the competition. “None of the kids like requiring the competitive science fair,” he said.\u003c/p>\n\u003cp>Grinnell even suspects that competitive science fairs might hinder learning — and there’s some research to back him up. For three decades, researchers have been scrutinizing how \u003ca href=\"http://sohs.pbs.uam.es/webjesus/motiv_ev_autorr/lects%20extranjeras/anual%20review%202006.pdf\">competition motivates student behavior\u003c/a>. Experiments by Carol Dweck in 2003, then a professor of psychology at Columbia University, suggest that students who are driven to learn for its own sake or for personal growth tend to \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/14498789\">stick to their studies longer\u003c/a> than their highly competitive peers. People who want to outperform others, it turns out, get an emotional boost when they succeed, but any negative feedback stymies their interest in a subject. Individuals who value learning seem to be more resilient, persisting despite failures.\u003c/p>\n\u003cp>Another downside to competition? It’s distracting. In a pair of studies from 2015 and 2016, Rutgers University psychologists found that competition can \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4554955/\">harm how well our memories perform\u003c/a>. Using neuroimaging, the researchers discovered that when people in the study were told how they were doing on memory exercises relative to other participants, \u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1002/hbm.23396\">areas of the brain\u003c/a> typically associated with how we think about ourselves fired up while actual memory performance weakened. “Participants are so worried about focusing on how the other person is doing they’re not adequately learning,” said Brynne DiMenichi, a research fellow and an author of both papers.\u003c/p>\n\u003cp>Yet competition has its uses. It is a powerful motivator, one that many people enjoy, and, as Dweck, now at Stanford University, points out, learning how to win or lose is valuable. “It’s too extreme to say competition is never good because it also could imply we shouldn’t hold children to standards,” she said.\u003c/p>\n\u003cp>The best approach, argues Dweck, foregrounds the goals of learning and mastery. To do that, she says, science fair judges would evaluate student projects based on the scientific process behind them rather than the flashy final product or spectacular results. Careful interviews with each child, she says, would push students to reflect on scientific inquiry itself. By this logic, a very simple study or an experiment with negative results could still be a winner.\u003c/p>\n\u003cp>The model she describes resembles the “\u003ca href=\"https://eric.ed.gov/?id=EJ921134\">Standards-Based Science Fair\u003c/a>,” developed by Peter Rillero, a professor of science education at Arizona State University in Phoenix. Judges evaluate budding scientists not against each other but based on their performance in certain categories: how well they form a hypothesis, for example, or analyze their data. Grinnell says this approach is now used by many schools that forgo competitive science fairs. Students who do want to push onward to district- or state-level competitions could still “opt in” to that experience, he notes.\u003c/p>\n\u003cp>Making science fairs noncompetitive is just one possible tweak on the classic model, but it’s a reminder that the science fair needs to be flexible to serve diverse communities. In one school DeLisi studied, for example, instructors decided to make the fair an entirely in-class project, thereby leveling the playing field for students from families with limited means. Other schools de-emphasize the scientific method entirely. They may instead prioritize students’ project management skills or focus on making science more interesting to kids by, for instance, inviting scientists discuss their work.\u003c/p>\n\u003cp>“Ultimately the schools need to figure out what they want their students to get out of the experience and how to structure the fair and invest resources to achieve those goals,” DeLisi said. That process may take some trial and error — but that, too, is in the spirit of the scientific method.\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003cem>our newsletter\u003c/em>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Long an educational rite of passage, science fairs are being revamped to make them more effective — and equitable — learning opportunities","status":"publish","parent":0,"modified":1522220738,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":1310},"headData":{"title":"Why It's Time to Rethink School Science Fairs | KQED","description":"Long an educational rite of passage, science fairs are being revamped to make them more effective — and equitable — learning opportunities","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why It's Time to Rethink School Science Fairs","datePublished":"2018-03-28T07:05:38.000Z","dateModified":"2018-03-28T07:05:38.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"50849 https://ww2.kqed.org/mindshift/?p=50849","disqusUrl":"https://ww2.kqed.org/mindshift/2018/03/28/why-its-time-to-rethink-school-science-fairs/","disqusTitle":"Why It's Time to Rethink School Science Fairs","nprByline":"\u003ca href=\"http://hechingerreport.org/\">Daisy Yuhas, The Hechinger Report\u003c/a>","path":"/mindshift/50849/why-its-time-to-rethink-school-science-fairs","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Springtime is science fair season. Thousands of kids across the country, from elementary through high school, spend weeks or months coaxing seedlings to grow, building devices to harness solar energy and carefully mixing acids and bases.\u003c/p>\n\u003cp>Often, as was certainly the case for me as an eighth grader in suburban Pennsylvania, the result is an all-hands-on-deck enterprise. Parents regularly join in the effort, helping students design their experiments and test their results — not to mention ferrying them back and forth from stores to pick up supplies.\u003c/p>\n\u003cp>For many, the task is stressful, but also formative. My science fair project, which involved investigating how compressing insulation affects its ability to block heat, was hardly glamorous but it was far and away the most memorable experiment of my first 13 years of school.\u003c/p>\n\u003cp>As educational opportunities, science fairs let students tackle the scientific method hands on. Classically \u003ca href=\"https://www.sciencebuddies.org/science-fair-projects/science-fair/steps-of-the-scientific-method\">that process begins\u003c/a> with identifying a question, developing a hypothesis to answer it and then devising an experiment to test that hunch. In principle, kids who participate will not only learn about science but may be inspired to join the next generation of scientists and engineers. But the fairs also have problems.\u003c/p>\n\u003cp>For starters, there’s a growing sense among some scientists and educators that many science fairs aren’t actually very good at teaching kids about, well, science. The field of science is ever changing and advancing, but the fair sticks to fairly rigid, traditional rules. Real scientific research can be observational, collaborative and creative — approaches that are sometimes verboten to science fair participants. For example, students often have to design experiments that involve manipulating a situation in some way, whereas many actual scientists, such as primatologists and astronomers, simply study their subjects over time, looking for patterns in that data.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Jane Goodall would not have had her science fair project accepted,” said William McComas, a professor of science education at the University of Arkansas, at the February meeting of the American Association for the Advancement of Science. “There’s a sort of archaic notion about how science works that’s embedded into a lot of the judging.”