Podcasts about Science education

Humans aren't rational. We don't evaluate facts objectively; instead, we interpret them through our biases, experiences, and backgrounds. What's more, we're psychologically motivated to reject or distort information that threatens our identity or worldview – even if it's scientifically valid. Add to that our modern media landscape where everyone has a different source of "truth" for world events, our ability to understand what is actually true is weaker than ever. How, then, can we combat misinformation when simply presenting the facts is no longer enough – and may even backfire? In this episode, Nate is joined by John Cook, a researcher who has spent nearly two decades studying science communication and the psychology of misinformation. John shares his journey from creating the education website Skeptical Science in 2007 to his shocking discovery that his well-intentioned debunking efforts might have been counterproductive. He also discusses the "FLICC" framework – a set of five techniques (Fake experts, Logical fallacies, Impossible expectations, Cherry picking, and Conspiracy theories) that cut across all forms of misinformation, from the denial of global heating to vaccine hesitancy, and more. Additionally, John's research reveals a counterintuitive truth: our tribal identities matter more than our political beliefs in determining what science we accept – yet our aversion to being tricked is bipartisan.  When it comes to reaching a shared understanding of the world, why does every conversation matter – regardless of whether it ends in agreement? When attacks on science have shifted from denying findings to attacking solutions and scientists themselves, are we fighting yesterday's battle with outdated communication strategies? And while we can't eliminate motivated reasoning (to which we're all susceptible), how can we work around it by teaching people to recognize how they're being misled, rather than just telling them what to believe?   About John Cook: John Cook is a Senior Research Fellow at the Melbourne Centre for Behaviour Change at the University of Melbourne. He is also affiliated with the Center for Climate Change Communication as adjunct faculty. In 2007, he founded Skeptical Science, a website which won the 2011 Australian Museum Eureka Prize for the Advancement of Climate Change Knowledge and 2016 Friend of the Planet Award from the National Center for Science Education. John also created the game Cranky Uncle, combining critical thinking, cartoons, and gamification to build resilience against misinformation, and has worked with organizations such as Facebook, NASA, and UNICEF to develop evidence-based responses to misinformation. John co-authored the college textbooks Climate Change: Examining the Facts with Weber State University professor Daniel Bedford. He was also a coauthor of the textbook Climate Change Science: A Modern Synthesis and the book Climate Change Denial: Heads in the Sand. Additionally, in 2013, he published a paper analyzing the scientific consensus on climate change that has been highlighted by President Obama and UK Prime Minister David Cameron. He also developed a Massive Open Online Course in 2015 at the University of Queensland on climate science denial, that has received over 40,000 enrollments.   Show Notes and More   Watch this video episode on YouTube   Want to learn the broad overview of The Great Simplification in 30 minutes? Watch our Animated Movie.   ---   Support The Institute for the Study of Energy and Our Future   Join our Substack newsletter   Join our Hylo channel and connect with other listeners  

In this episode, we discuss the role of the Science Content Advisor at the PA Department of Education. Things that bring us joy this week: Fallout series on Amazon If I Had Legs I'd Kick You Intro/Outro Music: Notice of Eviction by Legally Blind

What happens when science education is designed as a relational, exploratory process rather than a rigid set of steps? In this episode, Claire de Mezerville López and Nikki Chamblee welcome science educator and restorative practitioner Kate Shapero to the Restorative Pedagogies series of the Restorative Works! Podcast to examine how restorative practices can transform the science classroom. Kate reflects on curiosity, experimentation, and learning from mistakes as essential elements of scientific thinking—and how these processes depend on trust, emotional safety, and strong relationships. Through stories from her classroom, she illustrates how student-led exploration, play, and collaborative problem-solving foster both scientific understanding and social-emotional growth. The conversation explores how restorative practices support risk-taking, perseverance, and teamwork in scientific inquiry, while also developing communication and relational skills that extend beyond the classroom. Kate invites educators to see restorative practices not as separate from content, but as integral to how students learn, collaborate, and engage deeply with science and with one another. Kate Shapero is a Science Education and Restorative Practices Specialist with over 20 years of experience. After completing her undergraduate degree, she developed and taught science curriculum in independent and alternative schools in the Philadelphia area. Working with pre-K through postgraduate learners, she specializes in progressive curriculum design that is experiential, meaningful, and joyful. As a restorative practitioner, Kate collaborates with students, teaching teams, classroom communities, parent groups, and administrative staff to improve community relational health. Kate's current work includes facilitation, coaching, and professional development. She earned a Bachelor of Science in Bioscience and Biotechnology from Drexel University in 2003 and a Master of Restorative Practices and Education from the IIRP Graduate School in 2010. Tune in to explore how integrating restorative practices into lesson plans can transform the science classroom.

This week we talk about the difference between knowing and understanding and maybe how comparing to AI neural networks can help clarify the difference. Things that bring us joy this week: Vineland by Thomas Pynchon Absolute Batman Vol. 1&2 by Scott Snyder and Nick Dragotta Intro/Outro Music: Notice of Eviction by Legally Blind

In this episode, we discuss card games, especially ones for learning. Some of the games mentioned in the episode include: Analog Inspiration The Rithm Project AI Leadership Cards Things that bring us joy this week: The Pitt on HBO Pistachio Ice Cream Intro/Outro Music: Notice of Eviction by Legally Blind

How small is a molecule? What is the color of light? How can quantum physics spoil food? Neil deGrasse Tyson and comic co-host Chuck Nice visualize a molecule's actual size, break down the different colors of light, and the physics of what's going on in your fridge. NOTE: StarTalk+ Patrons can listen to this entire episode commercial-free here: https://startalkmedia.com/show/thing-you-thought-you-knew-red-hot-blue-hot/Thanks to our Patrons Kyle Brown, Jackie Meyer, Susan Schaubel, TheOGrestauranteur, Raf Fiol, David Sternberg, Ian, Ravi Seshadri, Marilyn Woodruff, Billy Boswell, reexilla, Евгений Семилетов, David Colón, Stephen Garr, Denver Naicker, David Carter, Reggie from Decatur, Ezekiel Reeves, GopherLove, Bryan Ebert, Jaidyn Janis, Mat Hill, Serin Dipity, Alpay Büyükyavuz, Conner Poll, Isabella, Nick Staffa, Mike Beeman, Andrew Walls, Emily Ashby-Flores, Jonathan Blackburn, Ramon Alarcon, Vincent Sheffer, Vonté Rushdan, Fopetar, jmb64, Aleksandr Kolchanov, Sunshine Squared, OMNI Ludicrous, Natalie Spangler, swimeveryday, Dean Winters, Rostislav Shnaper, Zach Zabel, t, Bill Doss, Sheilah Oliver, Kim Nash-Game, Micah Lettuce, Taylor Bittle, Jamie Clark, Jae Starks, Emily & Justin, Christopher Rogers, Koral Gail Eileen Hamilton, Kenny G, Onlydying, Jim, Ray Walker, Eli, Michael Garcia, Paul Stephen Howard, Kamilah Morton, Seth Osborn, Tyler Dixon, Kenneth Strickland, SpitfireBanksRight, Jose Hernandez, Nia Gill, raju, Pinky MacGyver, Mukunth Natarajan, John Zoeller, Toni Zugel, Lindsey King, Jonathan, Rocco Rizzo, Bengo Bashi, bret sechler, TheFailedPhysicist, James fish, GamerBach, John P. Reineck, Johan Rimez, Michael Mills, Alex Moore, Joseph Smith Blanco, christophe paka, Joshua McIntyre, Chris Weston, Stache Hardbody, Tamsin Gorecka, dmanphotoguy, Tyler Jacobsen, William Stoddard, Jason, and Josh Dobbs for supporting us this week. Subscribe to SiriusXM Podcasts+ to listen to new episodes of StarTalk Radio ad-free and a whole week early.Start a free trial now on Apple Podcasts or by visiting siriusxm.com/podcastsplus. Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.

