Podcasts about Science education

This week we talk about the idea of what it means to be a competent outsider to science and how we prepare students to be one of those people. Feinstein, N. (2011). Salvaging science literacy. Science Education, 95(1), 168–185. https://doi.org/10.1002/sce.20414 Things that bring us joy this week: Beneath a Scarlet Sky (https://www.goodreads.com/book/show/32487617-beneath-a-scarlet-sky) by Mark T. Sullivan The Phoenician Scheme (https://www.imdb.com/title/tt30840798/) by Wes Anderson Intro/Outro Music: Notice of Eviction by Legally Blind (https://freemusicarchive.org/music/Legally_Blind)

In this episode, we discuss the nature of international students on US college campuses. We reference the following resource: Enrollment Trends from the Institute for International Education (https://opendoorsdata.org/data/international-students/enrollment-trends/) Things that bring us joy this week: Faithful Place by Tana French (https://atomicbooks.com/products/faithful-place-a-novel) Preservation Hall Jazz Band (https://www.preservationhall.com/) Intro/Outro Music: Notice of Eviction by Legally Blind (https://freemusicarchive.org/music/Legally_Blind)

Last week we introduced you to Dr. Berry Billingsley, in a conversation about her work studying Big Questions in Religious and Science Education, and her efforts to support multidisciplinary classrooms. This week we're back with the second part of that episode, exploring another Big Questions in the Classroom initiative, in conversation with seven educators who are advancing Dr. Billingsley's work through a collaborative research project called Religion and Worldviews. Together, these research leaders are not only introducing innovative ideas into traditional curriculum, but they're educating the educators in how to teach them.  Why does the classroom need a refresh? Let's discover together! Our guests include educators Dr. Michael Reiss, Dr. Trevor Cooling, Stephen Pett, Sarah Lane Cawte, Gillian Georgiou, Maureen Cutler, and Katie Gooch. Read the transcript of this episode Subscribe to Stories of Impact wherever you listen to podcasts Find us on Facebook, Instagram, Bluesky, and YouTube Share your comments, questions and suggestions at info@storiesofimpact.org Supported by Templeton World Charity Foundation

This week we talk about negotiations and how they are like teaching. Things that bring us joy this week: Never Split the Difference: Negotiating as if Your Life Depended on It (https://www.goodreads.com/book/show/123857637) by Chris Voss and Tahl Raz Grilling Intro/Outro Music: Notice of Eviction by Legally Blind (https://freemusicarchive.org/music/Legally_Blind)

Christopher R. Daubert, Ph.D., serves as the President of the Institute of Food Technologists (IFT) and as the Vice Chancellor and Dean of the College of Agriculture, Food, and Natural Resources at the University of Missouri (Mizzou), as well as a Professor in the Division of Food Systems and Bioengineering. He joined Mizzou from North Carolina State University, where he served as a Professor and Head of the Department of Food, Bioprocessing, and Nutrition Services; Director of the Food Rheology Laboratory; and system Co-Chair of Food, Biochemical, and Engineered Systems. His research explained the physical chemistry, molecular-level interactions, and functionality of food systems through an understanding of rheological behavior, while solving problems facing the food and pharmaceutical industries.  Dr. Daubert has received distinguished alumnus awards from Pennsylvania State University and Michigan State University. He is also a Fellow of IFT and previously served IFT as chair of the Food Engineering Division and a member-at-large of the Dogwood section. He holds a B.S. degree in Agricultural Engineering from Penn State University, a Ph.D. in Agricultural Engineering and Food Science from Michigan State University, and a Post-Doctorate in Food Science from North Carolina State University.   In this episode of Food Safety Matters, we speak with Dr. Daubert [23:34] about: The challenges and opportunities for attracting students to food science and other food-related academic programs The value of an education in food science The role the food industry plays in food science education The complex food system challenges that today's students—tomorrow's workforce—can help address Dr. Daubert's work at Mizzou in promoting food science education How IFT helps prepare students to contribute to the global food community upon graduation. News USDA Secretary Rollins Increases Funding to Reimburse States for Food Safety Inspections [3:34]Senator Cotton Introduces Bill to Consolidate Federal Food Safety Agencies [6:38]MAHA Report Sets Stage for Overhaul of Food Chemicals, Environmental Contaminants, and Childhood Nutrition [10:18]Mars Removes Titanium Dioxide from Skittles in the United States [21:41] Sponsored by: CINTAS   We Want to Hear from You! Please send us your questions and suggestions to podcast@food-safety.com

Marc and Nick sit down with Dr. Colleen Kelley, retired chemistry professor, TEDx speaker, and author of Kids' Chemistry comic books. Dr. Kelley shares how her passion for science has led her on a journey to bring molecular literacy to elementary school students through story telling and fun. Show Notes: Dr. Kelley's website TEDx Talk PBS Documentary   Follow Marc on X, online, TikTok, or YouTube Check out Marc's new book, CAPTIVATE  

In this episode, we talk about the SIFT model for media literacy. Things that bring us joy this week: The Message by Ta-Nehisi Coates (https://ta-nehisicoates.com/books/the-message/) The Likeness by Tana French (https://en.wikipedia.org/wiki/The_Likeness) Intro/Outro Music: Notice of Eviction by Legally Blind (https://freemusicarchive.org/music/Legally_Blind)

Is science fundamentally in opposition to religion, or do they just have little to do with each other? Is the way you engage with science and religion in your life informed by your core beliefs, or are your core beliefs informed by them? Do you think it's scientists or religious experts, or both, or neither, that are best equipped to help humans explore the meaning of life?   People might find these questions to be provocative or controversial. But our guest in today's episode, science educator and researcher Dr. Berry Billingsley, was raised in a family culture of curiosity, so she's been asking these sorts of really big questions all her life.   Now a professor in Education at the University of Swansea and the former Director of the Learning about Science and Religion Centre at Canterbury Christ Church University, Dr. Billingsley, as devoted as she has been to young people's science education  throughout her career as a researcher, has built a body of work critiquing the way science is traditionally taught and breaking down the siloes between religious education and science education classes.   Read the transcript of this episode Subscribe to Stories of Impact wherever you listen to podcasts Find us on Facebook, Instagram, Bluesky, and YouTube Share your comments, questions and suggestions at info@storiesofimpact.org Supported by Templeton World Charity Foundation

This week we talk about how our labor in our communities can be a reflection of established patterns of privilege that can be treated as "the way we do things". Things that bring us joy this week: One by One (https://www.goodreads.com/book/show/54197718-one-by-one) by Freida McFadden Orphan X (https://www.goodreads.com/book/show/40874079-orphan-x) by Gregg Hurwitz Intro/Outro Music: Notice of Eviction by Legally Blind (https://freemusicarchive.org/music/Legally_Blind)

How one special moment redefined how a science teacher does her job. Learn about your ad choices: dovetail.prx.org/ad-choices