\u003c/p>\n\u003cp>And too often the fair is a burden on families and teachers. Jackie DeLisi, a research scientist at the Education Development Center, a Massachusetts nonprofit, \u003ca href=\"http://sciencefairstudy.edc.org/\">has found that\u003c/a> schools and families invest a lot of time and money in these fairs; teachers may spend as much as six weeks of class time preparing for them. Furthermore, if the fair becomes a contest between kids with financial resources and plenty of parental help, and students without access to fancy supplies or a grown-up’s guidance, it’s worth asking whether science fairs are fair.\u003c/p>\n\u003cp>The good news is that some schools are conducting truly radical experiments on the science fair itself. Among the most intriguing: taking the competition out of science fairs. Under this model, students are evaluated based on their mastery of the scientific method rather than being pitted against one another.\u003c/p>\n\u003cp>It’s a solution that could certainly reduce stress for parents. Susan Messina is a mother in Washington, D.C., whose parody science fair poster, entitled ‘How much turmoil does the science project cause families?’ went viral a few years ago. As she wrote in a \u003ca href=\"https://www.huffingtonpost.com/susan-messina/that-fake-science-fair-poster-that-went-viral-i-made-it-heres-why_b_5053008.html\">\u003cem>Huffington Post\u003c/em> article\u003c/a>: “[B]y getting rid of the stupid competition aspect, we wouldn’t have kids (or, let’s be clear, parents) competing to see who does the coolest project.”\u003c/p>\n\u003cp>And, argues bioethicist Frederick Grinnell of the University of Texas Southwestern Medical Center, the shift might enhance a student’s mastery and enjoyment of science. In a study published last year, Grinnell \u003ca href=\"http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0174252\">surveyed 302 students\u003c/a> (from high school through graduate school) about their experience with science fairs. As part of his analysis, he uncovered that while the students generally enjoyed participating in science fairs, they didn’t care for the competition. “None of the kids like requiring the competitive science fair,” he said.\u003c/p>\n\u003cp>Grinnell even suspects that competitive science fairs might hinder learning — and there’s some research to back him up. For three decades, researchers have been scrutinizing how \u003ca href=\"http://sohs.pbs.uam.es/webjesus/motiv_ev_autorr/lects%20extranjeras/anual%20review%202006.pdf\">competition motivates student behavior\u003c/a>. Experiments by Carol Dweck in 2003, then a professor of psychology at Columbia University, suggest that students who are driven to learn for its own sake or for personal growth tend to \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/14498789\">stick to their studies longer\u003c/a> than their highly competitive peers. People who want to outperform others, it turns out, get an emotional boost when they succeed, but any negative feedback stymies their interest in a subject. Individuals who value learning seem to be more resilient, persisting despite failures.\u003c/p>\n\u003cp>Another downside to competition? It’s distracting. In a pair of studies from 2015 and 2016, Rutgers University psychologists found that competition can \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4554955/\">harm how well our memories perform\u003c/a>. Using neuroimaging, the researchers discovered that when people in the study were told how they were doing on memory exercises relative to other participants, \u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1002/hbm.23396\">areas of the brain\u003c/a> typically associated with how we think about ourselves fired up while actual memory performance weakened. “Participants are so worried about focusing on how the other person is doing they’re not adequately learning,” said Brynne DiMenichi, a research fellow and an author of both papers.\u003c/p>\n\u003cp>Yet competition has its uses. It is a powerful motivator, one that many people enjoy, and, as Dweck, now at Stanford University, points out, learning how to win or lose is valuable. “It’s too extreme to say competition is never good because it also could imply we shouldn’t hold children to standards,” she said.\u003c/p>\n\u003cp>The best approach, argues Dweck, foregrounds the goals of learning and mastery. To do that, she says, science fair judges would evaluate student projects based on the scientific process behind them rather than the flashy final product or spectacular results. Careful interviews with each child, she says, would push students to reflect on scientific inquiry itself. By this logic, a very simple study or an experiment with negative results could still be a winner.\u003c/p>\n\u003cp>The model she describes resembles the “\u003ca href=\"https://eric.ed.gov/?id=EJ921134\">Standards-Based Science Fair\u003c/a>,” developed by Peter Rillero, a professor of science education at Arizona State University in Phoenix. Judges evaluate budding scientists not against each other but based on their performance in certain categories: how well they form a hypothesis, for example, or analyze their data. Grinnell says this approach is now used by many schools that forgo competitive science fairs. Students who do want to push onward to district- or state-level competitions could still “opt in” to that experience, he notes.\u003c/p>\n\u003cp>Making science fairs noncompetitive is just one possible tweak on the classic model, but it’s a reminder that the science fair needs to be flexible to serve diverse communities. In one school DeLisi studied, for example, instructors decided to make the fair an entirely in-class project, thereby leveling the playing field for students from families with limited means. Other schools de-emphasize the scientific method entirely. They may instead prioritize students’ project management skills or focus on making science more interesting to kids by, for instance, inviting scientists discuss their work.\u003c/p>\n\u003cp>“Ultimately the schools need to figure out what they want their students to get out of the experience and how to structure the fair and invest resources to achieve those goals,” DeLisi said. That process may take some trial and error — but that, too, is in the spirit of the scientific method.\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003cem>our newsletter\u003c/em>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/50849/why-its-time-to-rethink-school-science-fairs","authors":["byline_mindshift_50849"],"categories":["mindshift_192"],"tags":["mindshift_20701","mindshift_20784","mindshift_1040","mindshift_20512","mindshift_1022","mindshift_391"],"featImg":"mindshift_50851","label":"mindshift"},"mindshift_49144":{"type":"posts","id":"mindshift_49144","meta":{"index":"posts_1591205157","site":"mindshift","id":"49144","score":null,"sort":[1513881437000]},"guestAuthors":[],"slug":"critical-thinking-skills-to-help-students-better-evaluate-scientific-claims","title":"Critical Thinking Skills to Help Students Better Evaluate Scientific Claims","publishDate":1513881437,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Michelle Joyce doesn’t shy away from politicized science topics such as climate change. In fact, she works to equip seniors at Palmetto Ridge High School in Naples, Florida with the skills to accurately evaluate those topics on their own. Along with teaching chemistry and physics, she offers a class called “thinking skills” where students solve logic and math puzzles while also enhancing their media literacy. Students go beyond just learning about legitimate sources of information on the internet and delve into just how the information is put together in the first place.\u003c/p>\n\u003cp>But teaching students those critical thinking skills only as they’re about to depart for college can be too little too late.\u003c/p>\n\u003cp>“It’s a really hard thing to teach within the space of everything else that you need to teach in a classroom,” Joyce said. “It’s crucial that we teach it as early as we can.”\u003c/p>\n\u003cp>The internet has no shortage of dubious information; and the ability to evaluate health and science claims is a subset of media literacy. With the abundance of health/science content students may only see via social media, kids are ill-equipped to discern hype from real science.