Who Will Do the Science of the Future? A Symposium on Careers of Women in Science (2000) / Chapter Skim
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Plenary Panel I: The Next Generation: Science for All Students
Plenary Panel I: The Next Generation: Science for All Students
Pages 5-28
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Dr. Lederman is an internationally renowned high-energy physicist, the Director Emeritus of Fermi National Accelerator Laboratory in Batavia, Illinois.
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From 1995 to 1996, she was a fellow at the Center for Advanced Study in Behavioral Sciences, and in 1994 she received the National Association for Research and Science Teaching Award for LifeLong Distinguished Contributions to Science Education. The American Educational Research Association bestowed on her the Willystine Goodsell Award in 1991, and the Women Educators Research Award in 1982.
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Leon M Lederman, Director Emeritus Fermi NationalAccelerator Laboratory A PLAN, A STRATEGY FOR K-12 hen I was invited to come here I said, "Well, the only thing I could talk about is what I happen to be doing now, and I happen to be very interested in high schools and high school science." I spend a lot of time in high schools.
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The National Academies played an important role in this crucial development. We are interested in a dramatic reform of high school science education, designed to change the way science is taught in 99 percent of U.S.
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Ninth grade biology is descriptive, probably that kind of descriptive biology which should be in middle school, but here it is, full of new vocabulary .
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How could it be so good? We hear that after the new sequence is installed, increases take place in fourth-year science electives, enrollment in AP science courses zooms up, college successes are recorded, and then, here is the funny thing, there is a dramatic effect on women and minority students from poor families who come into high school without a strong positive science and math
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Maybe ninth grade biology with its huge memorization and no real analytical processes is a turnoff. It seems to me that we must authenticate this.
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Women are significantly well represented in the hard sciences at the undergraduate level in these schools. Minority women, both African American and Hispanic, out-earn their male counterparts in total Ph.D.s.
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African Americans are different from Hispanics and Native Americans, especially foreign versus domestic. Mainland Puerto Ricans, affectionately called New Yoricans, share similarities with African Americans.
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I think it is something that we learn, but women and minorities are extremely risk averse, afraid of failure, and don't want it discovered that maybe they don't know something. Minority women suffer from being members of both groups.
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Men can be very effective mentors for women. What is important in good mentoring is sensitivity to the special struggles that women and especially minority women face.
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partnership, including the classroom teachers, the discipline specialists, the technology experts, and the students who have and will participate in the project. I challenge all concerned about science education to remedy the serious declines in science interest, the disparities in male and female persistence in science, and the public resistance to scientific understanding by forming partnerships to bring to life the excitement and controversy in scientific research.
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Unlike typical science instruction, curriculum materials that feature current scientific controversies are more easily connected to the problems and concerns that students will face in their lives. They can prepare students to make decisions on other controversial science topics such as alternative medical treatments, environmental stewardship, nutrition, or smoking.
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Consistent with Terry's comments, students have been heard to remark,"Objects in motion remain in motion in science class, but come to rest at home." Introducing the Deformed Frog Controversy To remedy the lack of connection between school science and lifelong learning, we engaged students in exploring a contemporary controversy about frog deformities. We formed a partnership at Berkeley with graduate students from David Wake's laboratory, technology experts, assessment experts, pedagogical researchers, classroom teachers from a local ......
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as a pivotal case because the legs growing out of its stomach, rather than at the limb buds, raises doubts about the parasite hypothesis. The partnership seeks compelling results like these to spur student thinking.
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This inquiry map appears in every activity that students do using WISE giving students a consistent representation of the inquiry process. The WISE learning environment enabled the partnership to create controversy materials that · - - ..
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" The learning environment structures the activities, helps students explore the controversy, encourages them to follow a consistent inquiry process, and frees the teachers to focus primarily on helping students develop their arguments. To help students recognize that scientists can ..
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Three design decisions show how the partnership engaged students in scientifically responsible communication about a complex topic. The teachers, scientists, and pedagogical researchers worked together to take Internet Web pages designed by the scientists and add pages that clarified material that students found complex and confusing.
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Conducting a Debate in Science Class The teachers were initially skeptical about introducing debate in science class. One said, "I've never seen a debate in science class." Another remarked,"Students will disrupt, not pay attention." Members of the partnership described successful middle school debates and invited a teacher, experienced in using debate, to meet with the Deformed Frogs!
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It proves that sun might play a big role in deforming a frog, but only if it reacts with methoprene." Note that this student not only used complex vocabulary like methoprene and deformities, but also was able to accurately describe the potential interaction between multiple factors, a form of reasoning that rarely occurs in typical science classes. This example also illustrates that when students are involved in the sustained reasoning and complex argumentation necessary to carry out a debate about this kind of controversy, they learn the vocabulary in the service of science rather than the other way around.
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The pedagogical framework to promote the linked and coherent understanding students displayed features four main ideas. First, the framework calls for making science accessible by crafting an effective representation of a complex controversy, such that students can participate and explore compelling, contemporary scientific ideas.
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Most important, students learned from each other during the debate activity by articulating their ideas, asking questions in class, and responding to questions. Fourth, the framework calls for promoting lifelong learning.
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(1999~. Organizing principles for science education partnerships: Case studies of students' learning about"rats in space" and"deformed frogs." Educational Technology Research and Development, 47~2)
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