Send us a textJoin 5-Minute Parenting for a special guest, fellow Ambassador author Alexandra ("Alex") Jensen, who will share simple strategies for discipling young children from her real-world experience as a busy mom of three. "Alex" is author of A Place of Grace for Moms of Littles, helping moms navigate the messy moments of motherhood, while connecting with God's heart. Alex is a Steering Team Leader for the MomCo. Organization (formerly MOPS), and has a Bachelor's degree in Elementary Education with a Minor in Creative Writing, and a Master's degree in Math and Science Education. She is a former Elementary school teacher, wife, stay-at-home mom, and antiques dealer. When Alex is not busy changing a diaper, packing lunches, or sneaking in a few pages of reading for her book club, she enjoys quilting. Be sure to visit her website, order her book, and follow her on social media: www.instagram.com/authoralexandrajensen www.facebook.com/Authoralexandrajensen www.alexandrajensen.orgLink for Alex's Book:  https://www.amazon.com/Place-Grace-Moms-Littles-Sanctified/dp/1649606931Additional Resources:Awana https://www.awana.org/The MomCo (Formerly MOPS) https://www.themom.co/homeVeggie Tales Podcast https://veggietales.com/podcast/ Love this episode? Leave a positive rating/review by scrolling down to the bottom of this page. Your reviews are so important and so appreciated! Please share this episode with a friend ❤️ For more information and helpful resources, visit our websites at: https://www.karenferg.com/ https://www.sandrakaychambers.com/ Find our books on Amazon: Karen Ferguson: https://www.amazon.com/stores/Karen-Ferguson/author/B075SHZ1WV?ref=ap_rdr&isDramIntegrated=true&shoppingPortalEnabled=true Sandra Chambers: https://www.amazon.com/stores/Sandra-Chambers/author/B00OHLARMO?ref=sr_ntt_srch_lnk_1&qid=1740085397&sr=1-1&isDramIntegrated=true&shoppingPortalEnabled=true FOLLOW US ON INSTAGRAM! @karenfergusonauthor @sandrakaychambers.com

In this episode, we discuss the AI Assessment Scale. (https://aiassessmentscale.com/) Things that bring us joy this week: All Systems Red by Martha Wells (https://en.wikipedia.org/wiki/All_Systems_Red) Will & Harper (https://en.wikipedia.org/wiki/Will_%26_Harper) Intro/Outro Music: Notice of Eviction by Legally Blind (https://freemusicarchive.org/music/Legally_Blind)

The Game Changers podcast celebrates those true pioneers in education who are building schools for tomorrow. In episode 199 (Part 3) of Game Changers, Phil Cummins joins in conversation with Martin Westwell! Martin was appointed Chief Executive of the Department for Education in April 2022, following a successful 4 years as Chief Executive of the SACE Board. Martin has worked extensively with education systems and other organisations in using evidence to inform policy, practice, innovation and impact in education. He was a Chief Investigator in the national Australian Research Council (ARC) Science of Learning Research Centre, and has worked with UNESCO using evidence to inform strategic planning of education in the Asia-Pacific region. In 2018, Martin received the prestigious Australian Council for Educational Leaders' (ACEL) Gold Medal, awarded for the most outstanding contribution to the study and practice of educational administration and leadership. In 2007 Martin and his family moved to South Australia where he took the position of inaugural Director of the Flinders Centre for Science Education in the 21st Century and then Strategic Professor in the Science of Learning at Flinders University. Martin completed his degree and PhD at Cambridge University and was a Research Fellow at Lincoln College, Oxford University in biological chemistry. The Game Changers podcast is produced by Evan Phillips supported by a School for tomorrow (aschoolfortomorrow.com), and powered by CIRCLE. The podcast is hosted on SoundCloud and distributed through Spotify, Google Podcasts, and Apple Podcasts. Please subscribe and tell your friends you like what you are hearing. You can contact us at gamechangers@circle.education, on Twitter and Instagram via @GameChangersPC, and you can also connect with Phil and Adriano via LinkedIn and Twitter. Let's go!

This week we talk about how to work with teachers who may not want to change in the way that you want them to change. Things that bring us joy this week: Thunderbolts* (https://www.imdb.com/title/tt20969586/) Never Split the Difference:: Negotiating as if Your Life Depended on It (https://www.goodreads.com/book/show/123857637) by Chris Voss Intro/Outro Music: Notice of Eviction by Legally Blind (https://freemusicarchive.org/music/Legally_Blind)

The Game Changers podcast celebrates those true pioneers in education who are building schools for tomorrow. In episode 199 (Part 2) of Game Changers, Phil Cummins joins in conversation with Martin Westwell! Martin was appointed Chief Executive of the Department for Education in April 2022, following a successful 4 years as Chief Executive of the SACE Board. Martin has worked extensively with education systems and other organisations in using evidence to inform policy, practice, innovation and impact in education. He was a Chief Investigator in the national Australian Research Council (ARC) Science of Learning Research Centre, and has worked with UNESCO using evidence to inform strategic planning of education in the Asia-Pacific region. In 2018, Martin received the prestigious Australian Council for Educational Leaders' (ACEL) Gold Medal, awarded for the most outstanding contribution to the study and practice of educational administration and leadership. In 2007 Martin and his family moved to South Australia where he took the position of inaugural Director of the Flinders Centre for Science Education in the 21st Century and then Strategic Professor in the Science of Learning at Flinders University. Martin completed his degree and PhD at Cambridge University and was a Research Fellow at Lincoln College, Oxford University in biological chemistry. The Game Changers podcast is produced by Evan Phillips supported by a School for tomorrow (aschoolfortomorrow.com), and powered by CIRCLE. The podcast is hosted on SoundCloud and distributed through Spotify, Google Podcasts, and Apple Podcasts. Please subscribe and tell your friends you like what you are hearing. You can contact us at gamechangers@circle.education, on Twitter and Instagram via @GameChangersPC, and you can also connect with Phil and Adriano via LinkedIn and Twitter. Let's go!