\u003ca href=\"https://sheg.stanford.edu/civic-online-reasoning/evaluating-evidence\">\u003cimg class=\"alignnone size-full wp-image-49908\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/12/Evaluating-Evidence-Assessment.png\" alt=\"\" width=\"2550\" height=\"3300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/12/Evaluating-Evidence-Assessment.png 2550w, https://ww2.kqed.org/app/uploads/sites/23/2017/12/Evaluating-Evidence-Assessment-160x207.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/12/Evaluating-Evidence-Assessment-800x1035.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/12/Evaluating-Evidence-Assessment-768x994.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/12/Evaluating-Evidence-Assessment-1020x1320.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/12/Evaluating-Evidence-Assessment-1180x1527.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/12/Evaluating-Evidence-Assessment-960x1242.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/12/Evaluating-Evidence-Assessment-240x311.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/12/Evaluating-Evidence-Assessment-375x485.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/12/Evaluating-Evidence-Assessment-520x673.png 520w\" sizes=\"(max-width: 2550px) 100vw, 2550px\">\u003c/a>\u003c/p>\n\u003cp>In one recent \u003ca href=\"https://purl.stanford.edu/fv751yt5934\">study\u003c/a> by the Stanford History Education Group, 170 high school students were shown a photo of flowers growing fused together and asked if that provided strong evidence on the conditions outside the Fukushima Daiichi nuclear power plant. Students with mastery of media literacy would argue this was not sufficient evidence because there is no information on the source of the photo or where the flowers were photographed. However, less than 20 percent of the students responding made that argument. Nearly 40 percent argued that the picture alone was strong evidence for conditions outside the nuclear plant.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“We are swimming in bullsh-t and lots of different claims about what helps or harms us,” said Dr. Andrew Oxman, director of research at the Norwegian Institute of Public Health. “Everybody needs to figure out which claims are trustworthy.”\u003c/p>\n\u003cp>\u003cstrong>START EARLY\u003c/strong>\u003c/p>\n\u003cp>Many of these critical thinking concepts are not difficult but need to become habits adopted early in life, which is why Oxman first tried them out in his children’s elementary school classrooms. One way to teach how science is made is to let the children experience and figure it out for themselves.\u003c/p>\n\u003cp>Oxman gave students a bag of M&Ms and told them that some kids thought the red ones helped them study better but others got stomach aches. He instructed students to evaluate these claims.\u003c/p>\n\u003cp>“They figured out very quickly, you have to compare like to like,” said Oxman.\u003c/p>\n\u003cp>The most revealing aspect of this lesson was how quickly students understood the pitfalls of setting up a randomized study. The teacher mentioned they could set random assignments much like they do in gym class where they set up teams by alternating students in line.\u003c/p>\n\u003cp>“The kids started laughing because they understood right away that doesn’t work,” said Oxman. Students learned they can sabotage randomization in picking teams by setting up a line so they are one student away from their friend.\u003c/p>\n\u003cp>“In research jargon, we referred to that as ‘concealed allocation’ and it’s a concept that takes time to explain to health professionals but the kids understood it right away intuitively.”\u003c/p>\n\u003cp>Through this experiment students quickly figured out they had to measure things exactly same. They discovered the flaws of using small samples and being misled by games of chance, he added.\u003c/p>\n\u003cp>Oxman has since taken this idea of teaching young children concepts of evaluating science to a much larger scale.\u003c/p>\n\u003cp>\u003cstrong>Teaching Health Claims\u003c/strong>\u003c/p>\n\u003cp>He and a global team of researchers at \u003ca href=\"http://www.informedhealthchoices.org/the-ihc-team/\">Informed Health Choices\u003c/a> developed a \u003ca href=\"http://www.thelancet.com/journals/lancet/article/PIIS0140-6736(17)31226-6/fulltext?elsca1=tlpr\">study\u003c/a> of some 10,000 Ugandan fifth-graders to see if a simple \u003ca href=\"http://www.informedhealthchoices.org/wp-content/uploads/2016/08/IHC-V3-Childrens-Book-and-Cover-Des2016_lowres.pdf\">comic book \u003c/a>on evaluating health claims could provide students with the skills to make better choices about their health. The comic book begins by describing how one child -- who has burned his finger -- sticks his wound into dung to heal it. The finger gets infected and he visits Professors “Fair” and “Compare” and begins to learn about how to question and evaluate the health advice he receives.\u003c/p>\n\u003cfigure id=\"attachment_49883\" class=\"wp-caption alignnone\" style=\"max-width: 564px\">\u003ca href=\"http://www.informedhealthchoices.org/wp-content/uploads/2016/08/IHC-V3-Childrens-Book-and-Cover-Des2016_lowres.pdf\">\u003cimg class=\"wp-image-49883 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/12/Lesson-1.png\" alt=\"\" width=\"564\" height=\"830\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/12/Lesson-1.png 564w, https://ww2.kqed.org/app/uploads/sites/23/2017/12/Lesson-1-160x235.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/12/Lesson-1-240x353.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/12/Lesson-1-375x552.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/12/Lesson-1-520x765.png 520w\" sizes=\"(max-width: 564px) 100vw, 564px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The comic above was used as part of a study in Uganda to teach students how to evaluate health and science claims. Courtesy of Informed Health Choices. \u003ccite>(Courtesy of Informed Health Choices)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The workbook had a convincing effect, Oxman said. The students who received the \u003ca href=\"http://www.informedhealthchoices.org/wp-content/uploads/2016/08/IHC-V3-Childrens-Book-and-Cover-Des2016_lowres.pdf\">workbook\u003c/a> and those who did not receive it were then tested on how to evaluate health claims. Fifty percent more children in the workbook group had a passing score on that critical thinking test. Twenty percent of the students receiving the workbook even showed mastery of the concepts.\u003c/p>\n\u003cp>As a follow-up to the study, researchers are asking children and adults what they learned and how they’ve used it. Responses so far have been very promising, he added.\u003c/p>\n\u003cp>One girl talked about going shopping with her mom, who picked up an expensive new brand of toothpaste, but the girl picked up an older brand of toothpaste and found the ingredients were the same. During the pilot studies, Oxman said it was fun to see kids walking out of class talking to each other about claims. Recognizing a claim, and being able to determine if it’s trustworthy is the critical first step to appraising all the claims people hear every day, he said.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>EVALUATING CLAIMS\u003c/strong>\u003c/p>\n\u003cp>Palmetto Ridge High School science teacher Michelle Joyce said she uses a process called “claim, evidence and response.”\u003c/p>\n\u003cp>First students recognize a claim or a hypothesis. Next, they look at evidence: the original data; who calculated the data; where the study was conducted; if the researcher would be inclined to benefit from a certain result; if researchers did multiple trials or tested on many people and more. Finally, students must come up with a response: a determination of the validity of the claim.\u003c/p>\n\u003cp>Joyce uses resources from a variety of places including Common Sense Education*, a nonprofit that provides \u003ca href=\"https://www.commonsense.org/education/scope-and-sequence\">free curriculum\u003c/a> in media literacy for grades K-12.