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Advanced Placement (AP) Psychology (also known as AP Psych) and its corresponding exam are part of the College Board's Advanced Placement Program. This course is tailored for students interested in the field of psychology and as an opportunity to earn Advanced Placement credit or exemption from a college-level psychology course. It was the shortest AP exam until the AP Physics C exam was split into two separate exams in 2006.
AP Psychology is often considered one of the easier AP exams; relative to the other tests, the material is rather straightforward and much easier to self-study. Among all the social studies Advanced Placement exams, the Psych exam had the second-highest passing rate in 2018.
== Topics covered ==
The College Board provides a course of study to help educators prepare their students for the AP Psychology exam. The exam covers the following 5 areas. The percentage indicates the portion of the multiple-choice section of the exam focused on each content area:
== Exam ==
The exam includes two sections: a 90-minute multiple choice section (75 questions) and a 70-minute free response section (2 prompts). The multiple choice provides two-thirds of the grade and the free-response provides the remaining third. Additionally, the free response questions consist of one AAQ (Article Analysis Question) and one EBQ (Evidence Based Question).
Beginning with the May 2011 AP Exam administration, total scores on the multiple-choice section are based only on the number of questions answered correctly. Points are no longer deducted for incorrect answers. Grading (the number of points needed to get a certain score) is slightly more strict as a result.
In 2025, the AP Psychology exam went digital.
== Grade distribution ==
The exam was first held in 1992. Grade distributions for the Psychology exam scores since 2015 were:
== Controversies ==
In August 2023, the Florida Department of Education ruled that AP Psychology was in violation of the Florida Parental Rights in Education Act due to content on sexual orientation and gender identity in the course, effectively banning such content of the course the state of Florida. The department told school officials that the course may only be taught if material on sexual orientation and gender identity was removed from the curriculum. College Board responded that if such topics were removed, the class would not be compliant with college requirements, and thus not be eligible for Advanced Placement. The ban came amidst a broader backlash against the teaching of LGBTQ+ topics in the United States.
On May 16, 2025, during the final session of the 2025 AP exam administration, some students were unable to log into the College Board’s Bluebook testing application. The issue led to the extension of the exam start time to 2 p.m. local time for schools with flexible schedules. Affected students were offered make-up testing, available at no cost.
== References ==
=== Notes ===
== External links ==
AP Psychology at CollegeBoard.com

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Advancing Secondary Science Education through Tetrahymena (ASSET) is an organization at Cornell University that is dedicated to expanding the use of the protist Tetrahymena in K-12 classrooms. They are funded by the National Institutes of Health through the SEPA (Science Education Partnership Award) Program. Although their name includes the word "secondary," they have worked in recent years to develop materials for students in elementary, middle and high schools. The group develops modules, which are stand-alone labs or lessons that can be inserted into the curriculum of a class at the discretion of the teacher.
== Modules ==
Modules are designed to be stand-alone lessons that fit into and complement a life science curriculum. The ASSET program ships all the equipment that is needed to complete the modules to the teacher in a reusable plastic container, at ASSET's expense. The teacher who requested the materials can use them for up to two weeks. At the end of the two weeks, the teacher uses a pre-paid return label to send the materials back in the same container. Some materials, such as live cells, may be sent separately to provide for a chance for the culture to be established in the teacher's classroom.
=== Science modules ===
ASSET has created fifteen science modules, each of which addresses a particular topic relevant to life science education in United States school curricula.
==== Cannibalism and interspecific predation ====
This module utilizes two species of Tetrahymena: Tetrahymena thermophilia and Tetrahymena vorax. In the lab, an extract, called stomatin, is made from the thermophilia, then placed into the vorax culture. There, it induces a transformation from the microstome form to the macrostome form in T. vorax. This transformation is most notable by a marked increase in the size of the cell (doubling or sometimes more), the resorption of the microstomal oral apparatus and the construction of a much larger macrostomal oral apparatus. This transformation allows the macrostomal T. vorax cells to prey on T. thermophilia, but also to cannibalize the microstomes of their own species.
=== Science and society modules ===
ASSET has also created five science and society modules, which are designed to integrate social studies and science education into one unit.
== References ==
== External links ==
https://tetrahymenaasset.vet.cornell.edu/

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Agricultural communication, or agricultural communications, is a field that focuses on communication about agriculture-related information among agricultural stakeholders and between agricultural and non-agricultural stakeholders and is part of a larger field known as Agricultural Leadership, Education, and Communications typically housed in academic departments in Colleges of Agriculture with other sub-disciplines such as Agricultural Education and Agricultural Leadership. Agriculture is broadly defined in this discipline to include not only farming, but also food, fiber (e.g., cotton), animals, rural issues, and natural resources. Agricultural communication is done formally and informally by agricultural extension, agricultural education teachers, and private communicators and is considered by some to be tangentially related to science communication. However, it is its own professional field pre-dating the formal study of science communications.
By definition, agricultural communicators are science communicators that deal exclusively with the diverse, applied science and business that is agriculture. An agricultural communicator is "expected to bring with him or her a level of specialized knowledge in the agricultural field that typically is not required of the mass communicator". Agricultural communication also addresses all subject areas related to the complex enterprises of food, feed, fiber, renewable energy, natural resource management, rural development and others, locally to globally. Furthermore, it spans all participants, from scientists to consumers - and all stages of those enterprises, from agricultural research and production to processing, marketing, consumption, nutrition and health.
A growing market for agricultural journalists and broadcasters led to the establishment of agricultural journalism and agricultural communication academic disciplines.
The job market for agricultural communicators includes:
Farm broadcasting
Journalists and editors of agricultural/rural magazines and newspapers
Communication specialist or public relations practitioner for agricultural commodity organizations, businesses, non-profits
Sales representative for agricultural business
Science journalist
Land-grant university communication specialist
Public relations or advertising for firms that specialize in or have agricultural clients
== History ==
The academic field originated from communication courses that taught students in the agricultural sciences how to communicate. Originally, agricultural journalists were needed to report farm news for a much larger agricultural and rural audience. As people moved from the farm to cities and suburbs, a much greater proportion of the population had less direct knowledge and experience regarding agriculture. While a need still exists for agricultural journalists, an equal, if not greater need exists for agricultural communicators who can act as liaisons between an industry with deeply rooted traditions and values and a public with little to no understanding of how agriculture operates and why it is the way it is.