William Zahner, Understanding the Role of Language in Math Classrooms ROUNDING UP: SEASON 3 | EPISODE 17 How can educators understand the relationship between language and the mathematical concepts and skills students engage with in their classrooms? And how might educators think about the mathematical demands and the language demands of tasks when planning their instruction?  In this episode, we discuss these questions with Bill Zahner, director of the Center for Research in Mathematics and Science Education at San Diego State University. BIOGRAPHY Bill Zahner is a professor in the mathematics department at San Diego State University and the director of the Center for Research in Mathematics and Science Education. Zahner's research is focused on improving mathematics learning for all students, especially multilingual students who are classified as English Learners and students from historically marginalized communities that are underrepresented in STEM fields. RESOURCES Teaching Math to Multilingual Learners, Grades K–8 by Kathryn B. Chval, Erin Smith, Lina Trigos-Carrillo, and Rachel J. Pinnow National Council of Teachers of Mathematics Mathematics Teacher: Learning and Teaching PK– 12 English Learners Success Forum SDSU-ELSF Video Cases for Professional Development The Math Learning Center materials Bridges in Mathematics curriculum Bridges in Mathematics Teachers Guides [BES login required] TRANSCRIPT Mike Wallus: How can educators understand the way that language interacts with the mathematical concepts and skills their students are learning? And how can educators focus on the mathematics of a task without losing sight of its language demands as their planning for instruction? We'll examine these topics with our guest, Bill Zahner, director of the Center for Research in Mathematics and Science Education at San Diego State University.  Welcome to the podcast, Bill. Thank you for joining us today. Bill Zahner: Oh, thanks. I'm glad to be here. Mike: So, I'd like to start by asking you to address a few ideas that often surface in conversations around multilingual learners and mathematics. The first is the notion that math is universal, and it's detached from language. What, if anything, is wrong with this idea and what impact might an idea like that have on the ways that we try to support multilingual learners? Bill: Yeah, thanks for that. That's a great question because I think we have a common-sense and strongly held idea that math is math no matter where you are and who you are. And of course, the example that's always given is something like 2 plus 2 equals 4, no matter who you are or where you are. And that is true, I guess [in] the sense that 2 plus 2 is 4, unless you're in base 3 or something. But that is not necessarily what mathematics in its fullness is. And when we think about what mathematics broadly is, mathematics is a way of thinking and a way of reasoning and a way of using various tools to make sense of the world or to engage with those tools [in] their own right. And oftentimes, that is deeply embedded with language.  Probably the most straightforward example is anytime I ask someone to justify or explain what they're thinking in mathematics. I'm immediately bringing in language into that case. And we all know the old funny examples where a kid is asked to show their thinking and they draw a diagram of themselves with a thought bubble on a math problem. And that's a really good case where I think a teacher can say, “OK, clearly that was not what I had in mind when I said, ‘Show your thinking.'”  And instead, the demand or the request was for a student to show their reasoning or their thought process, typically in words or in a combination of words and pictures and equations. And so, there's where I see this idea that math is detached from language is something of a myth; that there's actually a lot of [language in] mathematics. And the interesting part of mathematics is often deeply entwined with language. So, that's my first response and thought about that.  And if you look at our Common Core State Standards for Mathematics, especially those standards for mathematical practice, you see all sorts of connections to communication and to language interspersed throughout those standards. So, “create viable arguments,” that's a language practice. And even “attend to precision,” which most of us tend to think of as, “round appropriately.” But when you actually read the standard itself, it's really about mathematical communication and definitions and using those definitions with precision. So again, that's an example, bringing it right back into the school mathematics domain where language and mathematics are somewhat inseparable from my perspective here. Mike: That's really helpful. So, the second idea that I often hear is, “The best way to support multilingual learners is by focusing on facts or procedures,” and that language comes later, for lack of a better way of saying it. And it seems like this is connected to that first notion, but I wanted to ask the question again: What, if anything, is wrong with this idea that a focus on facts or procedures with language coming after the fact? What impact do you suspect that that would have on the way that we support multilingual learners? Bill: So, that's a great question, too, because there's a grain of truth, right? Both of these questions have simultaneously a grain of truth and simultaneously a fundamental problem in them. So, the grain of truth—and an experience that I've heard from many folks who learned mathematics in a second language—was that they felt more competent in mathematics than they did in say, a literature class, where the only activity was engaging with texts or engaging with words because there was a connection to the numbers and to symbols that were familiar. So, on one level, I think that this idea of focusing on facts or procedures comes out of this observation that sometimes an emergent multilingual student feels most comfortable in that context, in that setting.  But then the second part of the answer goes back to this first idea that really what we're trying to teach students in school mathematics now is not simply, or only, how to apply procedures to really big numbers or to know your times tables fast. I think we have a much more ambitious goal when it comes to teaching and learning mathematics. That includes explaining, justifying, modeling, using mathematics to analyze the world and so on. And so, those practices are deeply tied with language and deeply tied with using communication. And so, if we want to develop those, well, the best way to do that is to develop them, to think about, “What are the scaffolds? What are the supports that we need to integrate into our lessons or into our designs to make that possible?”  And so, that might be the takeaway there, is that if you simply look at mathematics as calculations, then this could be true. But I think our vision of mathematics is much broader than that, and that's where I see this potential. Mike: That's really clarifying. I think the way that you unpack that is if you view mathematics as simply a set of procedures or calculations, maybe? But I would agree with you. What we want for students is actually so much more than that.  One of the things that I heard you say when we were preparing for this interview is that at the elementary level, learning mathematics is a deeply social endeavor. Tell us a little bit about what you mean by that, Bill. Bill: Sure. So, mathematics itself, maybe as a premise, is a social activity. It's created by humans as a way of engaging with the world and a way of reasoning. So, the learning of mathematics is also social in the sense that we're giving students an introduction to this way of engaging in the world. Using numbers and quantities and shapes in order to make sense of our environment.  And when I think about learning mathematics, I think that we are not simply downloading knowledge and sticking it into our heads. And in the modern day where artificial intelligence and computers can do almost every calculation that we can imagine—although your AI may do it incorrectly, just as a fair warning [laughs]—but in the modern day, the actual answer is not what we're so focused on. It's actually the process and the reasoning and the modeling and justification of those choices. And so, when I think about learning mathematics as learning to use these language tools, learning to use these ways of communication, how do we learn to communicate? We learn to communicate by engaging with other people, by engaging with the ideas and the minds and the feelings and so on of the folks around us, whether it's the teacher and the student, the student and the student, the whole class and the teacher. That's where I really see the power. And most of us who have learned, I think can attest to the fact that even when we're engaging with a text, really fundamentally we're engaging with something that was created by somebody else. So, fundamentally, even when you're sitting by yourself doing a math word problem or doing calculations, someone has given that to you and you think that that's important enough to do, right?  So, from that stance, I see all of teaching and learning mathematics is social. And maybe one of our goals in mathematics classrooms, beyond memorizing the times tables, is learning to communicate with other people, learning to be participants in this activity with other folks. Mike: One of the things that strikes me about what you were saying, Bill, is there's this kind of virtuous cycle, right? That by engaging with language and having the social aspect of it, you're actually also deepening the opportunity for students to make sense of the math. You're building the scaffolds that help kids communicate their ideas as opposed to removing or stripping out the language. That's the context in some ways that helps them filter and make sense. You could either be in a vicious cycle, which comes from removing the language, or a virtuous cycle. And it seems a little counterintuitive because I think people perceive language as the thing that is holding kids back as opposed to the thing that might actually help them move forward and make sense. Bill: Yeah. And actually that's one of the really interesting pieces that we've looked at in my research and the broader research is this question of, “What makes mathematics linguistically complex?” is a complicated question. And so sometimes we think of things like looking at the word count as a way to say, “If there are fewer words, it's less complex, and if there are more words, it's more complex.” But that's not totally true. And similarly, “If there's no context, it's easier or more accessible, and if there is a context, then it's less accessible.”  And I don't see these as binary choices. I see these as happening on a somewhat complicated terrain where we want to think about, “How do these words or these contexts add to student understanding or potentially impede [it]?” And that's where I think this social aspect of learning mathematics—as you described, it could be a virtuous cycle so that we can use language in order to engage in the process of learning language. Or, the vicious cycle is, you withhold all language and then get frustrated when students can't apply their mathematics. That's maybe the most stereotypical answer: “My kids can do this, but as soon as they get a word problem, they can't do it.” And it's like, “Well, did you give them opportunities to learn how to do this? [laughs] Or is this the first time?” Because that would explain a lot. Mike: Well, it's an interesting question, too, because I think what sits behind that in some ways is the idea that you're kind of going to reach a point, or students might reach a point, where they're “ready” for word problems.  