K-12 students, educators share how they are using artificial intelligence in the classroom No matter where you went to school, there is one task that has united most of us in misery — homework. Perhaps you remember staying up all night writing an essay on a Shakespeare play that you, of course, waited until the last minute to read. Or maybe you remember those grueling hours at the dinner table, as a parent helped with impossible algebra homework. Today's students have a different tool to help with their assignments — artificial intelligence. A report from the digital rights nonprofit Center for Democracy and Technology last year found 85% of teachers and 86% of students reported using AI in the classroom. Students can now use AI to summarize complicated texts and even write entire essays for them. They can type a math problem or chemistry equation into Chat GPT or Gemini and have it solved instantly, no hour-long sessions with a parent needed. Educators and parents have mixed feelings about the prevalence of artificial intelligence in the classroom. It's even prompted the Ohio Department of Education and Workforce to require all public K-12 school districts to adopt official AI policies by July. But what do high schoolers think about AI? How is it shaping their learning and outlook of their futures? Reporter Anna Huntsman has been traveling to schools in Northeast Ohio to find the answer to that question, and she'll share what she's learned on Tuesday's “Sound of Ideas,” as part of our week-long series, Ideastream Explores: Artificial Intelligence. Artificial intelligence pioneer discusses the origins of machine learning Later in the hour, early research in artificial intelligence used the human brain as a model for building machines that could understand language — today's large language models, or LLM's. Computational neuroscientist Dr. Terrence Sejnowski at the Salk Institute in San Diego is a pioneer in the field. He spoke with Ideastream's Jeff St. Clair about the links between humans and artificial intelligence and the push to build even smarter machines. Guests: - Lauren Angelone, Ph.D., Associate Professor of Science Education and Instructional Technology, Xavier University - Joseph South, Ph.D., Chief Innovation Officer, ISTE + ASCD - Adam Lockwood, Ph.D., Associate Professor of School Psychology, Kent State University - Terrence Sejnowski, Ph.D., Author, "ChatGPT and the Future of AI" - Anna Huntsman, Reporter, Ideastream Public Media - Jeff St. Clair, Midday Host, Ideastream Public Media

Guest: Saarang Narayan (Indian Institute of Science Education and Research Mohali) Host and Producer: Maria Bach (University of Lausanne) A political poster issued by the Bharatiya Janta Party in recent years, promoting the Swadeshist message as part of their “Ghar Ghar Swadeshi” (Swadeshi in Every Household) campaign. A list of key terms with short explanations discussed in the episode Swadeshi is a Hindi/Hindustani word that literally means ‘of one's own country' (swa=one's own/self; desh=country). The slogan gained popularity in the early twentieth century, especially in the popular movement against the partition of Bengal in 1905, and went on to inspire the founding of domestic institutions and the production and consumption of goods as modes of anti-colonial politics. Although it remained part of the discourse around developmentalism and economic planning in the mid-twentieth century, it regained popularity in the context of the public debates about globalisation and neoliberalism in the 1980s and 1990s. While it is comparable to slogans like ‘Buy British' or ‘Buy American', there is a characteristic ethical and socio-cultural dimension that separates Swadeshist principles from simple autarky or protectionism. This ethical and socio-cultural dimension concerns the definition of the Swadeshist ‘self' along religious and cultural lines, often limiting it to Hinduism. Hindu Nationalism is a broad term used here to encapsulate those visions of nationalism in India that define the Indian identity and history through the lens of Hinduism. This is to say that Hindu Nationalists often link the modern nation-state to a primordial Hindu past, where the religious and cultural practices of the supposed ancient Hindu peoples defined their identities. While India's contemporary Hindu far-right has spearheaded this form of nationalism, there have been other actors who subscribe to such a vision of the Indian nation. What makes the Hindu far-right different from other such actors is the former's palingenetic, Islamophobic, and xenophobic interpretations of Hindu Nationalism. The Hindu far-right describes its mode of Hindu Nationalism as ‘Hindutva' or Hindu-ness, as outlined in the works of Vinayak Damodar Savarkar. Rashtriya Swayamsevak Sangh (National Volunteers' Union) was founded in 1925. It is the apex body of the Hindu far-right with the goal of (re-)establishing India as a Hindu Nation. The RSS was founded by Keshav Baliram Hedgewar as a para-militaristic body of Hindu men to arm Hindu society against its cultural enemies. The second supreme-leader of the RSS, Madhavrao Sadashiv Golwalkar, identified these enemies in order of the threat that they posed to Hindus as follows: Muslims, Christians, and Communists. The RSS primarily functions through local chapters (shakhas or branches) and is comprised of volunteers (swayamsevaks) and led by preachers (pracharaks). Although Swadeshist ideas were primarily popularised by political actors who were summarily opposed to the politics of the RSS, the RSS adopted Swadeshi in the 1950s, and it has remained at the core of its economic thought ever since. Throughout its century-long existence, the RSS has faced three major bans and, despite its majoritarian, fascistic goals, has adapted strategies of dynamism and flexibility in its tactics, ideas, and political language to meet these challenges. The first two decades of independent India were the lowest point in the RSS's public and political presence, and it gained increasing popularity and political ground in the mainstream from the mid-1970s onwards. Part of its strategy of expansion has been the creation of smaller affiliate organisations, geared towards specialised tasks. This conglomerate of far-right organisations headed by the RSS has come to be known as the Sangh Parivar (Family). The current ruling party in India, the Bharatiya Janata Party (BJP) is the electoral wing of the RSS, and many of its members (including Prime Minister Narendra Modi) started out as swayamsevaks in the RSS before joining the BJP.

I was recently reading the November-December 2025 issue of "The Science Teacher", a publication of the National Science Teaching Association. In this issue, I read a featured article written Matthias Fisher, Cody Pritchard, Zhen Xu, and Joshua Rosenberg. They wrote an article entitled, "Finding Your Way into Data Science Education as a Science Teacher." This is the third podcast in a series of three podcasts on the topics of Data, Data Science, and Data Science Education. In this article, the authors aimed to support science teachers without backgrounds in data science. by addressing three major challenges:  1. The lack of training to teach data science.  2. The difficulty of designing relevant and engaging data science lessons.  3. The challenge of teaching data science with limited technological resources.  In this podcast I address challenge #3 - the challenge of teaching data science with limited technological resources.