== Research ==
The key journal in the field is the Journal of Applied Communications. Researchers have focused on a variety of areas examining consumer attitudes toward agricultural products and practices including genetic engineering and genetically modified food, natural and organic food and production, and food-related risks. Another area of research has been media coverage of agriculture and agricultural issues. Topics have included media coverage of bovine spongiform encephalopathy (mad cow disease), YouTube videos of California Proposition 2 (2008), and television news coverage of food safety scares.
The Agricultural Communications Documentation Center, maintained by the University of Illinois, compiles research and articles related to agriculture and communications as well.
== Agricultural journalism ==
== Academic programs ==
Several colleges offer formal education at the undergraduate and graduate levels in the field of agricultural communication. What follows is a list with links directly to the programs.
Abraham Baldwin Agricultural College
Auburn University
California Polytechnic State University (Cal Poly)
Colorado State University Archived 2015-07-23 at the Wayback Machine
Missouri State University
North Dakota State University
The Ohio State University
Oklahoma State University
Kansas State University
University of Florida
University of Georgia
University of Tennessee Archived 2010-06-25 at the Wayback Machine
University of Illinois
University of Missouri
University of Nebraska-Lincoln
University of Arkansas
University of Minnesota - Twin Cities
University of Wisconsin
University of Wyoming
Purdue University Archived 2011-01-29 at the Wayback Machine
Tennessee Technological University
Texas A&M University
Texas Tech University
West Texas A&M University Archived 2012-06-14 at the Wayback Machine
Utah State University
== Approaches ==
Conceptually speaking, agricultural communication is an applied theoretical field. The academic curriculum and scholarly endeavors typically stay within the context of agriculture, natural resources, and occasionally, the life sciences. It examines communication and human dimension issues as they relate to a variety of issues in agriculture and natural resources. Agricultural journalism is not always differentiated from agricultural communications in research. One could argue that when research focuses on media coverage of agricultural issues or when it examines issues within agricultural journalism specifically (i.e., what influences editors of agriculture magazines to publish risk information), then it is more within the realm of agricultural journalism. Journalism is often seen as a subset of communication that is supposed to be fair and balanced like traditional journalism, whereas the broader field of agricultural communication could potentially be viewed as advocacy communication.
Agricultural communicators are expected to have a certain amount of knowledge and familiarity with agriculture. One could also add to that definition and say the communicator also brings with him or her an appreciation, or even affection, for the agriculture industry. While this is also probably true of agricultural journalists, they at least need to be cognizant of their potential bias to ensure they ask critical questions and present unbiased information. Agricultural journalists are trained like traditional journalists, but bring with them an understanding of agricultural systems and science either through experience and/or academic training.
== References ==

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Astronaut for a Day, an initiative launched by the Portuguese Space Agency in 2022, provides young students in the Portuguese education system with the chance to experience a zero-gravity flight and the same sensations astronauts have in space.
Inspired by the astronaut selection processes of renowned space agencies, this national competition is not for the faint-hearted. It involves a rigorous selection process designed for students aged 14–18. The evaluation process, which includes five elimination phases, tests candidates' creativity, communication skills, and logical, spatial, and physical abilities. Finalists selected for the last phase participate in a parabolic flight aboard an Airbus A310 operated by Novespace.
In the first three editions of Astronaut for a Day (2022, 2023, and 2024), the Portuguese Space Agency received over 1,600 applications nationwide. This initiative is considered a significant success and plays a key role in the Agency's strategy of fostering interest in STEM fields, particularly in space studies and careers among younger generations. So far, Portugal has 91 "astronauts".
After the flight, each finalist becomes an ambassador for the initiative. They represent the Portuguese Space Agency and promote the activity within their school communities throughout the following academic year. This ambassadorship helps develop their leadership skills and raises awareness of space exploration among their peers.
The Portuguese Space Agency organises the Astronaut for a Day initiative in collaboration with Ciência Viva, the Faculty of Psychology and Educational Sciences of the University of Porto, and the Faculty of Human Kinetics of the University of Lisbon, which develop and oversee the tests during the various elimination phases. The final phase occurs at Beja Air Base, in partnership with the Portuguese Air Force, which hosts the Airbus A310 and the finalists for a series of preparatory activities.
In the first two years, the activities offered to students during the final phase included a lecture by European Space Agency (ESA) astronaut Matthias Maurer.
Astronaut for a Day is an original initiative of the Portuguese Space Agency, marking the first time that young students have been offered the opportunity to experience a zero-gravity flight. Beyond its success within the Portuguese community, the Space Agencies of Luxembourg and Estonia have already replicated the initiative.
International editions
Other national space organisations have adopted the Astronaut for a Day concept outside Portugal. In Luxembourg, the Luxembourg Space Agency (LSA) launched a national "Astronaut for a Day" competition in 2023 as part of its fifth-anniversary celebrations, in collaboration with the Ministries of the Economy, Education, Children and Youth, and Sport. The contest, open to students aged 13–18 enrolled in Luxembourgish schools, received 221 applications, from which 35 winners were selected as “space ambassadors”. In September 2023, these young people took part in the first zero-gravity flight to depart from Luxembourg Airport, flying parabolic manoeuvres aboard a Novespace aircraft and experiencing short periods of weightlessness.
== References ==
== External links ==
astronautaporumdia.pt

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Science education is the teaching and learning of science to school children, college students, or adults within the general public. The field of science education includes work in science content, science process (the scientific method), some social science, and some teaching pedagogy.
The standards for science education provide expectations for the development of understanding for students through the entire course of their K-12 education and beyond. The traditional subjects included in the standards are physical, life, earth, space, and human sciences.
== Historical background ==
The first person credited with being employed as a science teacher in a British public school was William Sharp, who left the job at Rugby School in 1850 after establishing science to the curriculum. Sharp is said to have established a model for science to be taught throughout the British public school system.
The British Association for the Advancement of Science (BAAS) published a report in 1867 calling for the teaching of "pure science" and training of the "scientific habit of mind." The progressive education movement supported the ideology of mental training through the sciences. BAAS emphasized separate pre-professional training in secondary science education. In this way, future BAAS members could be prepared.
The initial development of science teaching was slowed by the lack of qualified teachers. One key development was the founding of the first London School Board in 1870, which discussed the school curriculum; another was the initiation of courses to supply the country with trained science teachers. In both cases the influence of Thomas Henry Huxley. John Tyndall was also influential in the teaching of physical science.
