Science education is being modernized to give students the skills they will need for jobs in the future.
Nature Outlook |
Science and technology education
A strong background in science, technology, engineering and mathematics (STEM) is crucial not only for students who go on to become scientists. The jobs of the future, in a variety of sectors, will increasingly require skills in STEM subjects. This Outlook looks at the ways in which science education is being modernized and updated to help prepare young people for life in the twenty-first century.
Features and comment
The latest training techniques emphasize classroom practice and design thinking.
Blowing up your lab is usually discouraged, but it’s part of the experience when you’re learning online.
Teachers do not need training in the arts to create useful drawing experiences for science students, says Bethann Garramon Merkle.
Science education could bring new opportunities to developing countries.
In a lab, you can hypothesize. In a lab, you can run experiments. In a lab, you can learn to think— and operate—like a scientist. If you are a high school or college student and do not have access to a lab then you could be missing out on valuable experience—but not for long.
Programmes from high school through to graduate school are aiming to keep more women and people from underrepresented groups in the physical sciences.
Researchers are making it safer for children to use the Internet for educational purposes.
More from Nature Research
Experienced chemists know that chemistry is all around them. Helping students to see the connections between real life and concepts of organic chemistry is the driving force behind the development of a set of online resources pioneered at UCLA.
Girls and boys show no cognitive differences in mathematical ability during infancy and early childhood across multiple tasks. To compare boys’ and girls’ early mathematical thinking, Alyssa Kersey and colleagues at the University of Rochester and University of Pittsburgh examined performance on three milestones of numerical development: numerosity sensitivity, counting range, and early mathematics achievement. Researchers tested not only for statistical differences between boys and girls but also statistical similarities. Across all aspects of early mathematics development, boys and girls exhibited no statistical differences and instead generally showed statistical equivalence. The results suggest that girls and boys begin development with an equivalent cognitive capacity for mathematics.
It is time to use evidence-based teaching practices at all levels by providing incentives and effective evaluations, urge Stephen E. Bradforth, Emily R. Miller and colleagues.
Engaging undergraduates in computational tasks can improve genomic research laboratory productivity, benefiting both students and senior laboratory members.
If programmes to bolster STEM education are effective, they distort the labour market; if they aren’t, they’re a waste of money, argues Colin Macilwain.
Differences in exam performance between pupils attending selective and non-selective schools mirror the genetic differences between them
Students attending selective schools have, on average, more genetic variants associated with educational attainment compared to students attending non-selective schools. A team led by Professor Robert Plomin at King’s College London found that these genetic differences between school types were also mirrored in examination differences. Students attending selective schools were performing a grade higher than their non-selective schooled peers. However, once the researchers statistically accounted for student-level factors, including family socioeconomic status, prior ability and prior achievement, there were no significant genetic differences between students in selective and non-selective schools, and only small examination score differences. This research shows that genetic and exam score differences between selective and non-selective schools are primarily due to the genetically influenced characteristics involved in student admission.
Gene discovery and polygenic prediction from a genome-wide association study of educational attainment in 1.1 million individuals
Gene discovery and polygenic predictions from a genome-wide association study of educational attainment in 1.1 million individuals.