Bill: Right. Mike: And I think what we're really saying is it's actually through engaging with word problems that you build your proficiency, your skillset that actually allows you to become a stronger mathematician. Bill: Mm-hmm. Right. Exactly. And it's a daily practice, right? It's not something that you just hold off to the end of the unit, and then you have the word problems, but it's part of the process of learning. And thinking about how you integrate and support that. That's the key question that I really wrestle with. Not trivial, but I think that's the key and the most important part of this. Mike: Well, I think that's actually a really good segue because I wanted to shift and talk about some of the concrete or productive ways that educators can support multilingual learners. And in preparing for this conversation, one of the things that I've heard you stress is this notion of a consistent context. So, can you just talk a little bit more about what you mean by that and how educators can use that when they're looking at their lessons or when they're writing lessons or looking at the curriculum that they're using? Bill: Absolutely. So, in our past work, we engaged in some cycles of design research with teachers looking at their mathematics curriculum and opportunities to engage multilingual learners in communication and reasoning in the classroom. And one of the surprising things that we found—just by looking at a couple of standard textbooks—was a surprising number of contexts were introduced that are all related to the same concept. So, the concept would be something like rate of change or ratio, and then the contexts, there would be a half dozen of them in the same section of the book. Now, this was, I should say, at a secondary level, so not quite where most of the Bridges work is happening. But I think it's an interesting lesson for us that we took away from this. Actually, at the elementary level, Kathryn Chval has made the same observation.  What we realized was that contexts are not good or bad by themselves. In fact, they can be highly supportive of student reasoning or they can get in the way. And it's how they are used and introduced. And so, the other way we thought about this was: When you introduce a context, you want to make sure that that context is one that you give sufficient time for the students to understand and to engage with; that is relatable, that everyone has access to it; not something that's just completely unrelated to students' experiences. And then you can really leverage that relatable, understandable context for multiple problems and iterations and opportunities to go deeper and deeper.  To give a concrete example of that, when we were looking at this ratio and rate of change, we went all the way back to one of the fundamental contexts that's been studied for a long time, which is motion and speed and distance and time. And that seemed like a really important topic because we know that that starts all the way back in elementary school and continues through college-level physics and beyond. So, it was a rich context. It was also something that was accessible in the sense that we could do things like act out story problems or reenact a race that's described in a story problem. And so, the students themselves had access to the context in a deep way.  And then, last, that context was one that we could come back to again and again, so we could do variations [of] that context on that story. And I think there's lots of examples of materials out there that start off with a core context and build it out. I'm thinking of some of the Bridges materials, even on the counting and the multiplication. I think there's stories of the insects and their legs and wings and counting and multiplying. And that's a really nice example of—it's accessible, you can go find insects almost anywhere you are. Kids like it. [Laughs] They enjoy thinking about insects and other icky, creepy-crawly things. And then you can take that and run with it in lots of different ways, right? Counting, multiplication, division ratio, and so on. Mike: This last bit of our conversation has me thinking about what it might look like to plan a lesson for a class or a group of multilingual learners. And I know that it's important that I think about mathematical demands as well as the language demands of a given task. Can you unpack why it's important to set math and language development learning goals for a task, or a set of tasks, and what are the opportunities that come along with that, if I'm thinking about both of those things during my planning? Bill: Yeah, that's a great question. And I want to mark the shift, right? We've gone from thinking about the demands to thinking about the goals, and where we're going to go next.  And so, when I think about integrating mathematical goals—mathematical learning goals and language learning goals—I often go back to these ideas that we call the practices, or these standards that are about how you engage in mathematics. And then I think about linking those back to the content itself. And so, there's kind of a two-piece element to that. And so, when we're setting our goals and lesson planning, at least here in the great state of California, sometimes we'll have these templates that have, “What standard are you addressing?,” [Laughs] “What language standard are you addressing?,” “What ELD standard are you addressing?,” “What SEL standard are you addressing?” And I've seen sometimes teachers approach that as a checkbox, right? Tick, tick, tick, tick, tick. But I see that as a missed opportunity—if you just look at this like you're plugging things in—because as we started with talking about how learning mathematics is deeply social and integrated with language, that we can integrate the mathematical goals and the language goals in a lesson. And I think really good materials should be suggesting that to the teacher. You shouldn't be doing this yourself every day from scratch. But I think really high-quality materials will say, “Here's the mathematical goal, and here's an associated language goal,” whether it's productive or receptive functions of language. “And here's how the language goal connects the mathematical goal.”  Now, just to get really concrete, if we're talking about an example of reasoning with ratios—so I was going back to that—then it might be generalized, the relationship between distance and time. And that the ratio of distance and time gives you this quantity called speed, and that different combinations of distance and time can lead to the same speed. And so, explain and justify and show using words, pictures, diagrams. So, that would be a language goal, but it's also very much a mathematical goal.  And I guess I see the mathematical content, the practices, and the language really braided together in these goals. And that I think is the ideal, and at least from our work, has been most powerful and productive for students. Mike: This is off script, but I'm going to ask it, and you can pass if you want to.  Bill: Mm-hmm. Mike: I wonder if you could just share a little bit about what the impact of those [kinds] of practices that you described [have been]—have you seen what that impact looks like? Either for an educator who has made the step and is doing that integration or for students who are in a classroom where an educator is purposely thinking about that level of integration? Bill: Yeah, I can talk a little bit about that. In our research, we have tried to measure the effects of some of these efforts. It is a difficult thing to measure because it's not just a simple true-false test question type of thing that you can give a multiple-choice test for.  But one of the ways that we've looked for the impact [of] these types of intentional designs is by looking at patterns of student participation in classroom discussions and seeing who is accessing the floor of the discussion and how. And then looking at other results, like giving an assessment, but deeper than looking at the outcome, the binary correct versus incorrect. Also looking at the quality of the explanation that's provided. So, how [do] you justify an answer? Does the student provide a deeper or a more mathematically complete explanation?  That is an area where I think more investigation is needed, and it's also very hard to vary systematically. So, from a research perspective—you may not want to put this into the final version [laughs]—but from a research perspective, it's very hard to fix and isolate these things because they are integrated. Mike: Yeah. Yeah. Bill: Because language and mathematics are so deeply integrated that trying to fix everything and do this—“What caused this water to taste like water? Was it the hydrogen or the oxygen?”—well, [laughs] you can't really pull those apart, right? The water molecule is hydrogen and oxygen together. Mike: I think that's a lovely analogy for what we were talking about with mathematical goals and language goals. That, I think, is really a helpful way to think about the extent to which they're intertwined with one another. Bill: Yeah, I need to give full credit to Vygotsky, I think, who said that. Mike: You're— Bill: Something. Might be Vygotsky. I'll need to check my notes. Mike: I think you're in good company if you're quoting Vygotsky.  Before we close, I'd love to just ask you a bit about resources. I say this often on the podcast. We have 20 to 25 minutes to dig deeply into an idea, and I know people who are listening often think about, “Where do I go from here?” Are there any particular resources that you would suggest for someone who wanted to continue learning about what it is to support multilingual learners in a math classroom? Bill: Sure. Happy to share that.  So, I think on the individual and collective level—so, say, a group of teachers—there's a beautiful book by Kathryn Chval and her colleagues [Teaching Math to Multilingual Learners, Grades K–8] about supporting multilingual learners and mathematics. And I really see that as a valuable resource. I've used that in reading groups with teachers and used that in book studies, and it's been very productive and powerful for us. Beyond that, of course, I think the NCTM [National Council of Teachers of Mathematics] provides a number of really useful resources. And there are articles, for example, in the [NCTM journal] Mathematics Teacher: Learning and Teaching PK– 12 that could make for a really wonderful study or opportunity to engage more deeply.  And then I would say on a broader perspective, I've worked with organizations like the English Learners Success Forum and others. We've done some case studies and little classroom studies that are accessible on my website [SDSU-ELSF Video Cases for Professional Development], so you can go to that. But there's also from that organization some really valuable insights, if you're looking at adopting new materials or evaluating things, that gives you a principled set of guidelines to follow. And I think that's really helpful for educators because we don't have to do this all on our own. This is not a “reinvent the wheel at every single site” kind of situation. And so, I always encourage people to look for those resources.  And of course, I will say that the MLC materials, the Bridges in Mathematics [curriculum], I think have been really beautifully designed with a lot of these principles right behind them. So, for example, if you look through the Teachers Guides on the Bridges in Mathematics [BES login required], those integrated math and language and practice goals are a part of the design. Mike: Well, I think that's a great place to stop. Thank you so much for joining us, Bill. This has been insightful, and it's really been a pleasure talking with you. Bill: Oh, well, thank you. I appreciate it. Mike: And that's a wrap for Season 3 of Rounding Up. I want to thank all of our guests and the MLC staff who make these podcasts possible, as well as all of our listeners for tuning in. Have a great summer, and we'll be back in September for Season 4.  This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling all individuals to discover and develop their mathematical confidence and ability. © 2025 The Math Learning Center | www.mathlearningcenter.org  