\u003c/p>\n\u003cp>When teachers tackle the subject of media literacy they may think about social media etiquette or cyberbullying -- that’s a component of media literacy called digital citizenship. But teaching media literacy can also go into specific domains such as health and science. To understand the science news they see online, kids need to understand basic concepts like sample sizes or what “peer review” means, said Jeffrey Knutson of Common Sense Education. Through this curriculum, students learn how information is created and distributed.\u003c/p>\n\u003cp>“It gives them an insider’s view of how information we get is created and how we receive it,” said Knutson.\u003c/p>\n\u003cp>Digital citizenship and media literacy is often taught as something extra and not necessarily embedded in curriculum, said Knutson. However, health or science claims seen online can be easily incorporated into science or health class.\u003c/p>\n\u003cp>One example Knutson provided was a recent \u003cem>New York Times\u003c/em> \u003ca href=\"https://www.nytimes.com/2017/07/12/well/eat/the-chemicals-in-your-mac-and-cheese.html?mcubz=3\">article\u003c/a> about health hazards of chemicals used in packaging such as boxed macaroni and cheese. The article stirred up some controversy because it didn’t offer specifics on what dose of these chemicals can do damage. The study was financed by an environmental advocacy group, not an unbiased source. The\u003cem> Times\u003c/em> reported on this study and other journalists reported on it and then \u003ca href=\"https://www.theatlantic.com/health/archive/2017/07/my-dad-is-now-scared-of-macaroni-and-cheese-should-he-be/534702/\">reports\u003c/a> about the \u003ca href=\"http://www.slate.com/articles/health_and_science/medical_examiner/2017/07/don_t_panic_over_the_chemicals_in_your_mac_and_cheese.html\">reporting\u003c/a> came out, noted Knutson.\u003c/p>\n\u003cp>“The best thing teachers can do is to use these examples in their class with their students,\" according to Knutson. \"It’s important to model how you would go about reading an article like that.”\u003c/p>\n\u003cp>\u003cstrong>BREAKING DOWN THE FACTS\u003c/strong>\u003c/p>\n\u003cp>High school science teacher Michelle Joyce says that if teachers start in elementary school, and build on these concepts in middle and high school, “we have significantly more chance over a period of time to build this common sense, this media literacy,” said Joyce.\u003c/p>\n\u003cp>“If I’m only seeing them in 11\u003csup>th\u003c/sup> and 12\u003csup>th\u003c/sup> grade, many of their opinions are already formed,” she added.\u003c/p>\n\u003cp>When Joyce really breaks a scientific topic into its component parts, she can sometimes convince skeptical students.\u003c/p>\n\u003cp>For instance, students were learning the bleaching of the Great Barrier Reef, which stems from water temperature and salt-level or salinity increases. They researched where the increased salinity or temperature could be coming from, including climate change and waste dumped near the ocean.\u003c/p>\n\u003cp>One student said, “I can’t believe one degree in temperature makes this much a difference for these animals,” recalled Joyce.\u003c/p>\n\u003cp>Instead of rehashing the reef data, Joyce brought the conversation back to a different perspective and explained pH levels in the human body. Even a slight change in pH could shut down a person's bodily functions. Suddenly the minor change to water temperature and salinity, which affects pH, didn’t seem so minor.\u003c/p>\n\u003cp>“I have to bring it back to something they can relate to,” said Joyce.\u003c/p>\n\u003cp>Joyce can’t go into such detail with every science lesson but she hopes by equipping students with the skills to question what they read, they’ll be able to pursue these questions on their own.\u003c/p>\n\u003cp>“Teaching them those skills on how to think like a scientist and how to analyze information that they’re receiving is just as important as teaching them to use the periodic table, for example.”\u003c/p>\n\u003cp>\u003cstrong>Additional resources: \u003c/strong>\u003c/p>\n\u003cp>Common Sense has several strategies to help debunk false claims, such as those listed on “\u003ca href=\"https://www.commonsense.org/education/teaching-strategies/turn-students-into-fact-finding-web-detectives\">Turn Students into F\u003c/a>\u003ca href=\"https://www.commonsense.org/education/teaching-strategies/turn-students-into-fact-finding-web-detectives\">act-Finding Web Detectives\u003c/a>.” They also offer \u003ca href=\"https://www.commonsense.org/education/digital-citizenship\">digital citizenship\u003c/a> and \u003ca href=\"https://www.commonsense.org/education/scope-and-sequence\">information literacy\u003c/a> curriculum.\u003c/p>\n\u003cp>\u003ca href=\"https://www.healthnewsreview.org/\">Health News Review\u003c/a> covers often-hyped health stories.\u003c/p>\n\u003cp>\u003ca href=\"http://retractionwatch.com/\">Retraction Watch \u003c/a> highlights retractions of studies and other pitfalls of the peer review system, which rarely gets attention.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>*Common Sense Education contributes reviews of educational tools and other content to MindShift. \u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Helping students better understand research -- based in science and otherwise -- can help develop their information literacy skills and ultimate, their health. ","status":"publish","parent":0,"modified":1513885961,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":46,"wordCount":1716},"headData":{"title":"Critical Thinking Skills to Help Students Better Evaluate Scientific Claims | KQED","description":"Helping students better understand research -- based in science and otherwise -- can help develop their information literacy skills and ultimate, their health. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Critical Thinking Skills to Help Students Better Evaluate Scientific Claims","datePublished":"2017-12-21T18:37:17.000Z","dateModified":"2017-12-21T19:52:41.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"49144 https://ww2.kqed.org/mindshift/?p=49144","disqusUrl":"https://ww2.kqed.org/mindshift/2017/12/21/critical-thinking-skills-to-help-students-better-evaluate-scientific-claims/","disqusTitle":"Critical Thinking Skills to Help Students Better Evaluate Scientific Claims","path":"/mindshift/49144/critical-thinking-skills-to-help-students-better-evaluate-scientific-claims","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Michelle Joyce doesn’t shy away from politicized science topics such as climate change. In fact, she works to equip seniors at Palmetto Ridge High School in Naples, Florida with the skills to accurately evaluate those topics on their own. Along with teaching chemistry and physics, she offers a class called “thinking skills” where students solve logic and math puzzles while also enhancing their media literacy. Students go beyond just learning about legitimate sources of information on the internet and delve into just how the information is put together in the first place.\u003c/p>\n\u003cp>But teaching students those critical thinking skills only as they’re about to depart for college can be too little too late.\u003c/p>\n\u003cp>“It’s a really hard thing to teach within the space of everything else that you need to teach in a classroom,” Joyce said. “It’s crucial that we teach it as early as we can.”\u003c/p>\n\u003cp>The internet has no shortage of dubious information; and the ability to evaluate health and science claims is a subset of media literacy. With the abundance of health/science content students may only see via social media, kids are ill-equipped to discern hype from real science.\u003ca href=\"https://sheg.stanford.edu/civic-online-reasoning/evaluating-evidence\">\u003cimg class=\"alignnone size-full wp-image-49908\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/12/Evaluating-Evidence-Assessment.png\" alt=\"\" width=\"2550\" height=\"3300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/12/Evaluating-Evidence-Assessment.png 2550w, https://ww2.kqed.org/app/uploads/sites/23/2017/12/Evaluating-Evidence-Assessment-160x207.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/12/Evaluating-Evidence-Assessment-800x1035.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/12/Evaluating-Evidence-Assessment-768x994.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/12/Evaluating-Evidence-Assessment-1020x1320.