In the United States, science education was a scatter of subjects prior to its standardization in the 1890s. The development of a science curriculum emerged gradually after extended debate between two ideologies, citizen science and pre-professional training. As a result of a conference of thirty leading secondary and college educators in Florida, the National Education Association appointed a Committee of Ten in 1892, which had authority to organize future meetings and appoint subject matter committees of the major subjects taught in secondary schools. The committee was composed of ten educators and chaired by Charles Eliot of Harvard University. The Committee of Ten appointed nine conferences committees: Latin; Greek; English; Other Modern Languages; Mathematics; History; Civil Government and Political Economy; physics, astronomy, and chemistry; natural history; and geography. Each committee was composed of ten leading specialists from colleges, normal schools, and secondary schools. Committee reports were submitted to the Committee of Ten, which met for four days in New York City, to create a comprehensive report. In 1894, the NEA published the results of the work of these conference committees.
According to the Committee of Ten, the goal of high school was to prepare all students to do well in life, contributing to their well-being and the good of society. Another goal was to prepare some students to succeed in college.
This committee supported the citizen science approach focused on mental training and withheld performance in science studies from consideration for college entrance. The BAAS encouraged their longer standing model in the UK. The US adopted a curriculum was characterized as follows:
Elementary science should focus on simple natural phenomena (nature study) by means of experiments carried out "in-the-field."
Secondary science should focus on laboratory work and the committee's prepared lists of specific experiments
Teaching of facts and principles
College preparation
The format of shared mental training and pre-professional training consistently dominated the curriculum from its inception to now. However, the movement to incorporate a humanistic approach, such as inclusion of the arts (S.T.E.A.M.), science, technology, society and environment education is growing and being implemented more broadly in the late 20th century. Reports by the American Academy for the Advancement of Science (AAAS), including Project 2061, and by the National Committee on Science Education Standards and Assessment detail goals for science education that link classroom science to practical applications and societal implications.
== Fields of science education ==
Science is a universal subject that spans the branch of knowledge that examines the structure and behavior of the physical and natural world through observation and experiment. Science education is most commonly broken down into the following three fields: Biology, chemistry, and physics. Additionally, there is a large body of scientific literature that advocates the inclusion of teaching the Nature of Science, which is slowly being adopted into the national curricula.
=== Physics education ===
Physics education is characterized by the study of science that deals with matter and energy, and their interactions.
Physics First, a program endorsed by the American Association of Physics Teachers, is a curriculum in which 9th grade students take an introductory physics course. The purpose is to enrich students' understanding of physics, and allow for more detail to be taught in subsequent high school biology and chemistry classes. It also aims to increase the number of students who go on to take 12th grade physics or AP Physics, which are generally elective courses in American high schools.[22]
Physics education in high schools in the United States has suffered the last twenty years because many states now only require three sciences, which can be satisfied by earth/physical science, chemistry, and biology. The fact that many students do not take physics in high school makes it more difficult for those students to take scientific courses in college.
At the university/college level, using appropriate technology-related projects to spark non-physics majors' interest in learning physics has been shown to be successful.[23] This is a potential opportunity to forge the connection between physics and social benefit.
=== Chemistry education ===

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Chemistry education is characterized by the study of science that deals with the composition, structure, and properties of substances and the transformations that they undergo.
Chemistry is the study of chemicals and the elements and their effects and attributes. Students in chemistry learn the periodic table. The branch of science education known as "chemistry must be taught in a relevant context in order to promote full understanding of current sustainability issues." As this source states chemistry is a very important subject in school as it teaches students to understand issues in the world. As children are interested by the world around them chemistry teachers can attract interest in turn educating the students further. The subject of chemistry is a very practical based subject meaning most of class time is spent working or completing experiments.
=== Biology education ===
Biology education is characterized by the study of structure, function, heredity, and evolution of all living organisms. Biology itself is the study of living organisms, through different fields including morphology, physiology, anatomy, behavior, origin, and distribution.
Depending on the country and education level, there are many approaches to teaching biology. In the United States, there is a growing emphasis on the ability to investigate and analyze biology related questions over an extended period of time. Current biological education standards are based on decisions made by the Committee of Ten, who aimed to standardize pre-college learning in 1892. The Committee emphasized the importance of learning natural history (biology) first, focusing on observation through laboratory work.
=== Nature of Science education ===
Nature of Science education refers to the study of how science is a human initiative, how it interacts with society, what scientists do, how scientific knowledge is built up and exchanged, how it evolves, how it is used. It stresses the empirical nature and the different methods used in science. The goals of Nature of Science education are stated to be to help students evaluate scientific and pseudo scientific statements, to motivate them to study science and to better prepare them for a career in science or in a field that interacts with science.
== Pedagogy ==
While the public image of science education may be one of simply learning facts by rote, science education in recent history also generally concentrates on the teaching of science concepts and addressing misconceptions that learners may hold regarding science concepts or other content. Thomas Kuhn, whose 1962 book The Structure of Scientific Revolutions greatly influenced the post-positivist philosophy of science, argued that the traditional method of teaching in the natural sciences tends to produce a rigid mindset.
Since the 1980s, science education has been strongly influenced by constructivist thinking. Constructivism in science education has been informed by an extensive research programme into student thinking and learning in science, and in particular exploring how teachers can facilitate conceptual change towards canonical scientific thinking. Constructivism emphasises the active role of the learner, and the significance of current knowledge and understanding in mediating learning, and the importance of teaching that provides an optimal level of guidance to learners.
According to a 2004 Policy Forum in Science magazine, "scientific teaching involves active learning strategies to engage students in the process of science and teaching methods that have been systematically tested and shown to reach diverse students."
The 2007 volume Scientific Teaching lists three major tenets of scientific teaching:
Active learning: A process in which students are actively engaged in learning. It may include inquiry-based learning, cooperative learning, or student-centered learning.
Assessment: Tools for measuring progress toward and achievement of the learning goals.
Diversity: The breadth of differences that make each student unique, each cohort of students unique, and each teaching experience unique. Diversity includes everything in the classroom: the students, the instructors, the content, the teaching methods, and the context.
