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Science Education

August 7, 2013 | Patt Morrison
Americans love the fruits of science, but the rigors it takes to grow them - that's another matter. A full-court press for more STEM - science, technology, engineering and math - students and teachers is still coming up short. Since 1969, the groundbreaking Exploratorium in San Francisco has made a highly successful case for hands-on science learning. Its new $300-million bayside quarters opened a few months ago, and its executive director (and resident STEM education expert), Dennis Bartels, is experimenter-in-chief, charged with making science teachable, visible, accessible and gee-whiz fun. We're 50 years from the thick of the space race, when America put a premium on science education.
February 26, 1996 | ROBERTO PECCEI and FRED EISERLING, Roberto Peccei is dean of physical sciences and Fred Eiserling is dean of life sciences at UCLA's College of Letters and Science
How does the United States produce Bill Gates, Steven Jobs and more Nobel Prize-winning scientists than any other country in the world and, at the same time, large numbers of scientifically illiterate adults who believe in astrologers and psychics and can't program their VCRs? While much concern has been expressed about the United States becoming a country of economic haves and have nots, there is also an increasing polarization between scientific literates and illiterates.
Sitting on the deck of the 45-foot boat, examining bloodworms in a petri dish, Ginger Machiele wondered aloud why her early science education was not more like this. "I remember we weren't allowed to bring bugs into science class," said Machiele, 25, who is studying to become an elementary school teacher. "In my class, we're going to have an entire bug house," she said exuberantly, above the whir of the engines of the D. J. Angus.
October 26, 1993 | From Associated Press
Remember all those hours spent memorizing the periodic table of the elements in science class? Well, your time probably could have been better spent, according to a new set of science education guidelines. They spell out what students should know and be able to do in science, math and technology at the end of grades 2, 5, 8 and 12. The guidelines are explained in "Benchmarks for Science Literacy," released Monday by the American Assn. for the Advancement of Science. The premise: Less is more.
September 29, 1990 | ADRIANNE GOODMAN
Teaching science has taken a new tack this year for teachers at four Ventura County high schools. Hueneme, Westlake, Rio Mesa and Simi Valley high schools have received National Science Foundation grants, averaging $9,000 per school, to allow teachers to teach science subjects together, rather than in separate courses.
January 9, 1989
The California Board of Education has an opportunity in the coming week to sharpen the teaching of science and to set aside, as it certainly should, efforts of some groups to interject religious concepts in the teaching of scientific theories. At the heart of the dispute is the campaign of some Christian fundamentalists to have their ideas of creationism included in the public-school science curriculum. Only science should be taught in science classes, the new state policy statement affirms.
November 24, 1997
Re "Spurned Nobelists Appeal Science Standards Rejection," Nov. 17: Scientists, mathematicians, engineers, even parents are helpless to stop education experts from ruining education. From "whole language" learning to "new new math" to "integrated math" to "integrated science," our children are being dumbed down. Now, when prominent scientists with vast experience in education, including three Nobel prize winners, offer to write California's science standards for free, the Commission for the Establishment of Academic Content and Performance Standards' educrats instead want to pay $178,000 to the same education professors and experts who wrote the vacuous science standards quoted in The Times.
February 17, 1995 | MAKI BECKER
Science teachers from across Southern California gathered Thursday for a chance to meet Nobel laureate Francis Crick, who discovered the molecular structure of DNA, at a Cal State Northridge function.
October 1, 2005
Re "Science and Scripture," Opinion, Sept. 28 I share Crispin Sartwell's respect for the achievements of Darwinian science and agree with his call to teach science in historical and social context. But he is dangerously wrong to argue that the Dover (Pa.) school district's statement about intelligent design will better serve this educational agenda. Sartwell's statement misunderstands the status of evolution as both fact and theory, mistakes an interest in evolution with an interest in the ultimate origins of life and misleads in identifying intelligent design as a credible alternative to evolutionary thought.
October 7, 2006 | From the Associated Press
The American sweep of Nobel Prizes in science this year has filled the nation's science educators not only with pride over what's done well in U.S. labs and classrooms -- but angst over what's not. "We are the best in the world at what we do at the top end, and we are mediocre -- or worse -- at the bottom end," said Jon D. Miller of Michigan State University, who studies the role of science in American society.
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