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/12/Evaluating-Evidence-Assessment-1180x1527.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/12/Evaluating-Evidence-Assessment-960x1242.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/12/Evaluating-Evidence-Assessment-240x311.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/12/Evaluating-Evidence-Assessment-375x485.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/12/Evaluating-Evidence-Assessment-520x673.png 520w\" sizes=\"(max-width: 2550px) 100vw, 2550px\">\u003c/a>\u003c/p>\n\u003cp>In one recent \u003ca href=\"https://purl.stanford.edu/fv751yt5934\">study\u003c/a> by the Stanford History Education Group, 170 high school students were shown a photo of flowers growing fused together and asked if that provided strong evidence on the conditions outside the Fukushima Daiichi nuclear power plant. Students with mastery of media literacy would argue this was not sufficient evidence because there is no information on the source of the photo or where the flowers were photographed. However, less than 20 percent of the students responding made that argument. Nearly 40 percent argued that the picture alone was strong evidence for conditions outside the nuclear plant.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We are swimming in bullsh-t and lots of different claims about what helps or harms us,” said Dr. Andrew Oxman, director of research at the Norwegian Institute of Public Health. “Everybody needs to figure out which claims are trustworthy.”\u003c/p>\n\u003cp>\u003cstrong>START EARLY\u003c/strong>\u003c/p>\n\u003cp>Many of these critical thinking concepts are not difficult but need to become habits adopted early in life, which is why Oxman first tried them out in his children’s elementary school classrooms. One way to teach how science is made is to let the children experience and figure it out for themselves.\u003c/p>\n\u003cp>Oxman gave students a bag of M&Ms and told them that some kids thought the red ones helped them study better but others got stomach aches. He instructed students to evaluate these claims.\u003c/p>\n\u003cp>“They figured out very quickly, you have to compare like to like,” said Oxman.\u003c/p>\n\u003cp>The most revealing aspect of this lesson was how quickly students understood the pitfalls of setting up a randomized study. The teacher mentioned they could set random assignments much like they do in gym class where they set up teams by alternating students in line.\u003c/p>\n\u003cp>“The kids started laughing because they understood right away that doesn’t work,” said Oxman. Students learned they can sabotage randomization in picking teams by setting up a line so they are one student away from their friend.\u003c/p>\n\u003cp>“In research jargon, we referred to that as ‘concealed allocation’ and it’s a concept that takes time to explain to health professionals but the kids understood it right away intuitively.”\u003c/p>\n\u003cp>Through this experiment students quickly figured out they had to measure things exactly same. They discovered the flaws of using small samples and being misled by games of chance, he added.\u003c/p>\n\u003cp>Oxman has since taken this idea of teaching young children concepts of evaluating science to a much larger scale.\u003c/p>\n\u003cp>\u003cstrong>Teaching Health Claims\u003c/strong>\u003c/p>\n\u003cp>He and a global team of researchers at \u003ca href=\"http://www.informedhealthchoices.org/the-ihc-team/\">Informed Health Choices\u003c/a> developed a \u003ca href=\"http://www.thelancet.com/journals/lancet/article/PIIS0140-6736(17)31226-6/fulltext?elsca1=tlpr\">study\u003c/a> of some 10,000 Ugandan fifth-graders to see if a simple \u003ca href=\"http://www.informedhealthchoices.org/wp-content/uploads/2016/08/IHC-V3-Childrens-Book-and-Cover-Des2016_lowres.pdf\">comic book \u003c/a>on evaluating health claims could provide students with the skills to make better choices about their health. The comic book begins by describing how one child -- who has burned his finger -- sticks his wound into dung to heal it. The finger gets infected and he visits Professors “Fair” and “Compare” and begins to learn about how to question and evaluate the health advice he receives.\u003c/p>\n\u003cfigure id=\"attachment_49883\" class=\"wp-caption alignnone\" style=\"max-width: 564px\">\u003ca href=\"http://www.informedhealthchoices.org/wp-content/uploads/2016/08/IHC-V3-Childrens-Book-and-Cover-Des2016_lowres.pdf\">\u003cimg class=\"wp-image-49883 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/12/Lesson-1.png\" alt=\"\" width=\"564\" height=\"830\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/12/Lesson-1.png 564w, https://ww2.kqed.org/app/uploads/sites/23/2017/12/Lesson-1-160x235.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/12/Lesson-1-240x353.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/12/Lesson-1-375x552.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/12/Lesson-1-520x765.png 520w\" sizes=\"(max-width: 564px) 100vw, 564px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The comic above was used as part of a study in Uganda to teach students how to evaluate health and science claims. Courtesy of Informed Health Choices. \u003ccite>(Courtesy of Informed Health Choices)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The workbook had a convincing effect, Oxman said. The students who received the \u003ca href=\"http://www.informedhealthchoices.org/wp-content/uploads/2016/08/IHC-V3-Childrens-Book-and-Cover-Des2016_lowres.pdf\">workbook\u003c/a> and those who did not receive it were then tested on how to evaluate health claims. Fifty percent more children in the workbook group had a passing score on that critical thinking test. Twenty percent of the students receiving the workbook even showed mastery of the concepts.\u003c/p>\n\u003cp>As a follow-up to the study, researchers are asking children and adults what they learned and how they’ve used it. Responses so far have been very promising, he added.\u003c/p>\n\u003cp>One girl talked about going shopping with her mom, who picked up an expensive new brand of toothpaste, but the girl picked up an older brand of toothpaste and found the ingredients were the same. During the pilot studies, Oxman said it was fun to see kids walking out of class talking to each other about claims. Recognizing a claim, and being able to determine if it’s trustworthy is the critical first step to appraising all the claims people hear every day, he said.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>EVALUATING CLAIMS\u003c/strong>\u003c/p>\n\u003cp>Palmetto Ridge High School science teacher Michelle Joyce said she uses a process called “claim, evidence and response.”\u003c/p>\n\u003cp>First students recognize a claim or a hypothesis. Next, they look at evidence: the original data; who calculated the data; where the study was conducted; if the researcher would be inclined to benefit from a certain result; if researchers did multiple trials or tested on many people and more. Finally, students must come up with a response: a determination of the validity of the claim.\u003c/p>\n\u003cp>Joyce uses resources from a variety of places including Common Sense Education*, a nonprofit that provides \u003ca href=\"https://www.commonsense.org/education/scope-and-sequence\">free curriculum\u003c/a> in media literacy for grades K-12.\u003c/p>\n\u003cp>When teachers tackle the subject of media literacy they may think about social media etiquette or cyberbullying -- that’s a component of media literacy called digital citizenship. But teaching media literacy can also go into specific domains such as health and science. To understand the science news they see online, kids need to understand basic concepts like sample sizes or what “peer review” means, said Jeffrey Knutson of Common Sense Education. Through this curriculum, students learn how information is created and distributed.\u003c/p>\n\u003cp>“It gives them an insider’s view of how information we get is created and how we receive it,” said Knutson.\u003c/p>\n\u003cp>Digital citizenship and media literacy is often taught as something extra and not necessarily embedded in curriculum, said Knutson. However, health or science claims seen online can be easily incorporated into science or health class.