This week, we discuss a recent Radiolab episode and how important research and exploration are. Radiolab episode: The Age of Aquaticus (https://radiolab.org/podcast/the-age-of-aquaticus) Things that bring us joy this week: 50th Anniversary of Monty Python and the Holy Grail (https://en.wikipedia.org/wiki/Monty_Python_and_the_Holy_Grail) Four Seasons on Netflix (https://www.netflix.com/title/81750702) Intro/Outro Music: Notice of Eviction by Legally Blind (https://freemusicarchive.org/music/Legally_Blind)

The Game Changers podcast celebrates those true pioneers in education who are building schools for tomorrow. In episode 199 (Part 1) of Game Changers, Phil Cummins joins in conversation with Martin Westwell! Martin was appointed Chief Executive of the Department for Education in April 2022, following a successful 4 years as Chief Executive of the SACE Board. Martin has worked extensively with education systems and other organisations in using evidence to inform policy, practice, innovation and impact in education. He was a Chief Investigator in the national Australian Research Council (ARC) Science of Learning Research Centre, and has worked with UNESCO using evidence to inform strategic planning of education in the Asia-Pacific region. In 2018, Martin received the prestigious Australian Council for Educational Leaders' (ACEL) Gold Medal, awarded for the most outstanding contribution to the study and practice of educational administration and leadership. In 2007 Martin and his family moved to South Australia where he took the position of inaugural Director of the Flinders Centre for Science Education in the 21st Century and then Strategic Professor in the Science of Learning at Flinders University. Martin completed his degree and PhD at Cambridge University and was a Research Fellow at Lincoln College, Oxford University in biological chemistry. The Game Changers podcast is produced by Evan Phillips supported by a School for tomorrow (aschoolfortomorrow.com), and powered by CIRCLE. The podcast is hosted on SoundCloud and distributed through Spotify, Google Podcasts, and Apple Podcasts. Please subscribe and tell your friends you like what you are hearing. You can contact us at gamechangers@circle.education, on Twitter and Instagram via @GameChangersPC, and you can also connect with Phil and Adriano via LinkedIn and Twitter. Let's go!

This week we talk about leadership, transparency, workload, and evaluation. Things that bring us joy this week: The Residence (https://www.imdb.com/title/tt8740614) on Netflix Moulin Rouge! on Broadway (https://moulinrougemusical.com/new-york/home/)or on film (https://www.imdb.com/title/tt0203009) Intro/Outro Music: Notice of Eviction by Legally Blind (https://freemusicarchive.org/music/Legally_Blind)

Do you know there are millions of metric tons of plastic waste and microplastics floating in our oceans? This impacts both the fish and ultimately the food we consume. According to the EPA,  “Plastic particles are generally the most abundant type of debris encountered in the marine environment, with estimates suggesting that 60% to 80% of marine debris is plastic, and more than 90% of all floating debris particles are plastic.” Dr. Marcus Eriksen is on the show today to discuss the DVD “Our Synthetic Seas,” which covers the total issue about plastic and the garbage found in our seas and especially the problem of disappearing sea life as fish are now eating plastic, waste, debris, and more dangerous materials. Marcus is currently the Executive Director of the 5 Gyres Institute. He received his Ph.D. in Science Education from the University of Southern California in 2003, months before embarking on a 2000-mile, 5-month journey down the Mississippi River on a homemade raft of plastic bottles. His experience on the river led to a career studying the ecological impacts of plastic marine pollution, which has included 8 expeditions sailing 25,000 miles through all 5 subtropical gyres to discover new garbage patches of plastic pollution in the Southern Hemisphere and beyond. With an affinity for rafting, his most recent adventure sent him and a colleague across the Pacific Ocean from California to Hawaii on a homemade raft floating on 15,000 plastic bottles and a Cessna airplane fuselage as a cabin. The journey, 2,600 miles in 88 days, brought tremendous attention to the plastic pollution issue.   Info: Algalita.org and MarcusEriksen.com.

In this episode, we discuss what a practice-based teacher education could look like. Things that bring us joy this week: Dirty Chai (https://www.thespruceeats.com/dirty-chai-definition-765697) Song Exploder (https://songexploder.net/), especially the episodes with MJ Lenderman (https://songexploder.net/mj-lenderman) and Adrianne Lenker (https://songexploder.net/adrianne-lenker) Intro/Outro Music: Notice of Eviction by Legally Blind (https://freemusicarchive.org/music/Legally_Blind)

This is part one of our two part look at Dragons and how these mythical beasts are being used to promote Creationism. Our guest is Dr. Philip Senter and he's the author of a new book about this topic.Get Dr. Senter's book here: The Real Story of Dinosaurs and DragonsRead more about "The Dragon of Bologna"Another Book about fake historical zoological specimens The National Center for Science Education has long been a source for how to take action to combat the injection of Creationist material into public education.Become a supporter of this podcast: https://www.spreaker.com/podcast/monstertalk--6267523/support.

This week we talk about Pedagogical Content Knowledge, all the related concepts it has spawned, and how those are or are not useful in moving our understanding of teaching forward. Things that bring us joy this week: Remarkable (https://remarkable.com/) (a new gadget) Fixing things (particuarly 3D printing in this case) Intro/Outro Music: Notice of Eviction by Legally Blind (https://freemusicarchive.org/music/Legally_Blind)

As professor of Environmental Studies and Geosciences at Lawrence University, Marcia Bjornerud knows a lot about rocks. In her new book, Turning to Stone: Discovering the Subtle Wisdom of Rocks, Marcia emphasizes the connection between human experiences and the physical earth, encouraging everyone to learn from the dynamic landscape around us. Marcia joins us to tell us about Turning to Stone and how the book is mapped to her own life, provides suggestions for how schools can improve teaching geosciences, and explains why we are living in a golden age of geoscience. Show notes at: https://laboutloud.com/2025/04/episode-284-turning-to-stone/

In this episode, we discuss A Sudent Manifesto for Assessment in the Age of AI (https://info.lse.ac.uk/staff/divisions/Eden-Centre/Assets-EC/Documents/PKU-LSE-Conf-April-2025/LSE-PKU-Student-Manifesto.pdf) from the London School of Economics and Political Science. Things that bring us joy this week: Red Rising saga from Pierce Brown (https://www.piercebrown.com/redrisingsaga) The Audacy app (https://www.audacy.com/about) Intro/Outro Music: Notice of Eviction by Legally Blind (https://freemusicarchive.org/music/Legally_Blind)

This week we talk about uncertainty and how important it is to good science teaching. Watkins, J., & Manz, E. (2022). Characterizing pedagogical decision points in sense-making conversations motivated by scientific uncertainty. Science Education, 106(6), 1408–1441. https://doi.org/10.1002/sce.21747 Things that bring us joy this week: Awesome Toes Intro/Outro Music: Notice of Eviction by Legally Blind (https://freemusicarchive.org/music/Legally_Blind)

In this episode, we discuss when the "golden age" of education was. Things that bring us joy this week: Japanese Breakfast - For Melancholy Brunettes (& Sad Women) (https://japanesebreakfast.rocks/) Severance on AppleTV+ (https://tv.apple.com/us/show/severance/umc.cmc.1srk2goyh2q2zdxcx605w8vtx) Intro/Outro Music: Notice of Eviction by Legally Blind (https://freemusicarchive.org/music/Legally_Blind)

Democrats on the wrong side of 80/20 issues - Trump and Lawfare - Are there attacks on science, climate, education? Conversations centered around the American Experiment and our Constitution and Bill of Rights! Our goal is to provide different perspectives - give historical context - model how to talk with those whom we may disagree with - tie foundational principals to today's headlines - PLUS, have some fun along the way. Please leave us a review and share with your friends! (A PODCAST PROVIDED AND OWNED BY DURING THE BREAK PODCASTS) Brought to you by Eric Buchanan and Associates: www.buchanandisability.com Please consider leaving us a review on Apple and giving us a share to your friends! This podcast is powered by ZenCast.fm

We discuss the discontinuation of "P.E.P", a marine and ocean sciences internship program for underrepresented groups.