Fluent Fiction - Dutch: Dinosaurs, Disruptions, and a Daring Museum Debut Find the full episode transcript, vocabulary words, and more:fluentfiction.com/nl/episode/2026-02-07-23-34-02-nl Story Transcript:Nl: Bram stond in de hal van het Natuurhistorisch Museum in Amsterdam.En: Bram stood in the hall of the Natuurhistorisch Museum in Amsterdam.Nl: Het gebouw was groot en statig, vol met indrukwekkende skeletten en fossielen.En: The building was large and stately, full of impressive skeletons and fossils.Nl: De lucht was ijzig en het winterlicht viel door de hoge ramen.En: The air was icy and the winter light fell through the tall windows.Nl: Het museum was vol bezoekers voor de opening van de nieuwe dinosaurus-tentoonstelling.En: The museum was full of visitors for the opening of the new dinosaur exhibition.Nl: Bram was nerveus maar ook enthousiast.En: Bram was nervous but also excited.Nl: Bram had de afgelopen vijf jaar aan deze tentoonstelling gewerkt.En: Bram had worked on this exhibition for the past five years.Nl: Hij hoopte indruk te maken op het museumbestuur en hun goedkeuring te krijgen voor toekomstige projecten.En: He hoped to impress the museum board and get their approval for future projects.Nl: Maar alles verliep niet volgens plan.En: But things didn't go according to plan.Nl: Er waren technische problemen.En: There were technical problems.Nl: De verlichting was stuk en een belangrijk fossiel, een replica van een Tyrannosaurus Rex, was nog niet gearriveerd.En: The lighting was broken, and an important fossil, a replica of a Tyrannosaurus Rex, hadn't arrived yet.Nl: Anouk en Sophie, collega's en vrienden van Bram, stonden op een afstand te praten.En: Anouk and Sophie, colleagues and friends of Bram, stood at a distance talking.Nl: Ze keken naar hem en glimlachten bemoedigend.En: They looked at him and smiled encouragingly.Nl: Bram besloot de aandacht af te leiden.En: Bram decided to divert the attention.Nl: Hij begon een rondleiding te improviseren.En: He started to improvise a tour.Nl: Zijn stem was kalm toen hij over de geschiedenis van de dinosaurussen vertelde.En: His voice was calm as he spoke about the history of the dinosaurs.Nl: "Kijk eens naar deze schedel," zei hij, wijzend naar een fossiel van een Triceratops.En: "Look at this skull," he said, pointing to a Triceratops fossil.Nl: "Wisten jullie dat ze plantaardig voedsel aten?"En: "Did you know they ate plant-based food?"Nl: De bezoekers luisterden aandachtig.En: The visitors listened attentively.Nl: Maar plotseling beefde de grond.En: But suddenly the ground trembled.Nl: Het was een klein aardbevingetje.En: It was a small earthquake.Nl: Iedereen hield zijn adem in.En: Everyone held their breath.Nl: Verschillende objecten rinkelden in hun glazen vitrines.En: Various objects rattled in their glass cases.Nl: Bram bleef rustig.En: Bram remained calm.Nl: Hij zag dit als een kans.En: He saw this as an opportunity.Nl: "Bent u ooit nieuwsgierig geweest naar hoe aardbevingen ontstaan?"En: "Have you ever been curious about how earthquakes occur?"Nl: vroeg Bram glimlachend.En: asked Bram with a smile.Nl: Hij leidde de groep naar een kaart van tektonische platen.En: He led the group to a map of tectonic plates.Nl: "Dinosaurussen leefden in een wereld die constant bewoog en veranderde.En: "Dinosaurs lived in a world that was constantly moving and changing.Nl: Net zoals vandaag soms gebeurt."En: Just like today sometimes happens."Nl: Langzaam kalmeerde de menigte en begon te lachen.En: Slowly, the crowd calmed down and began to laugh.Nl: Bram had hun aandacht volledig.En: Bram had their full attention.Nl: Hij vertelde gepassioneerd over de tektonische geschiedenis van de aarde.En: He spoke passionately about the tectonic history of the Earth.Nl: Mensen stelden vragen.En: People asked questions.Nl: Er ontstond een interactieve discussie.En: An interactive discussion emerged.Nl: Aan het einde van de avond kwam het museumbestuur naar Bram toe.En: At the end of the evening, the museum board approached Bram.Nl: Ze gaven hem een schouderklopje.En: They patted him on the shoulder.Nl: "Fantastisch gedaan," zeiden ze.En: "Fantastically done," they said.Nl: Bram voelt een golf van trots.En: Bram felt a wave of pride.Nl: Hij kende zijn onderwerp als geen ander, en zijn passie was duidelijk.En: He knew his subject like no other, and his passion was evident.Nl: Bram realiseerde zich dat hij meer was dan zijn werk.En: Bram realized that he was more than his work.Nl: Zijn kennis en enthousiasme waren zijn belangrijkste troeven.En: His knowledge and enthusiasm were his most important assets.Nl: Met opgeheven hoofd liep hij de tentoonstelling door, klaar voor de toekomst.En: With his head held high, he walked through the exhibition, ready for the future.Nl: De nacht viel terwijl sneeuwvlokken zachtjes tegen de ramen dwarrelden, en Bram wist dat deze avond een succes was.En: Night fell as snowflakes gently fluttered against the windows, and Bram knew that this evening had been a success. Vocabulary Words:stately: statigimpressive: indrukwekkendicy: ijzignervous: nerveusexhibition: tentoonstellingaccording: volgenslighting: verlichtingreplica: replicatrembled: beefdeearthquake: aardbevingetjeopportunity: kanscurious: nieuwsgierigtectonic: tektonischecalm: rustigpassionately: gepassioneerdinteractive: interactievediscussion: discussieboard: bestuurpride: trotsenthusiasm: enthousiasmeassets: troevenfluttered: dwarreldenskeletons: skelettenfossils: fossielendivert: af te leidenimprovise: improviserenattentively: aandachtigbreath: adememerged: ontstondsuccess: succes

I was recently reading the November-December 2025 issue of "The Science Teacher", a publication of the National Science Teaching Association. In this issue, I read a featured article written Matthias Fisher, Cody Pritchard, Zhen Xu, and Joshua Rosenberg. They wrote an article entitled, "Finding Your Way into Data Science Education as a Science Teacher." This is the second podcast in a series of three podcasts on the topics of Data, Data Science, and Data Science Education. In this article, the authors aimed to support science teachers without backgrounds in data science. by addressing three major challenges:  1. The lack of training to teach data science.  2. The difficulty of designing relevant and engaging data science lessons.  3. The challenge of teaching data science with limited technological resources.  In this podcast I address challenge #2 - the difficulty of designing relevant and engaging data science lessons.

This week we talk about snow days (since we had one) and also how they are a case study in policy vs. guidance vs. practice across lots of areas. Things that bring us joy this week: McSweeny's Quarterly Concern Academy Award Nominated Best Pictures (specifically Train Dreams; F1; and Secret Agent) Intro/Outro Music: Notice of Eviction by Legally Blind

Today I talked to John L. Rudolph about his book Why We Teach Science (and Why We Should) (Oxford UP, 2023). Few people question the importance of science education in American schooling. The public readily accepts that it is the key to economic growth through innovation, develops the ability to reason more effectively, and enables us to solve the everyday problems we encounter through knowing how the world works. Good science teaching results in all these benefits and more -- or so we think. But what if all this is simply wrong? What if the benefits we assume science education produces turn out to be an illusion, nothing more than wishful thinking? John L. Rudolph is Vilas Distinguished Achievement professor in the Department of Curriculum and Instruction at the University of Wisconsin-Madison. He has affiliate appointments in the Department of Educational Policy Studies and the Robert and Jean Holtz Center for Science and Technology Studies and is the past editor-in-chief of the Wiley & Sons journal Science Education. Prior to his faculty appointment, he taught physics, chemistry, and biology in middle schools and high schools across Wisconsin. Morteza Hajizadeh is a Ph.D. graduate in English from the University of Auckland in New Zealand. His research interests are Cultural Studies; Critical Theory; Environmental History; Medieval (Intellectual) History; Gothic Studies; 18th and 19th Century British Literature. YouTube channel. 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

Today I talked to John L. Rudolph about his book Why We Teach Science (and Why We Should) (Oxford UP, 2023). Few people question the importance of science education in American schooling. The public readily accepts that it is the key to economic growth through innovation, develops the ability to reason more effectively, and enables us to solve the everyday problems we encounter through knowing how the world works. Good science teaching results in all these benefits and more -- or so we think. But what if all this is simply wrong? What if the benefits we assume science education produces turn out to be an illusion, nothing more than wishful thinking? John L. Rudolph is Vilas Distinguished Achievement professor in the Department of Curriculum and Instruction at the University of Wisconsin-Madison. He has affiliate appointments in the Department of Educational Policy Studies and the Robert and Jean Holtz Center for Science and Technology Studies and is the past editor-in-chief of the Wiley & Sons journal Science Education. Prior to his faculty appointment, he taught physics, chemistry, and biology in middle schools and high schools across Wisconsin. Morteza Hajizadeh is a Ph.D. graduate in English from the University of Auckland in New Zealand. His research interests are Cultural Studies; Critical Theory; Environmental History; Medieval (Intellectual) History; Gothic Studies; 18th and 19th Century British Literature. YouTube channel. Learn more about your ad choices. Visit megaphone.fm/adchoices

Today I talked to John L. Rudolph about his book Why We Teach Science (and Why We Should) (Oxford UP, 2023). Few people question the importance of science education in American schooling. The public readily accepts that it is the key to economic growth through innovation, develops the ability to reason more effectively, and enables us to solve the everyday problems we encounter through knowing how the world works. Good science teaching results in all these benefits and more -- or so we think. But what if all this is simply wrong? What if the benefits we assume science education produces turn out to be an illusion, nothing more than wishful thinking? John L. Rudolph is Vilas Distinguished Achievement professor in the Department of Curriculum and Instruction at the University of Wisconsin-Madison. He has affiliate appointments in the Department of Educational Policy Studies and the Robert and Jean Holtz Center for Science and Technology Studies and is the past editor-in-chief of the Wiley & Sons journal Science Education. Prior to his faculty appointment, he taught physics, chemistry, and biology in middle schools and high schools across Wisconsin. Morteza Hajizadeh is a Ph.D. graduate in English from the University of Auckland in New Zealand. His research interests are Cultural Studies; Critical Theory; Environmental History; Medieval (Intellectual) History; Gothic Studies; 18th and 19th Century British Literature. YouTube channel. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Today I talked to John L. Rudolph about his book Why We Teach Science (and Why We Should) (Oxford UP, 2023). Few people question the importance of science education in American schooling. The public readily accepts that it is the key to economic growth through innovation, develops the ability to reason more effectively, and enables us to solve the everyday problems we encounter through knowing how the world works. Good science teaching results in all these benefits and more -- or so we think. But what if all this is simply wrong? What if the benefits we assume science education produces turn out to be an illusion, nothing more than wishful thinking? John L. Rudolph is Vilas Distinguished Achievement professor in the Department of Curriculum and Instruction at the University of Wisconsin-Madison. He has affiliate appointments in the Department of Educational Policy Studies and the Robert and Jean Holtz Center for Science and Technology Studies and is the past editor-in-chief of the Wiley & Sons journal Science Education. Prior to his faculty appointment, he taught physics, chemistry, and biology in middle schools and high schools across Wisconsin. Morteza Hajizadeh is a Ph.D. graduate in English from the University of Auckland in New Zealand. His research interests are Cultural Studies; Critical Theory; Environmental History; Medieval (Intellectual) History; Gothic Studies; 18th and 19th Century British Literature. YouTube channel. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/science-technology-and-society