These elements should underlie educational and pedagogical decisions in the classroom. The "SCALE-UP" learning environment is an example of applying the scientific teaching approach. In practice, scientific teaching employs a "backward design" approach. The instructor first decides what the students should know and be able to do (learning goals), then determines what would be evidence of student achievement of the learning goals, then designs assessments to measure this achievement. Finally, the instructor plans the learning activities, which should facilitate student learning through scientific discovery.
=== Science pedagogical approaches ===
A number of pedagogical approaches are important in modern science teaching, each of which come from distinct philosophical backgrounds and involve different classroom strategies. These include teacher-centred pedagogy, which is a traditional behaviourist approach, where the teacher is the main source of knowledge and directs learning. However, other more constructivist approaches are today often favored which are more learner centred. Pure discovery is where students are autonomous and teachers have a minimal role.
However, more favoured is a learner guided approach, where the educator guides and facilitates learning. Specific hands-on illustrations of this approach are available. Another form is inquiry based learning, where the student takes on the role of the investigator with often the educator providing initial questions to examine. In practical and experiential science the emphasis is on practical hands-one experimentation, with students performing experiments themselves. Often a blend of the above methods are used depending on context and lesson.
== Research ==
The practice of science education has been increasingly informed by research into science teaching and learning. Research in science education relies on a wide variety of methodologies, borrowed from many branches of science and engineering such as computer science, cognitive science, cognitive psychology and anthropology. Science education research aims to define or characterize what constitutes learning in science and how it is brought about.
John D. Bransford, et al., summarized massive research into student thinking as having three key findings:

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Preconceptions
Prior ideas about how things work are remarkably tenacious and an educator must explicitly address a student's specific misconceptions if the student is to reconfigure his misconception in favour of another explanation. Therefore, it is essential that educators know how to learn about student preconceptions and make this a regular part of their planning.
Knowledge organization
In order to become truly literate in an area of science, students must, "(a) have a deep foundation of factual knowledge, (b) understand facts and ideas in the context of a conceptual framework, and (c) organize knowledge in ways that facilitate retrieval and application."
Metacognition
Students will benefit from thinking about their thinking and their learning. They must be taught ways of evaluating their knowledge and what they do not know, evaluating their methods of thinking, and evaluating their conclusions. Some educators and others have practiced and advocated for discussions of pseudoscience as a way to understand what it is to think scientifically and to address the problems introduced by pseudoscience.
Educational technologies are being refined to meet the specific needs of science teachers. One research study examining how cellphones are being used in post-secondary science teaching settings showed that mobile technologies can increase student engagement and motivation in the science classroom.
According to a bibliography on constructivist-oriented research on teaching and learning science in 2005, about 64 percent of studies documented are carried out in the domain of physics, 21 percent in the domain of biology, and 15 percent in chemistry. The major reason for this dominance of physics in the research on teaching and learning appears to be that understanding physics includes difficulties due to the particular nature of physics.
Research on students' conceptions has shown that most pre-instructional (everyday) ideas that students bring to physics instruction are in stark contrast to the physics concepts and principles to be achieved – from kindergarten to the tertiary level. Quite often students' ideas are incompatible with physics views. This also holds true for students' more general patterns of thinking and reasoning.
== By country ==
=== Australia ===
As in England and Wales, science education in Australia is compulsory up until year 11, where students can choose to study one or more of the branches mentioned above. If they wish to no longer study science, they can choose none of the branches. The science stream is one course up until year 11, meaning students learn in all of the branches giving them a broad idea of what science is all about. The National Curriculum Board of Australia (2009) stated that "The science curriculum will be organised around three interrelated strands: science understanding; science inquiry skills; and science as a human endeavour." These strands give teachers and educators the framework of how they should be instructing their students.
In 2011, it was reported that a major problem that has befallen science education in Australia over the last decade is a falling interest in science. Fewer year 10 students are choosing to study science for year 11, which is problematic as these are the years where students form attitudes to pursue science careers. This issue is not unique in Australia, but is happening in countries all over the world.
=== China ===
Educational quality in China suffers because a typical classroom contains 50 to 70 students. With over 200 million students, China has the largest educational system in the world. However, only 20% percent of students complete the rigorous ten-year program of formal schooling.
As in many other countries, the science curriculum includes sequenced courses in physics, chemistry, and biology. Science education is given high priority and is driven by textbooks composed by committees of scientists and teachers. Science education in China places great emphasis on memorization, and gives far less attention to problem solving, application of principles to novel situations, interpretations, and predictions.
=== United Kingdom ===
In English and Welsh schools, science is a compulsory subject in the National Curriculum. All pupils from 5 to 16 years of age must study science. It is generally taught as a single subject science until sixth form, then splits into subject-specific A levels (physics, chemistry and biology). However, the government has since expressed its desire that those pupils who achieve well at the age of 14 should be offered the opportunity to study the three separate sciences from September 2008. In Scotland the subjects split into chemistry, physics and biology at the age of 13–15 for National 4/5s in these subjects, and there is also a combined science standard grade qualification which students can sit, provided their school offers it.
In September 2006 a new science program of study known as 21st Century Science was introduced as a GCSE option in UK schools, designed to "give all 14 to 16-year-old's a worthwhile and inspiring experience of science". In November 2013, Ofsted's survey of science in schools revealed that practical science teaching was not considered important enough. At the majority of English schools, students have the opportunity to study a separate science program as part of their GCSEs, which results in them taking 6 papers at the end of Year 11; this usually fills one of their option 'blocks' and requires more science lessons than those who choose not to partake in separate science or are not invited. Other students who choose not to follow the compulsory additional science course, which results in them taking 4 papers resulting in 2 GCSEs, opposed to the 3 GCSEs given by taking separate science.
=== United States ===

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In many U.S. states, K-12 educators must adhere to rigid standards or frameworks of what content is to be taught to which age groups. This often leads teachers to rush to "cover" the material, without truly "teaching" it. In addition, the process of science, including such elements as the scientific method and critical thinking, is often overlooked. This emphasis can produce students who pass standardized tests without having developed complex problem solving skills. Although at the college level American science education tends to be less regulated, it is actually more rigorous, with teachers and professors fitting more content into the same time period.