To the best of our scientific knowledge, 70% of our universe is made up of a mysterious force we call ‘Dark Energy'.Since its discovery in the 1990s, it has been assumed that this accelerating force would continue to expand the universe until everything was so far apart that the whole thing would come to a very cold, and very quiet end.However, new findings have called all of that into question.Shane Bergin is a Physicist & Assistant Professor in Science Education at UCD. He joins Seán to discuss.

This week we talk about relabeling practice with new teaching terms and how it is like what happens with students in science classrooms. Things that bring us joy this week: Baseball (Especially Spring Training with the Pittsburgh Pirates) Ireland (and Library St. if you are looking for a restuarant recommendation) Intro/Outro Music: Notice of Eviction by Legally Blind (https://freemusicarchive.org/music/Legally_Blind)

Science and Education - National Center for Science Education

Science and Education - National Center for Science Education

On this ID The Future, host Andrew McDiarmid welcomes Dr. Tom Woodward to the podcast to share some of his memories of our longtime colleague Dr. Jonathan Wells, who recently passed away at 82 years old. In Part 1, Dr. Woodward tells the story of Jonathan's efforts to fight the battle over textbook misinformation with his 2000 book Icons of Evolution. When the book first came out, National Center for Science Education director Eugenie Scott said that Icons of Evolution would be a “royal pain in the fanny” for the evolutionist community. She was not wrong! Woodward talks about the reverberations caused by the book's release and the waves of textbook reform it has brought about. This is Part 1 of a two-part conversation. Source

Head into the world of educational technology with Mikah Sargent and Rosemary Orchard as they explore cutting-edge iOS apps that make learning science, technology, engineering, and mathematics engaging and interactive. From virtual anatomy lessons to coding playgrounds, these apps transform your device into a powerful learning tool. Skeleton 3D Anatomy: A free app for exploring human anatomy in 3D, allowing users to tap and learn about different bones, their Latin names, and skeletal structures. Perfect for students, medical enthusiasts, or anyone curious about the human body. Swift Playground: Apple's coding education app that helps users learn Swift programming. Recent updates include the ability to create and publish entire apps directly from an iPad, making coding more accessible than ever. Khan Academy: A comprehensive learning platform offering free courses in mathematics, sciences, computing, and more. Features include partner content from NASA and the California Academy of Sciences, with the ability to track progress across devices. BrainPOP: An educational video platform featuring engaging content about scientific concepts, historical figures, and educational quizzes. Known for its animated robots and human characters that explain complex topics in an approachable manner. Enki: A coding learning app supporting multiple programming languages like Python, JavaScript, SQL, and CSS. Offers flexible subscription options for those wanting to expand their programming skills. The Elements by Theodore Gray: An interactive periodic table app with beautiful images, 3D representations, and fascinating stories about chemical elements. Froggipedia: A $3.99 iPad/iPhone app that provides a digital alternative to traditional frog dissection, teaching the amphibian life cycle through interactive experiences. Lab O Bundle: A collection of science apps including Beaker, Space, Chemist, and more.Shortcuts Corner VPN App Notification Shortcut: A listener seeks a way to create a notification/automation that reminds him to close work-related apps before launching NordVPN to avoid false security alerts. Hosts: Mikah Sargent and Rosemary Orchard Contact iOS Today at iOSToday@twit.tv. Download or subscribe to iOS Today at https://twit.tv/shows/ios-today Want access to the ad-free video and exclusive features? Become a member of Club TWiT today! https://twit.tv/clubtwit Club TWiT members can discuss this episode and leave feedback in the Club TWiT Discord.

Head into the world of educational technology with Mikah Sargent and Rosemary Orchard as they explore cutting-edge iOS apps that make learning science, technology, engineering, and mathematics engaging and interactive. From virtual anatomy lessons to coding playgrounds, these apps transform your device into a powerful learning tool. Skeleton 3D Anatomy: A free app for exploring human anatomy in 3D, allowing users to tap and learn about different bones, their Latin names, and skeletal structures. Perfect for students, medical enthusiasts, or anyone curious about the human body. Swift Playground: Apple's coding education app that helps users learn Swift programming. Recent updates include the ability to create and publish entire apps directly from an iPad, making coding more accessible than ever. Khan Academy: A comprehensive learning platform offering free courses in mathematics, sciences, computing, and more. Features include partner content from NASA and the California Academy of Sciences, with the ability to track progress across devices. BrainPOP: An educational video platform featuring engaging content about scientific concepts, historical figures, and educational quizzes. Known for its animated robots and human characters that explain complex topics in an approachable manner. Enki: A coding learning app supporting multiple programming languages like Python, JavaScript, SQL, and CSS. Offers flexible subscription options for those wanting to expand their programming skills. The Elements by Theodore Gray: An interactive periodic table app with beautiful images, 3D representations, and fascinating stories about chemical elements. Froggipedia: A $3.99 iPad/iPhone app that provides a digital alternative to traditional frog dissection, teaching the amphibian life cycle through interactive experiences. Lab O Bundle: A collection of science apps including Beaker, Space, Chemist, and more.Shortcuts Corner VPN App Notification Shortcut: A listener seeks a way to create a notification/automation that reminds him to close work-related apps before launching NordVPN to avoid false security alerts. Hosts: Mikah Sargent and Rosemary Orchard Contact iOS Today at iOSToday@twit.tv. Download or subscribe to iOS Today at https://twit.tv/shows/ios-today Want access to the ad-free video and exclusive features? Become a member of Club TWiT today! https://twit.tv/clubtwit Club TWiT members can discuss this episode and leave feedback in the Club TWiT Discord.

Head into the world of educational technology with Mikah Sargent and Rosemary Orchard as they explore cutting-edge iOS apps that make learning science, technology, engineering, and mathematics engaging and interactive. From virtual anatomy lessons to coding playgrounds, these apps transform your device into a powerful learning tool. Skeleton 3D Anatomy: A free app for exploring human anatomy in 3D, allowing users to tap and learn about different bones, their Latin names, and skeletal structures. Perfect for students, medical enthusiasts, or anyone curious about the human body. Swift Playground: Apple's coding education app that helps users learn Swift programming. Recent updates include the ability to create and publish entire apps directly from an iPad, making coding more accessible than ever. Khan Academy: A comprehensive learning platform offering free courses in mathematics, sciences, computing, and more. Features include partner content from NASA and the California Academy of Sciences, with the ability to track progress across devices. BrainPOP: An educational video platform featuring engaging content about scientific concepts, historical figures, and educational quizzes. Known for its animated robots and human characters that explain complex topics in an approachable manner. Enki: A coding learning app supporting multiple programming languages like Python, JavaScript, SQL, and CSS. Offers flexible subscription options for those wanting to expand their programming skills. The Elements by Theodore Gray: An interactive periodic table app with beautiful images, 3D representations, and fascinating stories about chemical elements. Froggipedia: A $3.99 iPad/iPhone app that provides a digital alternative to traditional frog dissection, teaching the amphibian life cycle through interactive experiences. Lab O Bundle: A collection of science apps including Beaker, Space, Chemist, and more.Shortcuts Corner VPN App Notification Shortcut: A listener seeks a way to create a notification/automation that reminds him to close work-related apps before launching NordVPN to avoid false security alerts. Hosts: Mikah Sargent and Rosemary Orchard Contact iOS Today at iOSToday@twit.tv. Download or subscribe to iOS Today at https://twit.tv/shows/ios-today Want access to the ad-free video and exclusive features? Become a member of Club TWiT today! https://twit.tv/clubtwit Club TWiT members can discuss this episode and leave feedback in the Club TWiT Discord.