Today I talked to John L. Rudolph about his book Why We Teach Science (and Why We Should) (Oxford UP, 2023). Few people question the importance of science education in American schooling. The public readily accepts that it is the key to economic growth through innovation, develops the ability to reason more effectively, and enables us to solve the everyday problems we encounter through knowing how the world works. Good science teaching results in all these benefits and more -- or so we think. But what if all this is simply wrong? What if the benefits we assume science education produces turn out to be an illusion, nothing more than wishful thinking? John L. Rudolph is Vilas Distinguished Achievement professor in the Department of Curriculum and Instruction at the University of Wisconsin-Madison. He has affiliate appointments in the Department of Educational Policy Studies and the Robert and Jean Holtz Center for Science and Technology Studies and is the past editor-in-chief of the Wiley & Sons journal Science Education. Prior to his faculty appointment, he taught physics, chemistry, and biology in middle schools and high schools across Wisconsin. Morteza Hajizadeh is a Ph.D. graduate in English from the University of Auckland in New Zealand. His research interests are Cultural Studies; Critical Theory; Environmental History; Medieval (Intellectual) History; Gothic Studies; 18th and 19th Century British Literature. YouTube channel. Learn more about your ad choices. Visit megaphone.fm/adchoices

Today I talked to John L. Rudolph about his book Why We Teach Science (and Why We Should) (Oxford UP, 2023). Few people question the importance of science education in American schooling. The public readily accepts that it is the key to economic growth through innovation, develops the ability to reason more effectively, and enables us to solve the everyday problems we encounter through knowing how the world works. Good science teaching results in all these benefits and more -- or so we think. But what if all this is simply wrong? What if the benefits we assume science education produces turn out to be an illusion, nothing more than wishful thinking? John L. Rudolph is Vilas Distinguished Achievement professor in the Department of Curriculum and Instruction at the University of Wisconsin-Madison. He has affiliate appointments in the Department of Educational Policy Studies and the Robert and Jean Holtz Center for Science and Technology Studies and is the past editor-in-chief of the Wiley & Sons journal Science Education. Prior to his faculty appointment, he taught physics, chemistry, and biology in middle schools and high schools across Wisconsin. Morteza Hajizadeh is a Ph.D. graduate in English from the University of Auckland in New Zealand. His research interests are Cultural Studies; Critical Theory; Environmental History; Medieval (Intellectual) History; Gothic Studies; 18th and 19th Century British Literature. YouTube channel.

I was recently reading the November-December 2025 issue of "The Science Teacher", a publication of the National Science Teaching Association. In this issue, I read a featured article written Matthias Fisher, Cody Pritchard, Zhen Xu, and Joshua Rosenberg. They wrote an article entitled, "Finding Your Way into Data Science Education as a Science Teacher." This is the first podcast of three podcasts on the topics of Data, Data Science, and Data Science Education.  In this article, the authors aimed to support science teachers without backgrounds in data science. by addressing three major challenges:  1.  The lack of training to teach data science.  2. The difficulty of designing relevant and engaging data science lessons.  3. The challenge of teaching data science with limited technological resources.  In this podcast I address challenge #1.

Announcements: Rob Palmer with a new video interview, talks with SETI astronomer Seth Shostak @5:59 The February/March issue of Free Inquiry is now available to read online, featuring a new set of articles focused on “The Ongoing Controversy: Was Jesus Real?” Don Wharton kicks things off with “A CERN-Level Proof of Mythicism,” making the argument that Jesus is a mythical figure. @9:32 David W. Falls (“Rethinking Jesus: The Morality and the Myth”) Follow-ups: News: Trump says Alex Pretti should not have carried gun that was allowed under Minnesota law @10:22 Right leaning question @18:16 ICE in Ecuadorian Consulate @26:59 Taliban Introduce New Criminal Code in Afghanistan @28:23 United States has completed its withdrawal from the World Health Organization. @32:38 Health/Medicine/Science: RFK speed round Robert F. Kennedy, Jr. has appointed two new members to the Advisory Committee on Immunization Practices (ACIP). It appears they'll fit right in @36:44 Chair of CDC's vaccine panel questions need for polio vaccines @37:24 No Link Between Acetaminophen in Pregnancy and Autism, a Study Finds @39:05 FDA deletes warning on bogus autism therapies touted by RFK Jr.‘s allies @40:06 Experts Who Advised on Diet Guidelines Say RFK Jr.'s Version Is Full of Errors @40:32 Medical groups' lawsuit attempts to undo the CDC's childhood vaccine schedule changes @41:19 RFK Jr. Links His Vocal Issues to Flu Shots | MedPage Today @41:32 Federal judge orders HHS to restore $12m in funding to American Academy of Pediatrics @43:25 Google removes some AI health summaries @44:06 U.S. measles cases at a 30-year high, Axios charts the current surge while Unbiased Science debunks the popular social media claim that “wild measles protects you from cancer.” @44:52 Religious Nonsense: The National Center for Science Education flags a proposal in the Oklahoma Senate that, “if enacted, would require any public or charter school teacher who teaches evolution also to ‘provide instruction to students on the concepts of creationism and/or intelligent design.'” @46:37 What is Christian Reconstructionism @47:22 Catholicism shrinks in Latin America while more are religiously unaffiliated @49:12 Final Stories: https://cfiig.org/dowsing-for-disease/ @51:42

In this episode, we try to answer a listener's email about online accessibility and science education. Things that bring us joy this week: The Rip movie Is This Thing On? movie Intro/Outro Music: Notice of Eviction by Legally Blind

I had the pleasure of speaking with Dr. Rodolfo Dírzo, a distinguished professor at Stanford University and an internationally recognized scientist whose work bridges ecology, biodiversity, and science education. Dr. Dirzo is widely known for his groundbreaking research [...]

This week we talk about conceptualizing and operationalizing ideas in educational research and the impact of that process on improving teaching practice. Things that bring us joy this week: Buena Vista Social Club (https://www.broadway.com/shows/buena-vista-social-club/) F1 (https://www.imdb.com/title/tt16311594) Intro/Outro Music: Notice of Eviction by Legally Blind (https://freemusicarchive.org/music/Legally_Blind)

In this episode, we discuss professional development for learning how to integrate artificial intelligence in classroom settings and assignments. Things that bring us joy this week: Sinners movie (https://www.imdb.com/title/tt31193180/) Intro/Outro Music: Notice of Eviction by Legally Blind (https://freemusicarchive.org/music/Legally_Blind)

SummaryIn this conversation, Shannon Valenzuela and Joseph Tabenkin explore the intersection of classical education and modern learning tools, particularly in the realm of astronomy. They discuss the importance of maintaining friction in the learning process, the value of a beginner's mindset, and the need for accessible educational resources. Joseph shares his journey in creating 'Tracing the Sky' to make astronomy more approachable for teachers and students alike. The dialogue emphasizes the formative nature of education, the challenges faced by educators, and the significance of fostering confidence in teaching science. Ultimately, they advocate for a liberal arts perspective that encourages curiosity and engagement with the world.Topics Covered:The role of modern technology and tools in a classical contextThe importance of the beginner's mindset in teachingAstronomy as a training ground for the imagination, modeling, and understanding changeThe power of the story of scientific discovery to inspire wonderClassical education, technology, and navigating a rapidly changing worldToday's Guest:Joseph Tabenkin is an entrepreneur focused on creating tools and resources for educators. He has previously developed learning programs such as Let's Diagram and Read With Me, and was a Junior Fellow at the Boethius Institute, where he explored classical approaches to knowledge and education. With Tracing the Sky, he is turning his attention to astronomy with a particular focus on supporting teachers—especially those without a background in mathematics or astronomy—by helping them build confidence in the subject. The curriculum provides step-by-step guidance to make astronomy accessible to those who may find the subject intimidating, so they in turn can bring it thoughtfully and confidently into the classroom.For more information about Tracing the Sky: https://www.tracingthesky.com/More by Joseph: https://classicaleducationapps.com/To work with Joseph one-on-one, please email info@tracingthesky.com.Timestamps:00:00 Introduction05:25 An Unconventional Path07:21 The Importance of a Beginner's Mind08:53 Building Educational Tools for Astronomy15:49 The Narrative of Astronomy's Development20:26 Identifying Needs in Astronomy Education28:49 Astronomy as Formation32:20 Understanding Knowledge and Certainty35:51 Navigating Change in a Rapidly Evolving World38:27 The Importance of the Liberal Arts Tradition46:24 The Human Connection to the Night SkyUniversity of Dallas Links:Classical Education Master's Program at the University of Dallas: udallas.edu/classical-edSt. Ambrose Center Professional Development for Teachers and Administrators: https://k12classical.udallas.edu/Support the showIf you enjoyed the show, please leave a rating and review — it helps others find us!

