Everyday there’s so much talk about science. Think about it—you’re either hearing about a new cure for a dreaded disease, a new pill for weight loss, an astronaut planning to live for a year in space, or a car that can run without gas and
STEM is not simply about the four subjects from which the acronym has arisen. It is about how an integration of these four subjects offers the basis for learning in the 21st century. A STEM system offers a design based upon how students learn and
How will your development in numeracy impact your future? Numeracy is a life skill. Being numerate means more than arithmetic. It looks less at calculations and more on how one applies an understanding of numbers in real life. Numeracy is an appreciation of common sense with
There may be no one ideal interdisciplinary and integrating theme for propelling STEM education into the 21st century, but linking energy, climate, and related global change topics and teaching them throughout the STEM curriculum—and beyond, into social studies, civics, arts, and humanities—can take full advantage
Contributed by Cary Sneider A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (NRC, 2012) proposed thirteen core ideas that all students are expected to learn, at increasing levels of sophistication and mastery as they ascend the grade levels from kindergarten through senior
Happy 2015! As the new acquisitions editor at Corwin responsible for math, science, and STEM content and services, I think it’s only fitting to use the Corwin Connect venue to talk about one of the ideas I find most critical to STEM education…connections. STEM, though
Contributed by Mark McCaffrey This post was originally published on NCSE.com. What do ISO 14000 and 4-ESS3-1 have in common? Both are standards. The first is a family of standards from the International Organization for Standardization developed in 1996 to “help organizations…minimize how their operations (processes etc.) negatively affect
The old adage for dividing fractions, “Ours is not to reason why, just invert and multiply!” is one many readers are certainly familiar with. And because students often forget which fraction to invert, other less known adages have arisen lately. I learned this one last
Contributed by Monica Neagoy Teaching Operations in a Technological World—An Enigma? Do you ever wonder why we spend so much time on teaching computational algorithms, memorizing number facts, and checking for correct answers, in a world full of technological tools that compute faster, more efficiently, and more accurately
If you read Part 1 and Part 2, you’ve seen evidence of the dramatic instructional shift that has taken place in our school toward STEM-infusing our elementary classrooms. I won’t pretend that we’ve arrived at some extraordinary final goal, that we have it all figured