\u003c/p>\n\u003cp>One example Knutson provided was a recent \u003cem>New York Times\u003c/em> \u003ca href=\"https://www.nytimes.com/2017/07/12/well/eat/the-chemicals-in-your-mac-and-cheese.html?mcubz=3\">article\u003c/a> about health hazards of chemicals used in packaging such as boxed macaroni and cheese. The article stirred up some controversy because it didn’t offer specifics on what dose of these chemicals can do damage. The study was financed by an environmental advocacy group, not an unbiased source. The\u003cem> Times\u003c/em> reported on this study and other journalists reported on it and then \u003ca href=\"https://www.theatlantic.com/health/archive/2017/07/my-dad-is-now-scared-of-macaroni-and-cheese-should-he-be/534702/\">reports\u003c/a> about the \u003ca href=\"http://www.slate.com/articles/health_and_science/medical_examiner/2017/07/don_t_panic_over_the_chemicals_in_your_mac_and_cheese.html\">reporting\u003c/a> came out, noted Knutson.\u003c/p>\n\u003cp>“The best thing teachers can do is to use these examples in their class with their students,\" according to Knutson. \"It’s important to model how you would go about reading an article like that.”\u003c/p>\n\u003cp>\u003cstrong>BREAKING DOWN THE FACTS\u003c/strong>\u003c/p>\n\u003cp>High school science teacher Michelle Joyce says that if teachers start in elementary school, and build on these concepts in middle and high school, “we have significantly more chance over a period of time to build this common sense, this media literacy,” said Joyce.\u003c/p>\n\u003cp>“If I’m only seeing them in 11\u003csup>th\u003c/sup> and 12\u003csup>th\u003c/sup> grade, many of their opinions are already formed,” she added.\u003c/p>\n\u003cp>When Joyce really breaks a scientific topic into its component parts, she can sometimes convince skeptical students.\u003c/p>\n\u003cp>For instance, students were learning the bleaching of the Great Barrier Reef, which stems from water temperature and salt-level or salinity increases. They researched where the increased salinity or temperature could be coming from, including climate change and waste dumped near the ocean.\u003c/p>\n\u003cp>One student said, “I can’t believe one degree in temperature makes this much a difference for these animals,” recalled Joyce.\u003c/p>\n\u003cp>Instead of rehashing the reef data, Joyce brought the conversation back to a different perspective and explained pH levels in the human body. Even a slight change in pH could shut down a person's bodily functions. Suddenly the minor change to water temperature and salinity, which affects pH, didn’t seem so minor.\u003c/p>\n\u003cp>“I have to bring it back to something they can relate to,” said Joyce.\u003c/p>\n\u003cp>Joyce can’t go into such detail with every science lesson but she hopes by equipping students with the skills to question what they read, they’ll be able to pursue these questions on their own.\u003c/p>\n\u003cp>“Teaching them those skills on how to think like a scientist and how to analyze information that they’re receiving is just as important as teaching them to use the periodic table, for example.”\u003c/p>\n\u003cp>\u003cstrong>Additional resources: \u003c/strong>\u003c/p>\n\u003cp>Common Sense has several strategies to help debunk false claims, such as those listed on “\u003ca href=\"https://www.commonsense.org/education/teaching-strategies/turn-students-into-fact-finding-web-detectives\">Turn Students into F\u003c/a>\u003ca href=\"https://www.commonsense.org/education/teaching-strategies/turn-students-into-fact-finding-web-detectives\">act-Finding Web Detectives\u003c/a>.” They also offer \u003ca href=\"https://www.commonsense.org/education/digital-citizenship\">digital citizenship\u003c/a> and \u003ca href=\"https://www.commonsense.org/education/scope-and-sequence\">information literacy\u003c/a> curriculum.\u003c/p>\n\u003cp>\u003ca href=\"https://www.healthnewsreview.org/\">Health News Review\u003c/a> covers often-hyped health stories.\u003c/p>\n\u003cp>\u003ca href=\"http://retractionwatch.com/\">Retraction Watch \u003c/a> highlights retractions of studies and other pitfalls of the peer review system, which rarely gets attention.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>*Common Sense Education contributes reviews of educational tools and other content to MindShift. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49144/critical-thinking-skills-to-help-students-better-evaluate-scientific-claims","authors":["11330"],"categories":["mindshift_195"],"tags":["mindshift_822","mindshift_20784","mindshift_1040","mindshift_21160","mindshift_21067","mindshift_1022"],"featImg":"mindshift_49911","label":"mindshift"},"mindshift_28114":{"type":"posts","id":"mindshift_28114","meta":{"index":"posts_1591205157","site":"mindshift","id":"28114","score":null,"sort":[1365598834000]},"guestAuthors":[],"slug":"new-science-standards-aim-to-relate-concepts-to-students-lives","title":"New Science Standards Aim to Relate Concepts to Students' Lives","publishDate":1365598834,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_28127\" class=\"wp-caption left\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/ganesha_isis/4998563119/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-28127\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/4998563119_3cc0f30a9b_z-620x412.jpg\" alt=\"4998563119_3cc0f30a9b_z\" width=\"620\" height=\"412\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">A consortium of science and education organizations \u003ca href=\"http://www.achieve.org/next-generation-science-standards-released\">has released\u003c/a> the first set of science standards since the original set prepared by the \u003ca href=\"http://www.nationalacademies.org/nrc/\">National Research Council\u003c/a> and the \u003ca href=\"http://www.aaas.org/\">American Association for Advancement in Science\u003c/a> 15 years ago. The \u003ca href=\"http://www.nextgenscience.org/\">Next Generation Science Standards\u003c/a> (NGSS) aim to incorporate the scientific community’s understanding of science as it has grown and changed.\u003c/p>\n\u003cp>The new NGSS standards represent the core scientific concepts that practicing scientists agree K-12 students should know by the time they graduate. The framework for the standards was developed by the National Research Council, the \u003ca href=\"http://www.nsta.org/\">National Science Teachers Association\u003c/a>, the American Association for the Advancement of Science, and \u003ca href=\"http://www.achieve.org/\">Achieve\u003c/a>. Together they built compiled principals and solicited input from states about what pedagogy and curricular specifics to build in.\u003c/p>\n\u003cp>“Students need to understand how science works, the practices and the crosscutting concepts in order to be ready to assume their roles in a scientifically complex world,” said Frank Neipold, co-chair of the \u003ca href=\"http://www.slideshare.net/usgcrp/usgcrp-education-interagency-working-group\">Climate Education Interagency Working Group\u003c/a> at the U.S. Global Change Research Program. Neipold has worked on the standards in many capacities and sees them as vitally important to educating the next generation to think critically about how systems work together.\u003c/p>\n\u003cp>Twenty-six states helped write the standards, and while there is no obligation that states adopt them, many likely will. The standards focus on fewer core concepts, are meant to go deeper within \u003c!--more-->each concept, and emphasize the interdisciplinary nature of science.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/five-amazing-videos-that-show-why-science-is-awesome/\">Five Amazing Videos That Show Why Science is Awesome\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>The standards are organized in \u003ca href=\"http://www.nextgenscience.org/three-dimensions\">three dimensions\u003c/a>: key concepts, crosscutting concepts, and practices. Key concepts are broadly important and teachable over a series of years, such as the subject of climate change, which can get more complex as students build upon their knowledge. The second dimension is crosscutting concepts, things that span the scientific disciplines like energy and matter, cause and effect or systems. Lastly, students will be expected to understand the practice of science, undertaking scientific inquiry and comparing the practices of science with those of engineers.