To Attract More Girls to STEM, Bring More Storytelling to Science
April 16th, 2013 |
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Guest Post by Jonathan Olsen and Sarah Gross, teachers at High Technology High School in Lincroft, New Jersey Women and girls are historically underrepresented in STEM (science, technology, engineering, and math) fields and much has been written lately about why girls in school seem disinterested in these areas. As STEM becomes more important in our increasingly interconnected [...]
Keep reading »Why America’s Kids Need New Standards for Science Education
January 8th, 2013 |
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Earlier today, a group of scientists, educators and policymakers released the newest draft of the Next Generation Science Standards, which lay out ambitious expectations for what elementary, middle and high school students should learn at each grade level. These guidelines affect virtually every child enrolled in public school, and advocates say they will revolutionize STEM [...]
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![Figure 1. Plot of the locations of the languages in the sample. Dark circles represent languages with ejectives, clear circles represent those without ejectives. Clusters of languages with ejectives are highlighted with white rectangles. For illustrative purposes only. Inset: Lat-long plot of polygons exceeding 1500 m in elevation. Adapted from Figure 4 in [8]. The six major inhabitable areas of high elevation are highlighted via ellipses: (1) North American cordillera (2) Andes (3) Southern African plateau (4) East African rift (5) Caucasus and Javakheti plateau (6) Tibetan plateau and adjacent regions. doi:10.1371/journal.pone.0065275.g001](http://blogs.scientificamerican.com/anthropology-in-practice/wp-content/blogs.dir/8/files/2013/06/journal.pone_.0065275.g0011.png "journal.pone.0065275.g001")
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