In 1996, the U.S. National Academy of Sciences of the U.S. National Academies produced the National Science Education Standards, which is available online for free in multiple forms. Its focus on inquiry-based science, based on the theory of constructivism rather than on direct instruction of facts and methods, remains controversial. Some research suggests that it is more effective as a model for teaching science. "The Standards call for more than 'science as process,' in which students learn such skills as observing, inferring, and experimenting. Inquiry is central to science learning. When engaging in inquiry, students describe objects and events, ask questions, construct explanations, test those explanations against current scientific knowledge, and communicate their ideas to others. They identify their assumptions, use critical and logical thinking, and consider alternative explanations. In this way, students actively develop their understanding of science by combining scientific knowledge with reasoning and thinking skills."Concern about science education and science standards has often been driven by worries that American students, and even teachers, lag behind their peers in international rankings. One notable example was the wave of education reforms implemented after the Soviet Union launched its Sputnik satellite in 1957. The first and most prominent of these reforms was led by the Physical Science Study Committee at MIT. In recent years, business leaders such as Microsoft Chairman Bill Gates have called for more emphasis on science education, saying the United States risks losing its economic edge. To this end, Tapping America's Potential is an organization aimed at getting more students to graduate with science, technology, engineering and mathematics degrees. Public opinion surveys, however, indicate most U.S. parents are complacent about science education and that their level of concern has actually declined in recent years.
Furthermore, in the recent National Curriculum Survey conducted by ACT, researchers uncovered a possible disconnect among science educators. "Both middle school/junior high school teachers and post secondary science instructors rate(d) process/inquiry skills as more important than advanced science content topics; high school teachers rate them in exactly the opposite order." Perhaps more communication among educators at the different grade levels is necessary to ensure common goals for students.
==== 2012 science education framework ====
According to a report from the National Academy of Sciences, the fields of science, technology, and education hold a paramount place in the modern world, but there are not enough workers in the United States entering the science, technology, engineering, and math (STEM) professions. In 2012 the National Academy of Sciences Committee on a Conceptual Framework for New K-12 Science Education Standards developed a guiding framework to standardize K-12 science education with the goal of organizing science education systematically across the K-12 years. Titled A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas, the publication promotes standardizing K-12 science education in the United States. It emphasizes science educators to focus on a "limited number of disciplinary core ideas and crosscutting concepts, be designed so that students continually build on and revise their knowledge and abilities over multiple years, and support the integration of such knowledge and abilities with the practices needed to engage in scientific inquiry and engineering design."
The report says that in the 21st century Americans need science education in order to engage in and "systematically investigate issues related to their personal and community priorities," as well as to reason scientifically and know how to apply science knowledge. The committee that designed this new framework sees this imperative as a matter of educational equity to the diverse set of schoolchildren. Getting more diverse students into STEM education is a matter of social justice as seen by the committee.
==== 2013 Next Generation Science Standards ====
In 2013 new standards for science education were released that update the national standards released in 1996. Developed by 26 state governments and national organizations of scientists and science teachers, the guidelines, called the Next Generation Science Standards, are intended to "combat widespread scientific ignorance, to standardize teaching among states, and to raise the number of high school graduates who choose scientific and technical majors in college...." Included are guidelines for teaching students about topics such as climate change and evolution. An emphasis is teaching the scientific process so that students have a better understanding of the methods of science and can critically evaluate scientific evidence. Organizations that contributed to developing the standards include the National Science Teachers Association, the American Association for the Advancement of Science, the National Research Council, and Achieve, a nonprofit organization that was also involved in developing math and English standards.

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==== Next Generation Science Standards ====
Science education curriculum in the United States is outlined by the Next Generation Science Standards (NGSS) which were released in April 2013. The purpose of the NGSS is to establish a standardized Kindergarten to 12th Grade science curriculum. These standards were instituted in hopes that they would reform the past science education system and foster higher student achievement through improved curriculum and teacher development. The Next Generation Science Standards are made up of three components listed as follows: disciplinary core ideas, science and engineering practices, and crosscutting concepts. These are referred to as the three dimensions of the Next Generation Science Standards. Within these standards, there is emphasis on alignment with K-12 Common Core state standards. The dimension entitled "science and engineering practices" focuses on students' learning of the scientific method. This means that this dimension centers around practicing science in a hands-on manner, giving students the opportunity to observe scientific processes, hypothesize, and observe results. This dimension highlights the empirical methods of science. The dimension entitled "crosscutting concepts" emphasizes the understanding of key themes within the field of science. The "crosscutting concepts" are themes that are consistently relevant throughout many different scientific disciplines, such as the flow of energy/matter, cause/effect, systems/system practices, patterns, the relationship between structure and function, and stability/change. The purpose of outlining these key themes relates to generalized learning, meaning that the effectiveness of these themes could lie in the fact that these concepts are important throughout all of the scientific disciplines. The intention is that by learning them, students will create a broad understanding of science. The dimension entitled "disciplinary core ideas" outlines a set of key ideas for each scientific field. For example, physical science has a certain set of core ideas laid out by the framework.
==== Science Education and Common Core ====
Common Core education standards emphasize reading, writing, and communication skills. The purpose of these standards for English and Mathematics was to create measurable goals for student learning that are aligned with the standards in place in other nations, such that students in the United States become prepared to succeed at a global level. It is meant to set standards for academics that are rigorous in nature and prepare students for higher education. It is also outlined that students with disabilities must be properly accommodated for under Common Core standards via an Individualized Education Plan (IEP). Under these standards, the comprehension of scientific writing has become an important skill for students to learn through textbooks.
==== Science Education Strategies ====
Evidence suggests, however, that students learn science more effectively under hands-on, activity and inquiry based learning, rather than learning from a textbook. It has been seen that students, in particular those with learning disabilities, perform better on unit tests after learning science through activities, rather than textbook-based learning. Thus, it is argued that science is better learned through experiential activities. Additionally, it has reported that students, specifically those with learning disabilities, prefer and feel that they learn more effectively through activity-based learning. Information like this can help inform the way science is taught and how it can be taught most effectively for students of all abilities. The laboratory is a foundational example of hands-on, activity-based learning. In the laboratory, students use materials to observe scientific concepts and phenomena. The laboratory in science education can include multiple different phases. These phases include planning and design, performance, and analysis and interpretation. It is believed by many educators that laboratory work promotes their students' scientific thinking, problem solving skills, and cognitive development. Since 1960, instructional strategies for science education have taken into account Jean Piaget's developmental model, and therefore started introducing concrete materials and laboratory settings, which required students to actively participate in their learning.