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The interesting and important part of the NGSS is that they really are about critical thinking in these cross cutting competencies,” said Don Boesch, president of the \u003ca href=\"http://www.umces.edu/\">University of Maryland Center for Environmental Science\u003c/a> and leader of a \u003ca href=\"http://www.madeclear.org/\">project to implement the standards\u003c/a> in Maryland and Delaware. “So I think teachers will really have the chance to help students think critically about these topics.”\u003c/p>\n\u003cp>While the NGSS are not part of the \u003ca href=\"http://www.corestandards.org/\">Common Core State Standards\u003c/a> -- those were developed under the auspices of federal government and focus only on math and literacy -- there are some similarities. Proponents of both sets of standards say they're meant to emphasize close reading of non-fiction tests, performance-based standards, and an integrated approach to learning across disciplines.\u003c/p>\n\u003cp>\u003cstrong>CLIMATE CHANGE INCLUDED\u003c/strong>\u003c/p>\n\u003cp>One of the more controversial aspects of the new science standards is the inclusion of climate change in the curriculum. \"There was never a debate about whether climate change would be in there,\" Heidi Schweingruber of the National Research Council \u003ca href=\"http://www.npr.org/2013/03/27/174141194/a-hot-topic-climate-change-coming-to-classrooms\">told National Public Radio\u003c/a>. \"It is a fundamental part of science, and so that's what our work is based on, the scientific consensus.\"\u003c/p>\n\u003cp>Still, science teachers often find themselves pulled in to help bolster math and reading scores, leaving them with little time to teach science, let alone incorporate complicated new topics. Teaching climate change science can feel daunting to many teachers who don’t have a firm grasp of all the information, he said.\u003c/p>\n\u003cp>“We have not trained our teachers very well to work across disciplines,” Boesch said. Teaching climate change inherently requires integration of things like earth sciences, chemistry and systems. A changing climate will affect all parts of life. Teachers aren’t always comfortable teaching all the elements and will need to be trained.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/combining-robotics-with-poetry-art-and-engineering-can-co-exist/\">Combining Robotics With Poetry? Art and Engineering Can Co-Exist\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>The standards are meant to lead the student through a progression of concepts, providing building blocks early on that can scaffold more complicated concepts in higher grades.\u003c/p>\n\u003cp>“We as a nation have a real deep and multidimensional problem on our hands that has to involve education of our young people,” said Boesch on the subject of climate change. “We need to equip people to have the skills as well as the knowledge to deal with it.”\u003c/p>\n\u003cp>The new standards will also require a whole new emphasis on revamping \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/its-here-a-science-book-thats-always-up-to-date/\">science textbooks\u003c/a>. “A lot of materials out there are sub-par,” Neipold said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Climate change is not a political issue and it’s not a debate,” said Mario Molina, deputy director for the \u003ca href=\"http://www.acespace.org/\">Alliance for Climate Education\u003c/a>. “It’s science, strongly researched and thoroughly vetted science. So our hope is that teachers will not see this as political debate.” He believes students have the right to study climate change as it unfolds, as well as solutions to the problem.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1365610521,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":843},"headData":{"title":"New Science Standards Aim to Relate Concepts to Students' Lives | KQED","description":"A consortium of science and education organizations has released the first set of science standards since the original set prepared by the National Research Council and the American Association for Advancement in Science 15 years ago. The Next Generation Science Standards (NGSS) aim to incorporate the scientific community’s understanding of science as it has grown","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"New Science Standards Aim to Relate Concepts to Students' Lives","datePublished":"2013-04-10T13:00:34.000Z","dateModified":"2013-04-10T16:15:21.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"28114 http://blogs.kqed.org/mindshift/?p=28114","disqusUrl":"https://ww2.kqed.org/mindshift/2013/04/10/new-science-standards-aim-to-relate-concepts-to-students-lives/","disqusTitle":"New Science Standards Aim to Relate Concepts to Students' Lives","path":"/mindshift/28114/new-science-standards-aim-to-relate-concepts-to-students-lives","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28127\" class=\"wp-caption left\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/ganesha_isis/4998563119/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-28127\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/4998563119_3cc0f30a9b_z-620x412.jpg\" alt=\"4998563119_3cc0f30a9b_z\" width=\"620\" height=\"412\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">A consortium of science and education organizations \u003ca href=\"http://www.achieve.org/next-generation-science-standards-released\">has released\u003c/a> the first set of science standards since the original set prepared by the \u003ca href=\"http://www.nationalacademies.org/nrc/\">National Research Council\u003c/a> and the \u003ca href=\"http://www.aaas.org/\">American Association for Advancement in Science\u003c/a> 15 years ago. The \u003ca href=\"http://www.nextgenscience.org/\">Next Generation Science Standards\u003c/a> (NGSS) aim to incorporate the scientific community’s understanding of science as it has grown and changed.\u003c/p>\n\u003cp>The new NGSS standards represent the core scientific concepts that practicing scientists agree K-12 students should know by the time they graduate. The framework for the standards was developed by the National Research Council, the \u003ca href=\"http://www.nsta.org/\">National Science Teachers Association\u003c/a>, the American Association for the Advancement of Science, and \u003ca href=\"http://www.achieve.org/\">Achieve\u003c/a>. Together they built compiled principals and solicited input from states about what pedagogy and curricular specifics to build in.\u003c/p>\n\u003cp>“Students need to understand how science works, the practices and the crosscutting concepts in order to be ready to assume their roles in a scientifically complex world,” said Frank Neipold, co-chair of the \u003ca href=\"http://www.slideshare.net/usgcrp/usgcrp-education-interagency-working-group\">Climate Education Interagency Working Group\u003c/a> at the U.S. Global Change Research Program. Neipold has worked on the standards in many capacities and sees them as vitally important to educating the next generation to think critically about how systems work together.\u003c/p>\n\u003cp>Twenty-six states helped write the standards, and while there is no obligation that states adopt them, many likely will. The standards focus on fewer core concepts, are meant to go deeper within \u003c!--more-->each concept, and emphasize the interdisciplinary nature of science.