Head into the world of educational technology with Mikah Sargent and Rosemary Orchard as they explore cutting-edge iOS apps that make learning science, technology, engineering, and mathematics engaging and interactive. From virtual anatomy lessons to coding playgrounds, these apps transform your device into a powerful learning tool. Skeleton 3D Anatomy: A free app for exploring human anatomy in 3D, allowing users to tap and learn about different bones, their Latin names, and skeletal structures. Perfect for students, medical enthusiasts, or anyone curious about the human body. Swift Playground: Apple's coding education app that helps users learn Swift programming. Recent updates include the ability to create and publish entire apps directly from an iPad, making coding more accessible than ever. Khan Academy: A comprehensive learning platform offering free courses in mathematics, sciences, computing, and more. Features include partner content from NASA and the California Academy of Sciences, with the ability to track progress across devices. BrainPOP: An educational video platform featuring engaging content about scientific concepts, historical figures, and educational quizzes. Known for its animated robots and human characters that explain complex topics in an approachable manner. Enki: A coding learning app supporting multiple programming languages like Python, JavaScript, SQL, and CSS. Offers flexible subscription options for those wanting to expand their programming skills. The Elements by Theodore Gray: An interactive periodic table app with beautiful images, 3D representations, and fascinating stories about chemical elements. Froggipedia: A $3.99 iPad/iPhone app that provides a digital alternative to traditional frog dissection, teaching the amphibian life cycle through interactive experiences. Lab O Bundle: A collection of science apps including Beaker, Space, Chemist, and more.Shortcuts Corner VPN App Notification Shortcut: A listener seeks a way to create a notification/automation that reminds him to close work-related apps before launching NordVPN to avoid false security alerts. Hosts: Mikah Sargent and Rosemary Orchard Contact iOS Today at iOSToday@twit.tv. Download or subscribe to iOS Today at https://twit.tv/shows/ios-today Want access to the ad-free video and exclusive features? Become a member of Club TWiT today! https://twit.tv/clubtwit Club TWiT members can discuss this episode and leave feedback in the Club TWiT Discord.

In this episode, we talk about grouping in classroom environments. Things that bring us joy this week: James by Percival Everett (https://www.penguinrandomhouse.com/books/738749/james-by-percival-everett/) Erotic Stories for Punjabi Widows by Balli Kaur Jaswal (https://reesesbookclub.com/book/erotic-stories-for-punjabi-widows/) Intro/Outro Music: Notice of Eviction by Legally Blind (https://freemusicarchive.org/music/Legally_Blind)

Chemist Jack Szostak wants to understand how the first life forms came into being on Earth. He and Steve discuss the danger of "mirror bacteria," the origin of biology in poisonous chemicals, and the possibility that life might exist on other planets too.  SOURCES:Jack Szostak, Nobel laureate and professor of chemistry at The University of Chicago. RESOURCES:Is Earth Exceptional?: The Quest for Cosmic Life, by Mario Livio and Jack Szostak (2024)"Q&A: How ‘Mirror Bacteria' Could Take a Devastating Toll on Humanity," by Isabella Backman (Yale School of Medicine, 2024)."The virtual circular genome model for primordial RNA replication," by Jack Szostak, Lijun Zhou, and Dian Ding (RNA, 2021)."Protocells and RNA Self-Replication," by Gerald Joyce and Jack Szostak (Cold Spring Harbor Perspectives in Biology, 2018)."The Narrow Road to the Deep Past: In Search of the Chemistry of the Origin of Life," by Jack Szostak (Angewandte Chemie International Edition, 2017)."Jack Szostak on 'Life in the Lab' (And Autocatalytic Sets)" by Suzan Mazur (Huffington Post, 2014)."Jack W. Szostak Interview" (The Nobel Prize, 2009)."The Miller-Urey Experiment" (National Center for Science Education)."From Old Vials, New Hints on Origin of Life," by Kenny Chang (New York Times, 2008). EXTRAS:What Is It Like to Be an Addict?: Understanding Substance Abuse, by Owen Flanagan (2025)"UPDATE: What It's Like to Be Steve Levitt's Daughters," by People I (Mostly) Admire (2024)."We Can Play God Now," by Freakonomics Radio (2022).

Things that bring us joy this week: Intro/Outro Music: Notice of Eviction by Legally Blind (https://freemusicarchive.org/music/Legally_Blind)

On April 10, 1815 the most powerful volcanic eruption in human history was recorded on an island in Indonesia. The ash cloud that formed with its explosion was as large and the entire country of the United States and hovered close to 12 miles above the earth, reaching the stratosphere. The results were catastrophic. It resulted in major climate changes, where in most of the world, summer never came. Wildlife and humans alike were left without sources of food while the landscapes changed around them. Roughly 100,000 people died in the immediately aftermath, but the death toll is estimated to be closer to 1 million around the globe. The time following the eruption has now been remembered in history as, The Year Without a Summer. Come see us in Joshua Tree! Buy tickets here. For the latest NPAD updates, group travel details, merch and more, follow us on npadpodcast.com and our socials at: Instagram: @nationalparkafterdark Twitter/X: @npadpodcast TikTok: @nationalparkafterdark Support the show by becoming an Outsider and receive ad free listening, bonus content and more on Patreon or Apple Podcasts. Want to see our faces? Catch full episodes on our YouTube Page! Thank you to the week's partners! Blueland:  Use our link to get 15% off your first order. Boll and Branch: Use our link to get 15% off, plus free shipping on your first set of sheets. Naked Wines: To get 6 bottles of wine for $39.99, head to NakedWines.com/NPAD and use code NPAD for both the code AND PASSWORD. Smalls: For 50% off your first order, head to Smalls.com and use code NPAD. For a full list of our sources, visit npadpodcast.com/episodes Sources: 1816 - The Year Without Summer (U.S. National Park Service) Taman Nasional Gunung Tambora https://www.history.com/news/the-deadliest-volcanic-eruption-in-history# https://www.history.com/news/the-deadliest-volcanic-eruption-in-history# Mount Tambora and the Year Without a Summer | Center for Science Education . Book:Tambora: The Eruption that Changed the World. by Gillen D'Arcy Wood

Students often think of science as disconnected pieces of information rather than a narrative that challenges their thinking, requires them to develop evidence-based explanations for the phenomena under investigation, and communicate their ideas in discipline-specific language as to why certain solutions to a problem work.  In Enquiry-based Science Education (CRC Press, 2020), Robyn M. Gillies provides teachers in primary and junior secondary school with different evidence-based strategies they can use to teach inquiry science in their classrooms. The research and theoretical perspectives that underpin the strategies are discussed as are examples of how different ones areimplemented in science classrooms to affect student engagement and learning. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

In this episode, we revisit the topic of artificial intelligence and discuss how it is being integrated into classwork. Things that bring us joy this week: My Old Ass (https://www.imdb.com/title/tt18559464/) White Lotus Season 3 (https://www.hbo.com/the-white-lotus) Intro/Outro Music: Notice of Eviction by Legally Blind (https://freemusicarchive.org/music/Legally_Blind)