In addition to the importance of the laboratory in learning and teaching science, there has been an increase in the importance of learning using computational tools. The use of computational tools, which have become extremely prevalent in STEM fields as a result of the advancement of technology, has been shown to support science learning. The learning of computational science in the classroom is becoming foundational to students' learning of modern science concepts. In fact, the Next Generation Science Standards specifically reference the use of computational tools and simulations. Through the use of computational tools, students participate in computational thinking, a cognitive process in which interacting with computational tools such as computers is a key aspect. As computational thinking becomes increasingly relevant in science, it becomes an increasingly important aspect of learning for science educators to act on.
Another strategy that may include both hands-on activities and using computational tools is creating authentic science learning experiences. Several perspectives of authentic science education have been suggested, including: canonical perspective - making science education as similar as possible to the way science is practiced in the real world; youth-centered - solving problems that are of interest to young students; contextual - a combination of the canonical and youth-centered perspectives. Although activities involving hands-on inquiry and computational tools may be authentic, some have contended that inquiry tasks commonly used in schools are not authentic enough, but often rely on simple "cookbook" experiments. Authentic science learning experiences can be implemented in various forms. For example: hand on inquiry, preferably involving an open ended investigation; student-teacher-scientist partnership (STSP) or citizen science projects; design-based learning (DBL); using web-based environments used by scientists (using bioinformatics tools like genes or proteins databases, alignment tools etc.), and; learning with adapted primary literature (APL), which exposes students also to the way the scientific community communicates knowledge. These examples and more can be applied to various domains of science taught in schools (as well as undergraduate education), and comply with the calls to include scientific practices in science curricula.
==== Informal science education ====

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Informal science education is the science teaching and learning that occurs outside of the formal school curriculum in places such as museums, the media, and community-based programs. The National Science Teachers Association has created a position statement on Informal Science Education to define and encourage science learning in many contexts and throughout the lifespan. Research in informal science education is funded in the United States by the National Science Foundation. The Center for Advancement of Informal Science Education (CAISE) provides resources for the informal science education community.
Examples of informal science education include science centers, science museums, and new digital learning environments (e.g. Global Challenge Award), many of which are members of the Association of Science and Technology Centers (ASTC). The Franklin Institute in Philadelphia and the Museum of Science (Boston) are the oldest of this type of museum in the United States. Media include TV programs such as NOVA, Newton's Apple, "Bill Nye the Science Guy", "Beakman's World", The Magic School Bus, and Dragonfly TV. Early examples of science education on American television included programs by Daniel Q. Posin, such as "Dr. Posin's Universe", "The Universe Around Us", "On the Shoulders of Giants", and "Out of This World". Examples of community-based programs are 4-H Youth Development programs, Hands On Science Outreach, NASA and After school Programs and Girls at the Center. Home education is encouraged through educational products such as the former (1940–1989) Things of Science subscription service.
In 2010, the National Academies released Surrounded by Science: Learning Science in Informal Environments, based on the National Research Council study, Learning Science in Informal Environments: People, Places, and Pursuits. Surrounded by Science is a resource book that shows how current research on learning science across informal science settings can guide the thinking, the work, and the discussions among informal science practitioners. This book makes valuable research accessible to those working in informal science: educators, museum professionals, university faculty, youth leaders, media specialists, publishers, broadcast journalists, and many others.
== See also ==
Center for Informal Learning and Schools
chronolog - a citizen science environmental monitoring platform.
Controversial science
Constructivism in science education
Discipline-based education research
Discovery learning
Educational research
Environmental groups and resources serving K–12 schools
Epistemology (the study of knowledge and how we know things)
Graduate school
Inquiry-based Science
National Science Education Standards
National Science Teachers Association
Pedagogy
Physics education
Mathematics education
Engineering education
Public awareness of science
School science technicians
Science education in England
Science, Technology, Society and Environment Education
Scientific literacy
Science outreach
Scientific modelling
Science education on YouTube
== References ==
== Further reading ==
"Is science only for the rich?". Nature. 537 (7621): 466–470. 2016. Bibcode:2016Natur.537..466.. doi:10.1038/537466a. PMID 27652548. S2CID 205090336.
Aikenhead, G.S. (1994). "What is STS teaching?". In Solomon, J.; Aikenhead, G.S. (eds.). STS education: International perspectives on reform. New York: Teachers College Press. pp. 47–59. ISBN 978-0807733653.
Balanskat, Anja (2007). National and European Initiatives to promote science education in Europe (PDF) (Report). European Schoolnet. Archived from the original (PDF) on 17 October 2015.
Berube, Clair T. (2008). The Unfinished Quest: The Plight of Progressive Science Education in the Age of Standards. Charlotte NC: Information Age. ISBN 978-1-59311-928-7.
Joyce, Alexa; Dumitru, Petra (2007). "Public-private partnerships for maths, science and technology education: the examples of Xperimania & Futurenergia" (PDF). Proceedings of Discovery Days conference. European Schoolnet. Archived from the original (PDF) on 22 March 2012.
Falk, John H. (2001). Science Education: How We Learn Science Outside of School. New York: Teachers College. ISBN 978-0-8077-4064-4.
Shamos, Morris Herbert (1995). The Myth of Scientific Literacy. Rutgers University Press. ISBN 978-0-8135-2196-1.
Sheppard, K.; Robbins, D. M. (2007). "High School Biology Today: What the Committee of Ten Actually Said". CBE: Life Sciences Education. 6 (3): 198–202. doi:10.1187/cbe.07-03-0013. PMC 1964524. PMID 17785402.
== External links ==
The Association for Science Teacher Education
Eurasia Journal of Mathematics, Science & Technology Education
The European Learning Laboratory for the Life Sciences (ELLS)
CBE Life Science Education interview with Jo Handlesman (2009)
Science Education Forum by Miller et al. (2008)

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The NeuroGenderings Network is an international group of researchers in neuroscience and gender studies. Members of the network study how the complexities of social norms, varied life experiences, details of laboratory conditions and biology interact to affect the results of neuroscientific research. Working under the label of "neurofeminism", they aim to critically analyze how the field of neuroscience operates, and to build an understanding of brain and gender that goes beyond gender essentialism while still treating the brain as fundamentally material. Its founding was part of a period of increased interest and activity in interdisciplinary research connecting neuroscience and the social sciences.
