Why America’s obsession with STEM education is dangerous

If Americans are united in any conviction these days, it is that we urgently need to shift the country’s education toward the teaching of specific, technical skills. Every month, it seems, we hear about our children’s bad test scores in math and science — and about new initiatives from companies, universities or foundations to expand STEM courses (science, technology, engineering and math) and deemphasize the humanities. From President Obama on down, public officials have cautioned against pursuing degrees like art history, which are seen as expensive luxuries in today’s world. Republicans want to go several steps further and defund these kinds of majors. This dismissal of broad-based learning, however, comes from a fundamental misreading of the facts — and puts America on a dangerously narrow path for the future. Innovation is not simply a technical matter but rather one of understanding how people and societies work, what they need and want. Related: Education

What's Missing From Education? Critical Thinking Stewart Lyman12/24/14 There is too little emphasis on teaching critical thinking skills in schools. Many adults have little understanding of important science and technology issues, which leaves them open to poor decision making on matters that will affect both their families as well as society in general. A good example would be a failure to understand and appreciate the tremendous advancement in human health as a result of vaccines. [Editor's note: To tap the wisdom of our distinguished group of Xconomists, we asked a few of them to answer this question heading into 2015: "If you could change one thing in education, what would it be?" Stewart Lyman is Owner and Manager of Lyman BioPharma Consulting LLC in Seattle.

STEM is incredibly valuable, but if we want the best innovators we must teach the arts Math and science matter, but that’s not all. (Edmund D. Fountain for The Washington Post) We’ve all heard it before, we are facing another crisis. In 2011 the governor of my home state of Iowa, Terry Branstad, signed an executive order creating a STEM advisory council. “An increased focus in science, technology, engineering and math will lead to higher achievement and better career opportunities” Branstad said. President Obama has put a focus on STEM education with the White House’s Educate to Innovate initiative. STEM (science, technology, engineering and math) is believed to be the answer for our high tech job shortage. “Making things faster, cheaper, better, bolder is what STEM does to many industries. But STEM leaves out a big part of the picture. A foundation in STEM education is exceptional at making us more efficient or increasing speed all within set processes, but it’s not so good at growing our curiosity or imagination. Pease’s efforts among many others are apparently working.

MASH The concept of different “learning styles” is one of the greatest neuroscience myths Are you a visual learner who writes notes in a rainbow of different colors, or do you have to read something aloud before it will sink it? Chances are, you’ve been asked a similar question at some point in your life, and believe the concept of different “learning styles” is perfectly valid. But, as Quartz reported in December, we all learn in fundamentally similar ways. In fact, it’s considered a “neuromyth,” which, as Paul Howard-Jones, professor of neuroscience and education at Bristol University, writes in a 2014 paper on the subject, is characterized by a misunderstanding, misreading, or misquoting of scientifically established facts. Other examples of neuromyths include that we only use 10% of our brain, and that drinking less than six to eight glasses of water a day will cause the brain to shrink. “Perhaps the most popular and influential myth is that a student learns most effectively when they are taught in their preferred learning style,” writes Howard-Jones.

Cosmos is a fantastic show about ideological conversion more than it’s about science Like Carl Sagan before him, Neil deGrasse Tyson is constructing a cult of personality. Also like Sagan, that personality is not his own. In both its versions, Cosmos has had to serve a number of masters — they’ve both had to educate, to entertain, and to bring in advertising. In many scientifically inclined circles, that’s a borderline offensive accusation, and the nervousness has only become more acute since Sagan’s day. Who couldn’t love that face? Both Sagan’s Cosmos and Tyson’s are explicit and unmoving on the issue of faith: belief without evidence is the antithesis of reason, and irreconcilable with a scientific understanding of the universe. Neither ever tries to sugar-coat its view of the facts or their implications, because ultimately the views and implications are the point, rather than the facts themselves. The Cosmic Calendar recontextualizes all time as a year. I don’t think it’s a coincidence that so many religions center around great men.

Life in the Universe | SETI Institute Frequently Asked Questions Reviews Praise for the Life in the Universe Curriculum "Teacher Ideas Press is to be congratulated for its fine work in bringing this special and original curriculum into print. - Space Frontier News "An interesting, creative approach that can capture the attention of their target audience and help the students learn - Science Books and Films "The SETI Academy Planet Project provides an exciting, informative, and creative series of activities for elementary students." "The entire project is designed to last a month and I believe that it would only take that long, not because the missions are so simple, but because the students and teacher are going to be so excited about the missions that nothing else will be done. - Appraisal "The activities provide a fresh, interdisciplinary approach to thinking and allow teachers to move beyond the "normal" thematic topics."

Science identity development: an interactionist approach Edited byAnn Kim, California State University, Long Beach, USAGale Sinatra, Rossier School of Education at the University of Southern California, USA The focus of this Special Issue is the development of science identity within an environment. It highlights the role of educational psychology constructs, such as interest and belonging that ultimately inform students’ science identity development. The Special Issue consists of six articles: an introduction, four empirical papers investigating the psychological experiences of students in various science spaces with a focus on the interactions between the individual and the context, and a commentary that will be published soon. Guest EditorialScience identity development: an interactionist approach The Special Issue highlights the role of psychology constructs, such as interest and belonging that are deeply relevant and ultimately inform students' science identity development... Ann Kim and Gale M. Vanessa W. Rachael D. Lisa Martin-Hansen

Home - The Physics Factory Reflecting on Practice for STEM Educators Resources include: Appendices Module Sessions PowerPoints Handouts Access the Resources The resources are available on the Instructor Resources Download Hub. Instructor Resources are password protected and you need to have an account to view them. I need an account If you don't have an account for the Instructor Resources Download Hub follow the 'Request Access' instructions and a member of our customer services team will be in touch. I have an account If you already have an account for the Instructor Resources Download Hub then 'Sign in' using your accounts email address and password. About the book Reflecting on Practice for STEM Educators is a guidebook to lead a professional learning program for educators working in STEM learning environments. Making research on the science of human learning accessible to educational professionals around the world, this book shows educators how to relate this research to their own practice.