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Over the last decade, researchers in science education have identified a variety of student beliefs that shape and are shaped by student classroom experience.1,4,5,7 Based on studies of students' beliefs, researchers have developed instruments designed to probe these beliefs.8
Building on this prior work, here at Colorado, we have developed and validated another instrument, the Colorado Learning Attitudes about Science Survey, CLASS.The CLASS draws from the existing surveys (MPEX6, VASS3, EBAPS2) and adds and refines material to account for other student ABs observed to be important in educational practice.7 The CLASS was written to make the questions as clear and concise as possible and is readily adapted to use in a wide variety of science courses.Students are asked to respond on a Likert-like (5-point agree to disagree) scale to questions such as: "Learning physics changes my ideas about how the world works".It has been used in both pencil and paper and online formats.
Widmaier is an instructional coach and science teacher at World of Inquiry School #58 in Rochester, New York. He is also a recipient of the 2016 Teaching Tolerance Award for Excellence in Teaching.
This is CS50x , Harvard University's introduction to the intellectual enterprises of computer science and the art of programming for majors and non-majors alike, with or without prior programming experience. An entry-level course taught by David J. Malan, CS50x teaches students how to think algorithmically and solve problems efficiently. Topics include abstraction, algorithms, data structures, encapsulation, resource management, security, software engineering, and web development. Languages include C, Python, SQL, and JavaScript plus CSS and HTML. Problem sets inspired by real-world domains of biology, cryptography, finance, forensics, and gaming. The on-campus version of CS50x , CS50, is Harvard's largest course.
All students in Columbia College must complete three courses in fulfillment of the science requirement. The three courses must be distributed across the three categories detailed below: Science A, Science B, and Science C.
Transfer students may be able to apply transfer credit for science coursework taken elsewhere to the Science requirement. One of the three required science courses must be taken at Columbia, and the coursework taken to fulfill the three-semester science requirement must be distributed across the categories of Science B and Science C.
All College students must complete at least one course offered by one of the following seven Columbia University science departments. (Unless otherwise indicated, students may not use Barnard College courses to fulfill the Columbia College science requirement.)
All College students must complete one course from the following list of courses, which includes the courses in Science Category B plus a number of courses in other Columbia University academic departments and programs. (Unless otherwise indicated, students may not use Barnard College courses to fulfill the Columbia College science requirement.)
In responding to a request for some sort of vision for the field, I settled on a few core concepts that ultimately made me think epidemiology should build on its storied past and monumental accomplishments, but at the same time, stop under-selling itself as a science and downplaying its massive potential as an engine for change in the real world. Epidemiology is, and should be seen as, a world-class science that impacts the lives of real people, in ways we can all appreciate.
The field has made some truly impressive contributions to humanity, including the eradication of smallpox, fluoridation of drinking water, improved motor vehicle safety, and recognition of tobacco as a health hazard. According to the CDC, the greatest public health achievements of the 20th century are built on epidemiology. Still, it was a list released by the National Academy of Sciences that dominated headlines in 2003. Based on media coverage alone, it would seem that the greatest achievements of the 20th century are largely not built on epidemiology and that innovations like electrification, automobiles, and airplanes are more deserving of recognition than inventions and programs emerging from the public health sciences and epidemiology.
And contribute we must. Epidemiology should be an applied science and a force for change. We cannot simply study the distribution and determinants of health-related states or events; we must use our knowledge to actually intervene on diseases and other health problems for the betterment of humankind.
While limited to currently enrolled Harvard undergraduates, the class, which brings together eminent Harvard researchers and world-class chefs, is available to others on-campus through the Harvard Extension School and online through the HarvardX platform (details below).
Become part of a growing teacher community using food to engage students in science. In these hands-on workshops, teachers will explore food-based lessons from a student's point of view. Each lesson is rooted in a single food, which is framed as an anchoring phenomenon to be investigated through science concepts and practices. Lessons align with NGSS standards and include a coherent sequence of hands-on activities, labs, videos, and readings intended to progressively build student understanding of content and engage them in science practices. Some of our reseources are available here. To be notified of future opportunities, please share your contact information in this form.
The spectacular culinary creations of modern cuisine are the stuff of countless articles and social media feeds. But to a scientist they are also perfect pedagogical explorations into the basic scientific principles of cooking. In Science and Cooking, Harvard professors Michael Brenner, Pia Sörensen, and David Weitz bring the classroom to your kitchen to teach the physics and chemistry underlying every recipe.
On September 4, 2013, the SBE adopted the Next Generation Science Standards for California Public Schools, Kindergarten through Grade Twelve (CA NGSS) as required by California Education Code 60605.85. The NGSS Appendices A-M were also adopted to assist teachers in the implementation of the new science standards and to aid in the development of the new science curriculum framework.
Since she was sworn in on Feb. 25, Granholm has been pushing for solutions to climate change through efforts such as reducing carbon emissions through electrification. Under her leadership, the department also supports fundamental science research that drives the development of advanced carbon mitigation technologies.
Science of Oil Spills (SOS) classes help spill responders increase their understanding of oil spill science when analyzing spills and making risk-based decisions. They are designed for new and mid-level spill responders. These multi-day trainings cover topics including:
Most examples provided in the class relate to oil spills that have occurred in coastal and marine environments; however, much of this information applies regardless of the spill location (e.g., inland vs. coastal). To view the topics for the next SOS class, download a sample agenda [PDF, 170 KB].
-->Accepted applicants will be sent an email containing information about hotel accommodations in the area, a map and directions to the class location, and information regarding the field trip and other logistics.
Please understand that SOS classes are not filled on a first-come, first-served basis. We try to diversify the participant composition to ensure a variety of perspectives and experiences, to enrich the class for the benefit of all participants. Classes are generally limited to 40 participants, to allow for personalized instruction.
Europe continues to be a powerhouse of science and innovation. The region maintains a clear lead over China, the United States, and the rest of the world in terms of the quality and quantity of its science. For example, Europe is home to 43 of the global top 100 life-science universities, while the United States has 34. Europe is a powerhouse in scientific publishing as well, with roughly twice the output of the United States and three times that of China.
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