== History ==
The group, comprising scholars who specialized in feminism, queer theory and gender studies, formed to tackle "neurosexism" as defined by Cordelia Fine in her 2010 book Delusions of Gender: "uncritical biases in [neuroscientific] research and public perception, and their societal impacts on an individual, structural, and symbolic level." Research can suffer from neurosexism by failing to include the social factors and expectations that shape sex differences, which possibly leads to making inferences based on flawed data.
By contrast, the network members advocate "neurofeminism", aiming to critically evaluate heteronormative assumptions of contemporary brain research and examine the impact and cultural significance of neuroscientific research on society's views about gender. This includes placing greater emphasis on neuroplasticity rather than biological determinism.
=== Conferences ===
In March 2010, the first conference – NeuroGenderings: Critical Studies of the Sexed Brain – was held in Uppsala, Sweden. Organisers Anelis Kaiser and Isabelle Dussauge described its long terms goals "to elaborate a new conceptual approach of the relation between gender and the brain, one that could help to head gender theorists and neuroscientists to an innovative interdisciplinary place, far away from social and biological determinisms but still engaging with the materiality of the brain." The NeuroGenderings Network was established at this event, with the group's first results published in a special issue of the journal Neuroethics.
Further conferences have since been held on a biennial basis: NeuroCultures — NeuroGenderings II, September 2012 at the University of Vienna's physics department; NeuroGenderings III – The First International Dissensus Conference on Brain and Gender, May 2014 in Lausanne, Switzerland; and NeuroGenderings IV in March 2016, at Barnard College, New York City.
== Members ==
The members of the NeuroGenderings Network are:
== Bibliography ==
Books
Fine, Cordelia (2010). Delusions of gender: how our minds, society, and neurosexism create difference. New York: W.W. Norton. ISBN 9780393068382.
Bluhm, Robyn; Maibom, Heidi Lene; Jaap Jacobson, Anne (2012). Neurofeminism: issues at the intersection of feminist theory and cognitive science. New York: Palgrave Macmillan. ISBN 9780230296732. Also available to view by chapter online.
Schmitz, Sigrid; Höppner, Grit, eds. (2014). Gendered neurocultures: feminist and queer perspectives on current brain discourses. challenge GENDER, 2. Wien: Zaglossus. ISBN 9783902902122.
Rippon, Gina (2019). Gender and Our Brains: How New Neuroscience Explodes the Myths of the Male and Female Minds. New York: Knopf Doubleday. ISBN 9781524747039.
Book chapters
Kaiser, Anelis (2010). "Sex/Gender and neuroscience: focusing on current research". In Blomqvist, Martha; Ehnsmyr, Ester (eds.). Never mind the gap! Gendering science in transgressive encounters. Uppsala Sweden: Skrifter från Centrum för genusvetenskap. University Printers. pp. 189–210. ISBN 9789197818636.
Schmitz, Sigrid (2014). "Sex, gender, and the brain – biological determinism versus socio-cultural constructivism". In Klinge, Ineke; Wiesemann, Claudia (eds.). Sex and gender in biomedicine: theories, methodologies, results. Akron, Ohio: University Of Akron Press. pp. 57–76. ISBN 9781935603689.
Kaiser, Anelis; Dussauge, Isabelle (2014). "Re-queering the brain". In Bluhm, Robyn; Japp Jacobson, Anne; Maibom, Heidi Lene (eds.). Neurofeminism: issues at the intersection of feminist theory and cognitive science. Hampshire New York: Palgrave Macmillan. pp. 121–144. ISBN 9781349333929.
Kraus, Cynthia (2016), "What is the feminist critique of neuroscience? A call for dissensus studies", in de Vos, Jan; Pluth, Ed, eds. (2016). Neuroscience and critique: exploring the limits of the neurological turn. London New York: Routledge. pp. 100–116. ISBN 9781138887350.
Journal articles
Hyde, Janet Shibley (September 2005). "The gender similarities hypothesis". American Psychologist. 60 (6): 581–592. CiteSeerX 10.1.1.374.1723. doi:10.1037/0003-066X.60.6.581. PMID 16173891.
Nash, Alison; Grossi, Giordana (2007). "Picking Barbie™'s brain: inherent sex differences in scientific ability?". Journal of Interdisciplinary Feminist Thought. 2 (1): 5. Pdf.
Schmitz, Sigrid; Höppner, Grit (25 July 2014). "Neurofeminism and feminist neurosciences: a critical review of contemporary brain research". Frontiers in Human Neuroscience. 8 (article 546): 546. doi:10.3389/fnhum.2014.00546. PMC 4111126. PMID 25120450.
Roy, Deboleena (Spring 2016). "Neuroscience and feminist theory: a new directions essay". Signs. 41 (3): 531–552. doi:10.1086/684266. S2CID 146995854.
Opposing publications
Below is a list of works which cause the network concern due to their "neurodeterminist notions of a ‘sexed brain’ [which] are being transported into public discourse [..] without reflecting the biases in empirical work."
Pease, Allan; Pease, Barbara (2001). Why men don't listen & women can't read maps. Sydney, NSW: Pease International. ISBN 9780957810815.
Cahill, Larry (October 1, 2012). "His brain, her brain". Scientific American. 292 (5): 22–29. PMID 15882020.
Cahill, Larry (January–February 2017). "An issue whose time has come (editorial)". Journal of Neuroscience Research. 95 (1–2): 12–13. doi:10.1002/jnr.23972. PMID 27870429.
Brizendine, Louann (2009). The female brain. London: Bantham. ISBN 9781407039510.
Brizendine, Louann (2011). The male brain. Edinburgh: Harmony. ISBN 9780767927543.
Gray, John (2004). Men are from Mars, women are from Venus: the classic guide to understanding the opposite sex. New York: HarperCollins Publishers. ISBN 9780060574215.
== See also ==
Feminist movements and ideologies
Gender essentialism
Heteronormativity
Neuroscience of sex differences
Neurogender
Neuroqueer theory
== References ==
== External links ==
Official website

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The World-Information Institute (WII) is an independent cultural institution based in Vienna, Austria, established in 1999 and officially launched in 2000. The institute conducts research and organizes various events, including conferences and exhibitions, focusing on digital culture and information technologies.
The World-Information Institute is an international network of partner institutions and experts collaborating in the fields of information and communication technologies and their social implications.