This week we talk about how to handle the situation of a teacher candidate who is not successful in their field placements. Things that bring us joy this week: Supergirl: Woman of Tomorrow (https://www.goodreads.com/book/show/59854151)by Tom King The Message (https://www.goodreads.com/book/show/210943364) by Ta-Nehisi Coates Intro/Outro Music: Notice of Eviction by Legally Blind (https://freemusicarchive.org/music/Legally_Blind)

This week we talked about (New Year's) resolutions of things we want to start, stop, and continue coming into the next year. Things that bring us joy this week: One Battle After Another (https://www.imdb.com/title/tt30144839/) Intro/Outro Music: Notice of Eviction by Legally Blind (https://freemusicarchive.org/music/Legally_Blind)

Teacher evaluations can vary wildly—sometimes they are regularly scheduled; at other times they happen at the last minute before the school year ends. These appraisals typically involve an administrator observing a classroom lesson, which can feel contrived and stressful, resembling a mere "check-the-box" exercise. Frequently, the focus centers on teacher behaviors rather than examining the impact on student learning outcomes and the actions contributing to those outcomes. In this episode with Dr. Greg Moncada, we delve into the teacher appraisal system and explore how it can be transformed to prioritize student learning, better align with the school's mission, and more effectively support the professional growth of educators.Greg is the Head of Harare International School (HIS) in Zimbabwe and was previously the founding director of the Qatar Academy for Science and Technology (QAST), the Qatar Foundations' new Science, Technology, Engineering, and Mathematics (STEM) school. Prior to his leading role at HIS and QAST, Dr. Moncada started new schools and programs throughout his career, including a progressive middle school based on the “This We Believe' model and district-wide STEM programs in Elementary, Middle, and High School settings.  Dr. Moncada specializes in developing student-centered learning models, progressive learning models, and multiverse organizational structures between schools and organizations. With more than 30 years of experience, Greg has held teaching and leadership positions in International schools in Spain, Austria, Saudi Arabia, and South Africa, as well as in the United States. Greg holds a doctorate in Educational Leadership from the University of Minnesota, an MA in Leadership from Lehigh University, PA, and an MA in Science Education from Louisiana State University.Our guiding question for this show was: “How can teacher appraisal systems be designed to ensure improved student learning?”Some of the topics covered include:Greg's perspective on the term “teacher appraisal system”Separating the code of conduct from teacher appraisalAligning teacher appraisal and professional growth with other structuresDifferentiating for roles other than teacher, such as counselor, instructional coach, and athletic coachSupporting staff members to step out of their comfort zonesAdministrator appraisal and professional growthHead of School appraisal and the role of the school boardGreg's Contact Information: LinkedInThis episode waSupport the show Remember to access our Educators Going Global website for more information and consider joining our Patreon community at patreon/educatorsgoingglobal!Email us with comments or suggestions at educatorsgoingglobal@gmail.com Follow us on LinkedIn, Facebook, Instagram or YouTube.Listen on your favorite podcast app: connect from our share page.Music: YouTube. (2022). Acoustic Guitar | Folk | No copyright | 2022❤️. YouTube. Retrieved October 11, 2022, from https://www.youtube.com/watch?v=YOEmg_6i7jA.

This week we talk about commencements. You know, graduation. Things that bring us joy this week: Cookies (made by Tanya if you are lucky) Wake Up Dead Man: A Knives Out Mystery (https://www.imdb.com/title/tt14364480) Intro/Outro Music: Notice of Eviction by Legally Blind (https://freemusicarchive.org/music/Legally_Blind)

In this episode, we discuss efforts to develop national competencies for teacher preparation. Things that bring us joy this week: 10 to 25 The Science of Motivating Young People: A Groundbreaking Approach to Leading the Next Generation—And Making Your Own Life Easier By David Yeager (https://www.simonandschuster.com/books/10-to-25/David-Yeager/9781668023884) The Areas of My Expertise by John Hodgman (https://www.penguinrandomhouse.com/books/294555/the-areas-of-my-expertise-by-john-hodgman/) Intro/Outro Music: Notice of Eviction by Legally Blind (https://freemusicarchive.org/music/Legally_Blind)

This week we talk about accreditation, which we admit sounds really boring, but turns out it is only somewhat boring and you might find out why you should care. Things that bring us joy this week: Pips (https://www.nytimes.com/games/pips) - NY Times Games App Game MaddAddam (MaddAddam #3) (https://www.goodreads.com/book/show/17262203-maddaddam)by Margaret Atwood Intro/Outro Music: Notice of Eviction by Legally Blind (https://freemusicarchive.org/music/Legally_Blind)

Want to grade your students faster? You can use ChatGPT – but there may be downsides. Xiaoming Zhai, associate professor of science education and artificial intelligence at the University of Georgia, discusses the potential risks. Xiaoming Zhai, Associate Professor in Science Education, Artificial Intelligence, Computer Science (courtesy), and Statistics (courtesy), serves the Directors of the […]

Colorectal cancer (CRC) remains the second leading cause of cancer-related deaths globally. While early detection significantly improves outcomes, many patients are diagnosed at advanced stages when treatment options are limited and relapse is common. To address this challenge, researchers are exploring whether existing drugs can be repurposed for cancer therapy, a strategy that could accelerate drug development while reducing associated costs and risks. One class of drugs under investigation is statins, commonly prescribed to reduce cholesterol and prevent cardiovascular disease. Several studies have observed a potential link between elevated cholesterol and increased CRC risk. Cholesterol may support tumor growth by promoting membrane synthesis and energy metabolism in rapidly dividing cells. Building on this connection, researchers from leading Indian institutions, including the Indian Institute of Science Education and Research and the Center of Excellence in Epigenetics at Shiv Nadar Institution of Eminence, investigated how statins influence CRC cells at the molecular level. Their goal was to determine whether these widely used drugs could have a therapeutic role in oncology. The Study: Investigating the Molecular Impact of Statins in CRC Cells The study, titled “Statins exhibit anti-tumor potential by modulating Wnt/β-catenin signaling in colorectal cancer,” was published in Oncotarget (Volume 16). Using a combination of lipidomics, transcriptomics, proteomics, and 3D tumor models, the researchers explored how two widely prescribed statins, atorvastatin and simvastatin, affect molecular pathways associated with CRC progression. This integrative, multi-omics strategy enabled tracing statin-induced effects across different layers of cellular function, linking lipid, transcript, and protein changes to pathway-level shifts. Full blog - https://www.oncotarget.org/2025/12/03/repurposing-statins-exploring-anti-tumor-effects-in-colorectal-cancer/ Paper DOI - https://doi.org/10.18632/oncotarget.28755 Correspondence to - Sanjeev Galande - sanjeev.galande@snu.edu.in Abstract video - https://www.youtube.com/watch?v=A95ICULaH3Y Sign up for free Altmetric alerts about this article - https://oncotarget.altmetric.com/details/email_updates?id=10.18632%2Foncotarget.28755 Subscribe for free publication alerts from Oncotarget - https://www.oncotarget.com/subscribe/ Keywords - cancer, colorectal cancer, statins, SATB1, Wnt/β-catenin signaling, tumor-suppressive phenotype To learn more about Oncotarget, please visit https://www.oncotarget.com and connect with us: Facebook - https://www.facebook.com/Oncotarget/ X - https://twitter.com/oncotarget Instagram - https://www.instagram.com/oncotargetjrnl/ YouTube - https://www.youtube.com/@OncotargetJournal LinkedIn - https://www.linkedin.com/company/oncotarget Pinterest - https://www.pinterest.com/oncotarget/ Reddit - https://www.reddit.com/user/Oncotarget/ Spotify - https://open.spotify.com/show/0gRwT6BqYWJzxzmjPJwtVh MEDIA@IMPACTJOURNALS.COM

