Improving the quality of teaching and professional development for early childhood educators is the focus of two new grants awarded to EDC by the U.S. Department of Education. The awards, which total about $4 million, were issued to EDC’s
Bernie Zubrowski, a longtime science educator at the Newton-based Education Development Center, has been awarded the SB&F Prize for Excellence by the American Association for the Advancement of Science (AAAS) for his "distinguished contribution to the world of children’s hands-on science books." Zubrowski received the award at the recent AAAS Annual Meeting in Washington, DC.
4:00 on a Wednesday afternoon, and the technology center at West
End House, a Boys and Girls Club in Allston (Mass.) is full. Twelve
young people gather around 10 computers, doing homework, writing
Every Friday, just when most school staff and students are heading home for the weekend, about 130 girls gather at the King Open School for one of their favorite activities of the week. Friday is Science Club for Girls day, when the elementary school girls build bridges, dissect cow hearts, or produce chemical reactions. Working in teams, the K-7 girls try out new skills, learn from older students, and meet professional scientists.
The GE Fund today released a new study that documents obstacles and solutions for improving minority and female student performance in pursuing careers in science, engineering, and technology (SET). Upping the Numbers, co-authored by EDC and Campbell-Kibler Associates, is one of the first studies to gather data on what really works to increase under-represented students’ interest and success in these fields.
Last June, NASA sent up a probe to gather information on the shape of the universe. Last week, Jeff Weeks showed a group of Massachusetts secondary math teachers how tic-tac-toe and other familiar games can help students explore similar questions.
digNubia introduces young people to archaeology through an exciting find: the remains of the ancient African civilization of Nubia that emerged over six thousand years ago in northern Sudan and southern Egypt. The project includes a documentary film, website, and traveling exhibit.
Eugene Collins, Director of Natural Sciences and Math at Fisk University, credits a high school teacher with encouraging him to study science. So does Arthur Washington, who today serves as Dean of Arts and Sciences at Florida A&M University. Both share a concern, however, about where the high school science teachers for the next generation of African American students will come from.
Middle school students in ScienceQuest, an afterschool science program offered in six low-income Boston neighborhoods, celebrated their research projects and unveiled Web sites they created about them at a party hosted by Millennium Pharmaceuticals in Cambridge July 26.
In a high school biology class, students are circulating the room, test tubes of clear liquid in hand. At a nod from their teacher, they exchange the contents of their test tubes with as many other students as they wish. Three minutes later, when the teacher stops them, she reveals that while all the test tubes looked identical, one originally contained an "infectious agent.
As the fourth largest state in the union, Montana extends to regions so sparsely populated students attend one-room schools staffed by teachers whose nearest colleague might be a hundred miles away. While news of education reforms may reach these rural teachers, opportunities to examine and discuss them with peers are rare. EDC’s Center for Science Education (CSE) wants to change that.
Bernie Zubrowski has spent much of his professional life devising ways to educate young people when they are out in the world, away from the classroom. In more than 23 years with Boston’s Children’s Museum and other museums in the U.S., Great Britain, India, Sweden and Bahrainand in several EDC projectsZubrowski’s quest has led him to design activities that illuminate scientific principles with very simple materials.
In preschool classrooms around the world, children build structures with blocks, knock them over, and start again. In Cindy Hoisington’s Head Start classroom in Roslindale, Massachusetts, children also build with blocks. But before they get the pleasure of watching their structures tumble, her students are documenting what they’ve built. Sometimes they photograph the structures; sometimes they draw them with paper and pen; and sometimes they create small-scale replicas of their large structures with foam blocks and glue.
At the heart of Project ASSIST is the action reflection process, a carefully structured, time-limited discussion format that focuses on the work of three students chosen by their classroom teacher to represent the range of students in his or her class.
In the summer of 1960, reverend Solomon B Caulker, an African college administrator from Sierra Leone, travelled to Israel to attend an international conference on improving science education in developing countries. After listening to several papers on nuclear power, Caulker stood up to address the group.
In a large conference room, several groups of adults gather around an assortment of batteries, copper wires, and light bulbs. Their task is to discover how many different ways they can illuminate the bulbs using only this rudimentary electrical equipment.