Why do some relationships fizzle out while others seem to stand the test of time? We've all heard about the honeymoon phase—those butterflies in the belly, the excitement, and the dopamine rush—but what happens when that stage inevitably wanes? Relationships often hit a crossroads where familiarity sets in, and the novelty fades, posing a significant challenge for couples striving to maintain passion and deep connection. How can we make love last when our biology seems to be working against us? In this episode, we delve into the profound insights shared by a renowned biologist who explores the complexities of love from a biological standpoint. From understanding the chemicals that drive our attraction and attachment phases to practical strategies for reigniting excitement and intimacy, this conversation offers invaluable advice. Learn how to navigate the intricacies of your own love life by leveraging scientific knowledge to foster long-lasting, healthy relationships. Whether you're in a new relationship or have been with your partner for years, these insights can help you strengthen your bond and keep the spark alive. Dr. Liat Yakir is a distinguished biologist, writer, and lecturer specializing in the biology of emotions and human behavior. She advises organizations on neuro-management (also known as neuro-leadership), leveraging cutting-edge insights from brain research to cultivate exceptional leadership skills and practices. Dr. Yakir earned her Ph.D. and completed postdoctoral studies in molecular genetics. She also holds a master's degree in hormone research. With years of experience in science education and communication, she has made significant contributions at the Davidson Institute for Science Education, the educational arm of the Weizmann Institute Check out the transcript of this episode on Dr. Jessica Higgin's website. In this episode 06:40 Understand love through a biological lens. 09:00 The three stages of love. 13:03 Attachment styles and their impact on relationships. 19:15 Why initial attractions can be misleading. 22:28 The conflict between stability and novelty in love. 30:08 The genetics of monogamy and polyamory. 32:53 Increasing dopamine levels to enhance relationships. 36:03 The role of jealousy and status in attraction. 38:11 Maintaining passion and intimacy in long-term relationships. 44:28 Overcoming sexual scripts and routine through play. 46:06 The importance of communication and appreciation in relationships. Mentioned A Brief History of Love (*Amazon Affiliate link) (book) Attached: The New Science of Adult Attachment and How It Can Help You Find--and Keep--Love ERP 287: How To Engage In The Art Of Giving And Receiving: Using The Wheel Of Consent – An Interview With Dr. Betty Martin Evolve in Love (link) (program) Connect with Dr. Liat Yakir Websites: en.liatyakir.com Facebook: facebook.com/liatyakir5976 Instagram: instagram.com/dr_liatya Connect with Dr. Jessica Higgins Facebook: facebook.com/EmpoweredRelationship  Instagram: instagram.com/drjessicahiggins  Podcast: drjessicahiggins.com/podcasts/ Pinterest: pinterest.com/EmpowerRelation  LinkedIn: linkedin.com/in/drjessicahiggins  Twitter: @DrJessHiggins  Website: drjessicahiggins.com   Email: jessica@drjessicahiggins.com If you have a topic you would like me to discuss, please contact me by clicking on the “Ask Dr. Jessica Higgins” button here.  Thank you so much for your interest in improving your relationship.  Also, I would so appreciate your honest rating and review. Please leave a review by clicking here.  Thank you!   *With Amazon Affiliate Links, I may earn a few cents from Amazon, if you purchase the book from this link.

This episode is part of a project called the Star Trek Pod Crawl. We're a group of Star Trek podcasts raising money for science education by banding together and making special episodes about some of our favorite Star Trek films. Join us in supporting the National Center for Science Education and check out all other great podcast episodes in this series by visiting StarTrekPodCrawl.com Get a thing at podshop.biz!Sign up for our mailing list!The Greatest Generation is produced by Wynde Priddy.Social media is managed by Rob Adler and Bill TilleyDiscuss the show using the hashtag #GreatestGen and find us on social media:YouTube | Facebook | X | Instagram | TikTok | Mastodon | Bluesky | ThreadsAnd check out these online communities run by FODs: Reddit | USS Hood Discord | Facebook group | Wikia | FriendsOfDeSoto.social

Our most requested Star Trek content is for us to finally cover the movies - of course it would take more motivated forces to get us to do it, and now you got one! Matt and Andy cover in detail STAR TREK: GENERATIONS - Shatner cooking eggs, Data giving a McCauley Culkin, "YES!" and Picard entering his greatest dream - a Dickens-style Christmas? With a wrap-up crossing of the streams with our Star Trek podcaster brethren from Greatest Generation!Here's an overview of what's happening, and links to finding the other fine participating podcasts to give them a listen and how to donate to The National Center for Science Education:"This episode is part of a project called the Star Trek Pod Crawl. We're a group of Star Trek podcasts raising money for science education by banding together and making special episodes about some of our favorite Star Trek films. Join us in supporting the National Center for Science Education and check out all other great podcast episodes in this series by visiting StarTrekPodCrawl.com"For more information on Star Trek: The Next Conversation:patreon.com/startrektnc

It's time to go climb the mountain again with a fresh look at Star Trek V: The Final Frontier. As part of the Pod Crawl in support of the National Center for Science Education, we are proud to return past the galactic barrier in search of Sha-Ka-Ree. Share your pain with John and Norm in this special edition of Mission Log! Find every show in the Pod Crawl at and Donate today to the ! Catch the other episodes in the Pod Crawl Star Trek: The Motion Picture - Star Trek II: The Wrath of Khan - Star Trek III: The Search for Spock - Star Trek IV: The Voyage Home - Star Trek VI: The Undiscovered Country - Star Trek VII: Generations - Welcome to Mission Log, a Roddenberry Entertainment podcast, where we we explore the Star Trekuniverse one episode at a time. Each week, Mission Log examines a single episode of Star Trek, diving into its ethical subtext, metaphors, and cultural significance. From the show's most iconic moments to its hidden gems, we analyze what makes Star Trek one of the greatest science fiction sagas of all time. In this Episode of Mission Log we'll... Recap the story and analyze key moments. Discuss the moral dilemmas presented. Debate whether the episode holds up and if the messages are still relevant. Join the Conversation: What are your thoughts on this episode? Share your take on the ethical questions and themes explored, and let us know how it fits into the broader Star Trek narrative. We'd love to hear from you! For as little as $1 a month, you can gain access to our Mission Log Discord Community! There, we continue the discussion with dedicated channels and a weekly video chat with the hosts. Become a member of our Patreon today! Follow us on Social Media: INSTAGRAM THREADS FACEBOOK Did you know Roddenberry Podcasts is on YouTube? Find the video versions of your favorite shows like Mission Log: Prodigy, Mission Log: The Orville, as well as exclusive content only available on YouTube. Subscribe now! Subscribe and Stay Updated: Never miss an episode! Subscribe on your preferred podcast player, leave a review, and join Mission Log on the journey of weekly deep dives into the Star Trek universe. Produced by Roddenberry Entertainment | All Rights Reserved

In our contribution to the Star Trek Pod Crawl, we talk about racism, geopolitics, detective shenanigans and Crewman Dax's shoe dilemma in Star Trek VI: The Undiscovered Country.  This episode is part of a project called the Star Trek Pod Crawl. We're a group of Star Trek podcasts raising money for science education by banding together and making special episodes about some of our favorite Star Trek films. Join us in supporting the National Center for Science Education and check out all other great podcast episodes in this series by visiting StarTrekPodCrawl.com HOSTS Jarrah Andi Sue GUESTS Andy and Matt, Hosts of The Next Conversation EDITOR Jarrah Send us your feedback! Email:  crew@womenatwarp.com Instagram: @womenatwarp Facebook: http://facebook.com/womenatwarp Support the Show on Patreon: http://www.patreon.com/womenatwarp Visit our TeePublic Store: https://www.teepublic.com/stores/womenatwarp

Supporting the National Center for Science Education This episode is part of a project called the Star Trek Pod Crawl. We're a group of Star Trek podcasts raising money for science education by banding together and making special episodes about some of our favorite Star Trek films. Join us in supporting the National Center for Science Education and check out all other great podcast episodes in this series by visiting StarTrekPodCrawl.com Donate to the National Center for Science Education here: https://ncse.ngo/StarTrekPodCrawl-2025 Associate Producers: Sailor Marj, Karen Dramera and Stephanie Baker. Audio Engineer: DoS, the Anonymous: @dos_theanonymous_1 Thank you Dena Massenburg for our dope logo: @blackbeanz70 SUPPORT US ON PATREON
https://www.patreon.com/syfysistas
 SUBSCRIBE > LIKE > SHARE https://linktr.ee/syfysistas You can find the SyFy Sistas and our family of podcasts on The Trek Geeks Podcasts Network: https://trekgeeks.com
 FANSETS - Our pins...have character. We want to thank our friends at FanSets for being the presenting sponsor of the Trek Geeks Podcasts: https://fansets.com