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/five-amazing-videos-that-show-why-science-is-awesome/\">Five Amazing Videos That Show Why Science is Awesome\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>The standards are organized in \u003ca href=\"http://www.nextgenscience.org/three-dimensions\">three dimensions\u003c/a>: key concepts, crosscutting concepts, and practices. Key concepts are broadly important and teachable over a series of years, such as the subject of climate change, which can get more complex as students build upon their knowledge. The second dimension is crosscutting concepts, things that span the scientific disciplines like energy and matter, cause and effect or systems. Lastly, students will be expected to understand the practice of science, undertaking scientific inquiry and comparing the practices of science with those of engineers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The interesting and important part of the NGSS is that they really are about critical thinking in these cross cutting competencies,” said Don Boesch, president of the \u003ca href=\"http://www.umces.edu/\">University of Maryland Center for Environmental Science\u003c/a> and leader of a \u003ca href=\"http://www.madeclear.org/\">project to implement the standards\u003c/a> in Maryland and Delaware. “So I think teachers will really have the chance to help students think critically about these topics.”\u003c/p>\n\u003cp>While the NGSS are not part of the \u003ca href=\"http://www.corestandards.org/\">Common Core State Standards\u003c/a> -- those were developed under the auspices of federal government and focus only on math and literacy -- there are some similarities. Proponents of both sets of standards say they're meant to emphasize close reading of non-fiction tests, performance-based standards, and an integrated approach to learning across disciplines.\u003c/p>\n\u003cp>\u003cstrong>CLIMATE CHANGE INCLUDED\u003c/strong>\u003c/p>\n\u003cp>One of the more controversial aspects of the new science standards is the inclusion of climate change in the curriculum. \"There was never a debate about whether climate change would be in there,\" Heidi Schweingruber of the National Research Council \u003ca href=\"http://www.npr.org/2013/03/27/174141194/a-hot-topic-climate-change-coming-to-classrooms\">told National Public Radio\u003c/a>. \"It is a fundamental part of science, and so that's what our work is based on, the scientific consensus.\"\u003c/p>\n\u003cp>Still, science teachers often find themselves pulled in to help bolster math and reading scores, leaving them with little time to teach science, let alone incorporate complicated new topics. Teaching climate change science can feel daunting to many teachers who don’t have a firm grasp of all the information, he said.\u003c/p>\n\u003cp>“We have not trained our teachers very well to work across disciplines,” Boesch said. Teaching climate change inherently requires integration of things like earth sciences, chemistry and systems. A changing climate will affect all parts of life. Teachers aren’t always comfortable teaching all the elements and will need to be trained.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/combining-robotics-with-poetry-art-and-engineering-can-co-exist/\">Combining Robotics With Poetry? Art and Engineering Can Co-Exist\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>The standards are meant to lead the student through a progression of concepts, providing building blocks early on that can scaffold more complicated concepts in higher grades.\u003c/p>\n\u003cp>“We as a nation have a real deep and multidimensional problem on our hands that has to involve education of our young people,” said Boesch on the subject of climate change. “We need to equip people to have the skills as well as the knowledge to deal with it.”\u003c/p>\n\u003cp>The new standards will also require a whole new emphasis on revamping \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/its-here-a-science-book-thats-always-up-to-date/\">science textbooks\u003c/a>. “A lot of materials out there are sub-par,” Neipold said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Climate change is not a political issue and it’s not a debate,” said Mario Molina, deputy director for the \u003ca href=\"http://www.acespace.org/\">Alliance for Climate Education\u003c/a>. “It’s science, strongly researched and thoroughly vetted science. So our hope is that teachers will not see this as political debate.” He believes students have the right to study climate change as it unfolds, as well as solutions to the problem.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/28114/new-science-standards-aim-to-relate-concepts-to-students-lives","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_1004","mindshift_551","mindshift_1022","mindshift_47"],"featImg":"mindshift_28127","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. 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Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.","airtime":"MON-FRI 3am-9am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/morning-edition/","meta":{"site":"news","source":"npr"},"link":"/radio/program/morning-edition"},"onourwatch":{"id":"onourwatch","title":"On Our Watch","tagline":"Police secrets, unsealed","info":"For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg","imageAlt":"On Our Watch from NPR and KQED","officialWebsiteLink":"/podcasts/onourwatch","meta":{"site":"news","source":"kqed","order":"1"},"link":"/podcasts/onourwatch","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1567098962","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw","npr":"https://rpb3r.app.goo.gl/onourwatch","spotify":"https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x","tuneIn":"https://tunein.com/radio/On-Our-Watch-p1436229/","stitcher":"https://www.stitcher.com/show/on-our-watch","rss":"https://feeds.npr.org/510360/podcast.xml"}},"on-the-media":{"id":"on-the-media","title":"On The Media","info":"Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us","airtime":"SUN 2pm-3pm, MON 12am-1am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png","officialWebsiteLink":"https://www.wnycstudios.org/shows/otm","meta":{"site":"news","source":"wnyc"},"link":"/radio/program/on-the-media","subscribe":{"apple":"https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2","tuneIn":"https://tunein.com/radio/On-the-Media-p69/","rss":"http://feeds.wnyc.org/onthemedia"}},"our-body-politic":{"id":"our-body-politic","title":"Our Body Politic","info":"Presented by KQED, KCRW and KPCC, and created and hosted by award-winning journalist Farai Chideya, Our Body Politic is unapologetically centered on reporting on not just how women of color experience the major political events of today, but how they’re impacting those very issues.","airtime":"SAT 6pm-7pm, SUN 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Our-Body-Politic-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://our-body-politic.simplecast.com/","meta":{"site":"news","source":"kcrw"},"link":"/radio/program/our-body-politic","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/our-body-politic/id1533069868","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5zaW1wbGVjYXN0LmNvbS9feGFQaHMxcw","spotify":"https://open.spotify.com/show/4ApAiLT1kV153TttWAmqmc","rss":"https://feeds.simplecast.com/_xaPhs1s","tuneIn":"https://tunein.com/podcasts/News--Politics-Podcasts/Our-Body-Politic-p1369211/"}},"pbs-newshour":{"id":"pbs-newshour","title":"PBS NewsHour","info":"Analysis, background reports and updates from the PBS NewsHour putting today's news in context.","airtime":"MON-FRI 3pm-4pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.pbs.org/newshour/","meta":{"site":"news","source":"pbs"},"link":"/radio/program/pbs-newshour","subscribe":{"apple":"https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2","tuneIn":"https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/","rss":"https://www.pbs.org/newshour/feeds/rss/podcasts/show"}},"perspectives":{"id":"perspectives","title":"Perspectives","tagline":"KQED's series of of daily listener commentaries since 1991","info":"KQED's series of of daily listener commentaries since 1991.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Perspectives-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/perspectives/","meta":{"site":"radio","source":"kqed","order":"15"},"link":"/perspectives","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/id73801135","npr":"https://www.npr.org/podcasts/432309616/perspectives","rss":"https://ww2.kqed.org/perspectives/category/perspectives/feed/","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"}},"planet-money":{"id":"planet-money","title":"Planet Money","info":"The economy explained. 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