In this episode, we discuss the reorganizations happening at institutions of higher education. Things that bring us joy this week: Codename Villanelle by Luke Jennings (https://en.wikipedia.org/wiki/Codename_Villanelle) Pzizz app for power napping (https://pzizz.com/) Intro/Outro Music: Notice of Eviction by Legally Blind (https://freemusicarchive.org/music/Legally_Blind)

I have the authors of Letters from the Mountain Steve Chase and Brad Meiklejohn then at 53 minutes Dr Michael Mann joins to talk COP 30 and more Subscribe and Watch Interviews LIVE : On YOUTUBE.com/StandUpWithPete ON SubstackStandUpWithPete Stand Up is a daily podcast. I book,host,edit, post and promote new episodes with brilliant guests every day. This show is Ad free and fully supported by listeners like you! Please subscribe now for as little as 5$ and gain access to a community of over 750 awesome, curious, kind, funny, brilliant, generous soul Join us Thursday's at 8EST for our Weekly Happy Hour Hangout!  Subscribe and Watch Interviews LIVE  On YOUTUBE.com/StandUpWithPete ON SubstackStandUpWithPete   Steve Chase   A native of Connecticut, Steve holds a Bachelor of Arts in Mass Communication with an Earth Science Minor from the University of Hartford, and a Master of Public Administration from the Barney School of Business and Public Administration. He was the first Presidential Management Intern from the Barney School. Steve joined the U.S. Fish and Wildlife Service in 1990 as a Presidential Management Intern, where he worked on National Wildlife Refuge System, Migratory Bird, and Law Enforcement issues in Headquarters.  In 1993 he joined the staff of the NCTC where he was deeply involved in the design and development of the NCTC campus and its operations.  He later become Division Manager of Facility and Administrative Operations, Division Manager of Education and Outreach, and Division Manager of Training Support and Heritage.  Steve was instrumental in the establishment of the Fish and Wildlife Service's national history/heritage programs, including development of the NCTC museum, exhibits, and archives.  He has also served as the Financial Officer and Special Assistant to the Director at the NCTC.  He is a member of Cohort 1 of the FWS Advanced Leadership Development Program, and received the Service's Heritage Award in 2018. Steve has been instrumental in a number of national-scope conservation initiatives and gatherings over the past two decades.  He was a lead organizer of the National Dialogue on Children and Nature in 2006, an event that kickstarted the Connecting People to Nature Movement in America.  He is a co-founder of the Student Climate and Conservation Congress (SC3) and the Native Youth Community Adaption and Leadership Congress, both of these youth leadership events have fostered a new cadre of young adult leaders in Conservation.  Steve also co-organized a series of important national conservation history symposia, including the 1999 Leopold Historical Symposium, Rachel Carson Symposium, The Muries Symposium, and the 50th Anniversary of Arctic National Wildlife Refuge Symposium, He co-edited proceedings documents on several of these events. In the past Steve has worked as a river guide in northwest Maine, as a backcountry caretaker for the Randolph Mountain Club in the northern Presidential Range in New Hampshire; a buyer and technical representative in the ski and climbing industry; a Legislative Fellow for the Connecticut State Legislature; a teacher and coach; and a municipal public works administrator.  He also worked as a media specialist at the Talcott Mountain Science Center in Connecticut. Steve is the former Board Chair of The Murie Center in Moose, WY; is the founding President of the American Conservation Film Festival in Shepherdstown; and is the past President of the Unison Preservation Society.  Non-work activities include river running, fishing, writing, playing mandolin and bass, going to live music shows, and spending time with his family.  Steve resides in Middleburg, Virginia.  Brad Meiklejohn  Brad has represented The Conservation Fund in Alaska since 1994. He has completed hundreds of conservation projects across Alaska and the Western United States, including the dramatic removal of the Eklutna River Dam. Brad is currently leading the construction of a wildlife highway crossing near his family home in northern New Hampshire. Brad previously served as President of the Patagonia Land Trust, President of the American Packrafting Association,  Associate Director of the Utah Avalanche Center and  a board director of the Murie Center. Brad has been recognized by the U.S. Fish and Wildlife Service with the National Land Protection Award and the National Wetlands Conservation Award, and he received the Olaus Murie Award from the Alaska Conservation Foundation. Brad is a wilderness explorer and birder who has traveled widely across Alaska and the world. Dr. Michael Mann is Presidential Distinguished Professor in the Department of Earth and Environmental Science at the University of Pennsylvania, with a secondary appointment in the Annenberg School for Communication. His research focuses on climate science and climate change. He was selected by Scientific American as one of the fifty leading visionaries in science and technology in 2002, was awarded the Hans Oeschger Medal of the European Geophysical Union in 2012. He made Bloomberg News' list of fifty most influential people in 2013.  He has received the Friend of the Planet Award from the National Center for Science Education, the Stephen H. Schneider Award for Outstanding Climate Science Communication from Climate, the Award for Public Engagement with Science from the AAAS, the Climate Communication Prize from the American Geophysical Union and the Leo Szilard Award of the American Physical Society. He received the Tyler Prize for Environmental Achievement 2019 and was elected to the National Academy of Sciences in 2020. He is a Fellow of the AGU, AMS, GSA, AAAS and the Committee for Skeptical Inquiry. He is co-founder of RealClimate.org, author of more than 200 peer-reviewed and edited publications, numerous op-eds and commentaries, and five books including Dire Predictions, The Hockey Stick and the Climate Wars, The Madhouse Effect, The Tantrum that Saved the World, and The New Climate War. Pete on Blue Sky Pete on Threads Pete on Tik Tok Pete on YouTube  Pete on Twitter Pete On Instagram Pete Personal FB page Stand Up with Pete FB page

This week we talk about grades, and specifically the Chronicle of Higher Education (https://www.chronicle.com/article/we-need-to-talk-about-harvards-grade-inflation-report) article about grade inflation at Harvard. Things that bring us joy this week: David Maslanka (https://davidmaslanka.com)'s Symphony No. 4 (https://davidmaslanka.com/works/symphony-no-4-2/?) Long Island Compromise (https://www.goodreads.com/book/show/55777544-long-island-compromise) by Taffy Brodesser-Akner Intro/Outro Music: Notice of Eviction by Legally Blind (https://freemusicarchive.org/music/Legally_Blind)

In this episode, we discuss the pernicious nature of "viewpoint diversity." We draw upon the Fall 2025 Academe article titled Seven Theses Against Viewpoint Diversity by Lisa Siraganian (https://www.aaup.org/academe/issues/fall-2025/seven-theses-against-viewpoint-diversity) Things that bring us joy this week: Andor Season 2 (https://ondisneyplus.disney.com/show/andor) Death by Lightning (https://www.netflix.com/title/81438325) Intro/Outro Music: Notice of Eviction by Legally Blind (https://freemusicarchive.org/music/Legally_Blind)

Join us for a conversation with Dr. Pascale Creek Pinner, a National Board Certified science educator and 2025 National Teachers Hall of Fame inductee who has built engaging, hands-on learning experiences for students across Hawai‘i Island.  In this episode, she shares how projects such as Envelopes of Science Awesomeness and community-based environmental investigations help students see science as relevant to their lives. She also reflects on insights gained through the Albert Einstein Distinguished Educator Fellow and how those policy insights shaped her work back home. Educators will appreciate her practical example of teaching responsible, classroom-ready use of generative AI. This episode offers inspiration and concrete ideas for anyone committed to elevating STEM learning. “This podcast is for informational purposes only. The views and opinions expressed in this podcast are those of the individuals involved and do not necessarily reflect the official policy or position of Emporia State University or the Teachers College. Any mention of products, individuals, or organizations within this podcast does not constitute an endorsement. Listeners are encouraged to conduct their own research and consult with appropriate professionals before making any decisions based on information provided in this podcast.” 

This week we talk about the idea of research to practice in educational research (and practice). Things that bring us joy this week: The Year of the Flood (https://www.goodreads.com/book/show/6080337)by Margaret Atwood The Balland of Wallis Island (https://www.imdb.com/title/tt27674982) Intro/Outro Music: Notice of Eviction by Legally Blind (https://freemusicarchive.org/music/Legally_Blind)

Does the Spire get taller in the summer? Is buttered toast more likely to fall butter side down? Terence comes prepared for this special episode of Talking Bollox with thanks to Science Week, which is celebrating its 30th anniversary this year.Science week is a national celebration of science with hundreds of events for people of all ages taking place across the country from the 9th – 16th November. This year it's all about “Then, Today, Tomorrow" and the unexpected experiments that brought about progress, and it's safe to say having a professor come in and answer Terence's questions was an experiment of it's own!Associate Professor in Science Education at UCD, Shane Bergin was our guest and he explained how science is all around us and why we should nurture our natural curiosity in it. If you feel inspired after hearing Shane's passion for science why not get involved in one of the many Science Week events taking place across the country! Find out more on Instagram: @researchireland

In this episode, we discuss the job hiring process in higher education. Things that bring us joy this week: Task on HBOMax (https://www.hbomax.com/shows/task/86bc816f-97a7-4cd6-8d53-08d5e6337063) The CPED Convening (https://www.cpedinitiative.org/convenings) Intro/Outro Music: Notice of Eviction by Legally Blind (https://freemusicarchive.org/music/Legally_Blind)

Fluent Fiction - Hindi: Igniting Curiosity: A Festive Fusion of Science and Culture Find the full episode transcript, vocabulary words, and more:fluentfiction.com/hi/episode/2025-11-02-08-38-20-hi Story Transcript:Hi: ठंडी हवाएं चलने लगी थीं और पेड़ अपने रंग बदलने लगे थे।En: The cold winds had begun to blow, and the trees were changing their colors.Hi: यह पतझड़ का मौसम था।En: It was the autumn season.Hi: अनन्या, एक समर्पित विज्ञान शिक्षक, अपने छात्रों को विज्ञान संग्रहालय ले जाने की तैयारी कर रही थी।En: Ananya, a dedicated science teacher, was preparing to take her students to the science museum.Hi: अनन्या चाहती थी कि उसके छात्र विज्ञान को केवल किताबों में नहीं, बल्कि असलियत में भी देखें और समझें।En: Ananya wanted her students to see and understand science not just from books, but in real life too.Hi: यह दिन खास था क्योंकि दीवाली भी नज़दीक थी।En: This day was special because Diwali was also near.Hi: छात्रों और उनके परिवारों का फोकस त्यौहार पर था।En: The focus of the students and their families was on the festival.Hi: अनन्या जानती थी कि इस दौरान बच्चों को पढ़ाई में रुचि दिलाना चुनौतीपूर्ण होगा।En: Ananya knew that during this time, engaging children in studies would be challenging.Hi: इसलिए उसने एक अनोखी योजना बनाई - संग्रहालय यात्रा के साथ दीवाली के त्योहार को जोड़ने की।En: So, she came up with a unique plan - to connect the museum visit with the Diwali festival.Hi: संग्रहालय, जहां आधुनिक तकनीक और विज्ञान के विभिन्न पहलुओं को प्रदर्शित किया गया था, दर्शकों से भरा हुआ था।En: The museum, where various aspects of modern technology and science were displayed, was filled with visitors.Hi: अंदर कदम रखते ही मीठाइयों और अगरबत्तियों की सुगंध हवा में घुली हुई थी, जिससे त्यौहार का माहौल महसूस हो रहा था।En: As soon as they stepped inside, the aroma of sweets and incense sticks was in the air, creating a festive atmosphere.Hi: अनन्या अपने छात्रों को उत्सुकता से हर प्रदर्शनी दिखाने लगी।En: Ananya eagerly began showing each exhibition to her students.Hi: "यह देखो, ये रोबोट कैसे काम करता है?En: "Look at this, how does this robot work?"Hi: " उसने कहा।En: she said.Hi: बच्चे उत्सुकता से हर चीज़ को छूकर देखते और सवाल पूछते।En: The children, curious, touched everything and asked questions.Hi: अनन्या ने बच्चों के सामने वैज्ञानिक उदाहरणों को दीवाली से जोड़ा।En: Ananya linked scientific examples to Diwali in front of the children.Hi: "जैसे पटाखों में रासायनिक प्रतिक्रियाएं होती हैं, वैसे ही यहां देखो, ये यूनिवर्स के बारे में कुछ सिखा रहा है।En: "Just like there are chemical reactions in fireworks, see here, this is teaching something about the universe."Hi: "दिन के मध्य में, अनन्या ने एक छोटे से उत्सव का आयोजन किया।En: In the middle of the day, Ananya organized a small celebration.Hi: उसने संग्रहालय के शैक्षिक केंद्र को दीयों और रंगोली से सजाया।En: She decorated the museum's educational center with diyas and rangoli.Hi: विद्यार्थियों ने वहां दीवाली के महत्व को समझा और कुछ वैज्ञानिक गतिविधियों में भाग लिया जैसे की प्रकाश की किरणें कैसे काम करती हैं।En: The students understood the significance of Diwali there and participated in some scientific activities, like how light rays work.Hi: जब छात्र प्रकाश के विभिन्न रूपों को समझने लगे तो अनन्या को एहसास हुआ कि उसने उनके सांस्कृतिक और शैक्षिक अनुभवों को सफलतापूर्वक जोड़ा है।En: As the students began to understand the various forms of light, Ananya realized she had successfully connected their cultural and educational experiences.Hi: बच्चों के चेहरे पर आश्चर्य और खुशी साफ दिख रही थी।En: The wonder and joy on the children's faces were evident.Hi: संग्रहालय के दौरे के अंत में, बच्चे उत्साहित थे।En: At the end of the museum tour, the children were excited.Hi: वे दिन भर की सीख के बारे में बात करते हुए बाहर आए और अनन्या का धन्यवाद करने लगे कि उसने उनका दिन खास बनाया।En: They came out discussing everything they had learned throughout the day and started thanking Ananya for making their day special.Hi: अनन्या के मोबाइल पर अभिभावकों के संदेश आने लगे, जिनमें उन्होंने अपने बच्चों के अनुभवों को साझा करने और अनन्या के प्रयास की सराहना की।En: Messages from parents began to appear on Ananya's mobile, in which they shared their children's experiences and praised Ananya's efforts.Hi: उस दिन अनन्या ने समझा कि संस्कृति को शिक्षा में शामिल करने की ताकत क्या होती है।En: That day, Ananya understood the power of incorporating culture into education.Hi: उसने यह सीखा कि कैसे वह जानी-पहचानी चीज़ों का इस्तेमाल करके शिक्षा को अधिक आकर्षक और संबंधित बना सकती है।En: She learned how she could use familiar things to make education more engaging and relevant.Hi: इस संग्रहालय यात्रा ने ना केवल छात्रों की ज्ञान की भूख को बढ़ावा दिया बल्कि उनके दिलों में विज्ञान और संस्कृति के बीच में एक महत्वपूर्ण कड़ी जोड़ दी।En: This museum visit not only fueled the students' hunger for knowledge but also created an essential link between science and culture in their hearts. Vocabulary Words:winds: हवाएंautumn: पतझड़dedicated: समर्पितchallenging: चुनौतीपूर्णunique: अनोखीmodern: आधुनिकdisplayed: प्रदर्शितaroma: सुगंधincense: अगरबत्तियोंfestive: त्यौहारexhibition: प्रदर्शनीcurious: उत्सुकchemical reactions: रासायनिक प्रतिक्रियाएंuniverse: यूनिवर्सorganized: आयोजनcelebration: उत्सवeducational: शैक्षिकdecorated: सजायाdiyas: दीयोंrangoli: रंगोलीsignificance: महत्वlight rays: प्रकाश की किरणेंcultural: सांस्कृतिकevident: साफmuseum: संग्रहालयtour: दौरेengaging: आकर्षकrelevant: संबंधितfueled: प्रवर्तितexperiences: अनुभवों

No more dissecting of the real Frogs with "Kind Frog." The silicone based dissectible has been a big hit with students and teachers and now celebrating a year after roll out, is bringing students back to the sciences. Mark get's the 'skinny' from Samantha Crowe from PETA.

This week we talk about how to think about evaluation and feedback in higher education, specifically for leaders. Things that bring us joy this week: Talk Easy Podcast (https://talkeasypod.com) The Lowdown (https://www.imdb.com/title/tt31289994/) on FX Intro/Outro Music: Notice of Eviction by Legally Blind (https://freemusicarchive.org/music/Legally_Blind)

In this episode, we discuss the upcoming ADA mandate (https://www.ada.gov/resources/2024-03-08-web-rule/#how-long-state-and-local-governments-have-to-comply-with-the-rule)for compliance of digital content for state and local agencies. Things that bring us joy this week: Peacemaker, Season 2 (https://en.wikipedia.org/wiki/Peacemaker_season_2) Sinners (https://www.rottentomatoes.com/m/sinners_2025) Intro/Outro Music: Notice of Eviction by Legally Blind (https://freemusicarchive.org/music/Legally_Blind)

My Conversation with Mann and Hotez begins at 36 mins Stand Up is a daily podcast. I book,host,edit, post and promote new episodes with brilliant guests every day. This show is Ad free and fully supported by listeners like you! Please subscribe now for as little as 5$ and gain access to a community of over 750 awesome, curious, kind, funny, brilliant, generous souls In this “well-researched guide,” two of the world's most respected scientists reveal the forces behind the dangerous anti-science movement—and offer “powerful ideas about how to fight back” (Bill McKibben, author of Here Comes the Sun) “Science is indeed under siege, and that's not good for any of us. Here, Peter Hotez and Michael Mann name names...It's not too late to do something; it's time to get things done. Read on” (Bill Nye, science educator) From pandemics to the climate crisis, humanity faces tougher challenges than ever. Whether it's the health of our people or the health of our planet, we know we are on an unsustainable path. But our efforts to effectively tackle these existential crises are now hampered by a common threat: politically and ideologically motivated opposition to science. Michael E. Mann and Peter J. Hotez are two of the most respected and well-known scientists in the world and have spent the last twenty years on the front lines of the battle to convey accurate, reliable, and trustworthy information about science in the face of determined and nihilistic opposition. In this powerful manifesto, they reveal the five main forces threatening science: plutocrats, pros, petrostates, phonies, and the press. It is a call to arms and a road map for dismantling the forces of anti-science. Armed with the information in this book, we can be empowered to promote scientific truths, shine light on channels of dark money, dismantle the corporations poisoning the planet, and ultimately avert disaster. Peter J. Hotez, MD, PhD, is the founding dean of The National School of Tropical Medicine at Baylor College of Medicine in Houston, Texas, as well as director of the Texas Children's Hospital Center for Vaccine Development. He is an elected member of the Institute of Medicine of National Academies as well as the American Academy of Arts and Sciences. A pediatrician and an expert in vaccinology and tropical disease, Hotez has authored hundreds of peer-reviewed articles and editorials as well dozens of textbook chapters. www.peterhotez.org Dr. Michael E. Mann is Presidential Distinguished Professor in the Department of Earth and Environmental Science at the University of Pennsylvania, with a secondary appointment in the Annenberg School for Communication. He is director of the Penn Center for Science, Sustainability, and the Media (PCSSM). Dr. Mann received his undergraduate degrees in Physics and Applied Math from the University of California at Berkeley, an M.S. degree in Physics from Yale University, and a Ph.D. in Geology & Geophysics from Yale University. His research involves the use of theoretical models and observational data to better understand Earth's climate system. Dr. Mann was a Lead Author on the Observed Climate Variability and Change chapter of the Intergovernmental Panel on Climate Change (IPCC) Third Scientific Assessment Report in 2001 and was organizing committee chair for the National Academy of Sciences Frontiers of Science in 2003. He has received a number of honors and awards including NOAA's outstanding publication award in 2002 and selection by Scientific American as one of the fifty leading visionaries in science and technology in 2002. He contributed, with other IPCC authors, to the award of the 2007 Nobel Peace Prize. He was awarded the Hans Oeschger Medal of the European Geosciences Union in 2012 and was awarded the National Conservation Achievement Award for science by the National Wildlife Federation in 2013. He made Bloomberg News' list of fifty most influential people in 2013. In 2014, he was named Highly Cited Researcher by the Institute for Scientific Information (ISI) and received the Friend of the Planet Award from the National Center for Science Education. He received the Stephen H. Schneider Award for Outstanding Climate Science Communication from Climate One in 2017, the Award for Public Engagement with Science from the American Association for the Advancement of Science in 2018 and the Climate Communication Prize from the American Geophysical Union in 2018. In 2019 he received the Tyler Prize for Environmental Achievement and in 2020 he received the World Sustainability Award of the MDPI Sustainability Foundation. He was elected to the U.S. National Academy of Sciences in 2020. He is a Fellow of the American Geophysical Union, the American Meteorological Society, the Geological Society of America, the American Association for the Advancement of Science, and the Committee for Skeptical Inquiry. He is also a co-founder of the award-winning science website RealClimate.org. Dr. Mann is author of more than 200 peer-reviewed and edited publications, numerous op-eds and commentaries, and five books including Dire Predictions: Understanding Climate Change, The Hockey Stick and the Climate Wars: Dispatches from the Front Lines, The Madhouse Effect: How Climate Change Denial is Threatening our Planet, Destroying Our Politics, and Driving Us Crazy, The Tantrum that Saved the World and The New Climate War: The Fight to Take Back Our Planet. Pete on Blue Sky Pete on Threads Pete on Tik Tok Pete on YouTube  Pete on Twitter Pete On Instagram Pete Personal FB page Stand Up with Pete FB page All things Jon Carroll  Follow and Support Pete Coe Buy Ava's Art  Hire DJ Monzyk to build your website or help you with Marketing Gift a Subscription https://www.patreon.com/PeteDominick/gift

This week we talk about frameworks in science education research. Things that bring us joy this week: Oryx and Crake (https://www.goodreads.com/book/show/46756) by Margaret Atwood Phase Hero Podcast (https://phasehero.com/en-usd) Intro/Outro Music: Notice of Eviction by Legally Blind (https://freemusicarchive.org/music/Legally_Blind)

Russ Rowlett Today's interview was first heard in episode 19 back in 2019. The conversation is with Russ Rowlett, webmaster of The Lighthouse Directory, one of the most useful lighthouse-related sites on the internet. When Russ was growing up in Richmond, Virginia, his only exposure to lighthouses was climbing the Old Cape Henry Lighthouse when his family vacationed at Virginia Beach. Russ earned a doctorate degree in math at the University of Virginia in the 1960s, and he taught math at Princeton and then the University of Tennessee at Knoxville. In 1987 he became Director of the Center for Mathematics and Science Education at the University of North Carolina at Chapel Hill. He's also known for his research on the metric system and units of measurement. Russ started his website, The Lighthouse Directory, in 1999, and it kept growing until, by 2009, it covered the whole world. The address of the site is ibiblio.org/lighthouse/   At this moment there are listings for more than 24,600 of the world's lighthouses. If there are more lighthouses out there, Russ will find them.

Bill Nye, CEO of The Planetary Society, has officially joined the Hollywood Walk of Fame. In this episode, we speak with Bill about what this rare honor means to him and to science communication. Then, we take you inside the star ceremony in Los Angeles, where friends and fans, including Boston Celtics star Jaylen Brown, paid tribute to his legacy. From there, we shift to Washington, D.C., where NASA faces the threat of deep budget cuts. Planetary Society Chief of Space Policy Casey Dreier and Director of Government Relations Jack Kiraly share the latest updates as we prepare for the upcoming Day of Action. We close with Bruce Betts and What’s Up, reflecting on the unexpected adventures that come with working in space science. Discover more at: https://www.planetary.org/planetary-radio/2025-bill-nye-starSee omnystudio.com/listener for privacy information.

If you crunched the asteroid belt into one object, would it make a planet? Neil deGrasse Tyson and cohost Chuck Nice answer fan questions about the shape of the universe, the origin of matter, the Casimir Force, pizza toppings, and more!NOTE: StarTalk+ Patrons can listen to this entire episode commercial-free here:https://startalkmedia.com/show/cosmic-queries-flat-universe/Thanks to our Patrons Keith Edwards James Murphy, River Harlan, Dashing Design Diva, Zach Ross, Federico Varano, Mark Ballard, Andres Franco-Osorio, Pascal, Emmanuel Cooper, Silvester Dimitrov, Ryan Eldridge, Ricky Isbell, David Hall, Angela Johnson, Demetrius Goosbey II, Morris Griffing, Cole Carter, Adam Huber, J B, Don Bailey, Tom Reed, Aaron Palmer, Odin Drengr, Demba Mdoye, Clay Mattson, Jason aka asmrpeople, Sage, Angel Garcia, Richard Swenson, Rich Elkerton, Kirby Sorensen, Mike Kakeeh, Kodi, John Kremer, Dwayne Boychuk, Jordan Burnam, Brittany Johnson, Aidan M, jared higbee, Theo Chambers, Levi Furber, Kelly, Hubert Dąbrowski, Julio Cataño, StellarScout, Margot Lane, Joudi Saadeh, David Foy, Jacob Sopko, Dell Rabinowitz, and Dominic Strong for supporting us this week. Subscribe to SiriusXM Podcasts+ to listen to new episodes of StarTalk Radio ad-free and a whole week early.Start a free trial now on Apple Podcasts or by visiting siriusxm.com/podcastsplus.