WII’s main research areas involve collecting, organizing, and analyzing information about shared resources and in this context, issues related to intellectual property laws, new ways of creating cultural works, how information is searched and organized, surveillance technologies, big data, and data visualization, cultural and media policies. A recent initiative to improve cultural and media policies is the “Netzpolitischer Konvent” (the Convention of Austrian civil society on net politics), where a list of demands was prepared and shared with the public.
== Projects ==
=== World-Information.Org series of projects - launched Brussels 2000 ===
World-Information.Org was launched as the main media project of the European Capital of Culture 2000 in Brussels. The social, cultural, and political dimensions of the new information and communication technologies were discussed. The World-Information exhibition presented objects and research results on topics such as the history of modern communication technologies, the "big players" in the IT industry, financial networks, and human rights. The program was completed by the "World-Info Con" conference. Most resources are available on the world-information.org page.
The first presentation was followed by a series of conferences and exhibitions in Vienna (Technisches Museum Wien, 2000), Amsterdam (Oude Kerk and De Balie Centre for Culture and Politics, 2002), Novi Sad/Belgrade (Museum of Vojvodina, Museum of Contemporary Art, Belgrade, 2003), Bangalore (2005) and Paris (as part of the festival "Futur en Seine", 2009).
=== Deep Search (I) — Vienna 2008 ===
The "Deep Search" conference dealt with "the social and political dimensions of how we navigate the deep seas of knowledge". Critically analyzing a situation in which Google assumes a monopoly-like position in the field of search in many countries around the world, the conference asked questions such as: "How is computer readable significance produced?", "How is meaning involved in machine communication?", "Where is the emancipatory potential of having access to such vast amounts of information?", "What are the dangers of our reliance on search engines?", and "Are there any approaches that do not follow the currently dominating paradigm of Google?“
=== Critical Strategies in Art and Media - New York, 2009 ===
This conference on the future of cultural freedom and cultural intelligence in digital theory and practice took place at the Austrian Cultural Forum, New York. It followed attempts to go beyond the obsolete models of the artist/author as genius and searched for collective and collaborative practices that could invent new terrains and flows. New kinds of virtual spaces and their role for critical cultural practices were discussed. The conference also aimed at developing strategies that could allude to being instrumentalized by the creative industries in, their seemingly infinite appetite for things "radical".
=== Deep Search (II) — Vienna, 2010 ===
The debate on the policies of searching continued in 2010 with the conference "Deep Search II": "The automatic classification of data, its indexing, and its evaluation are at the heart of new communication environments. What lies beneath is not just a drive to organize the world's information, but also to classify human relations: from the management of the modern workplace and consumers in mass societies, to the bio-political management of the network society."
=== Shared Digital Futures — Vienna, 2013 ===
The conference "Shared Digital Futures" dealt with the impact of digital networking technologies to the production of culture and examined the new role of the artwork as the same end product and raw material for further production of culture, models for sustainable funding of Commons, new forms of collective authorship, and the opportunities opened by the blurring of boundaries between artists and audiences.
=== Information as a reality — Linz, 2014 ===
The conference and exhibition "Information as a reality" in cooperation with the magazine Springerin and with Ars Electronica at the Lentos Art Museum in Linz dealt with critical cultural practices in digital networks and the increasing change of social reality by digital models and virtual information regimes. Cultural workers have played an important pioneering role in the colonization of digital worlds. What role can they assume now, 20 years after the emergence of the Internet?
=== Digital Clouds and Urban Spaces — Vienna, 2014 ===
The conference "Digital Clouds and Urban Spaces" at Architekturzentrum Wien focused on smart cities and the city as an information system, where urbanity is increasingly shaped by networks of informational technologies. The conference took account to the fact, that this does not only apply to phenomena as traffic control systems or planning models, but that the world of work, social spaces and cultural processes are also subject to substantial transformations related to these developments. Before this backdrop, the conference questioned the simplistic promises made by global corporations and their technologies to render cities more efficient, safer and cleaner.
=== Critical Net Practice — Vienna, 2015 ===
In a cooperation with the magazine Springerin World-Information Institute revisited 20 years of net culture. The resulting texts formed the main part of issue XXI/1 (winter 2015) of the magazine. Issue Presentation (MAK – Museum of Applied Arts, Vienna): Critical Net Practice: Information as a reality? Jumper / Band XXI, No. 1, Winter 2015.
=== Algorithmic Regimes - Vienna 2015/2016 ===
The international conference and event series "Algorithmic Regimes" examined the growing influence of digital control systems and their cascading effects of powerful effect on cultural and social realities. In addition to the conference, the event "Algorithms are no Angels" with Matthew Fuller and Graham Harwood, a Video interview with Stefano Harney, and an audiovisual evening about the power of algorithms were conducted, that presented an annotated remix of film clips and documentaries, relating to automated control systems.

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=== Wahlkabine.at ===
Wahlkabine.at was founded in 2002 by the Institute for New Culture Technologies/t0 and was presented for the first time during the National Council elections in the same year. The online polling-booth sees itself as an instrument of political education, which encourages the users to deal with political content playfully and provides factual information and feedback opportunities.
Given the fact that increasing personalization nowadays replaces more and more the political content, Wahlkabine.at considers the publication of all party-programs and their scientific contextualization as a fundamental tool for political participation as well as a revealing resource collection for personal reflection on the voting behavior.
Wahlkabine.at focuses on elections on Austrian national and regional levels and on EU-level (European Parliament), but also includes elections of the Austrian National Student Union and a few individual cases (e.g. Austrian Economic Chambers / Sector Information and Consulting 2010). In the context of regional elections in Vienna in autumn 2015 (with an electorate of approximately 1.14 million eligible voters) 160,000 users visited the online polling booth.
=== Future Non Stop ===
Future Non Stop – started as a project in 2010, online since 2012 – is an extensive archive and an experiment in logics of navigating information: “Based on an extensive archive going back to 1994 the site collects materials that serve as important reference documents in the field of new media, politics, and art and makes them accessible to a wider public. Instead of a hierarchically structured archive, an experimental navigation interface opens up new ways to explore large information nodes. Documents are associated by a range of tag that allow to filter relevance according to topics and issue relations. ASCR, short for Advanced Semantic Content Repository, is the open-source information architecture and "editing back end" of Future Non Stop.”
== Initiatives / Sub-organizations and their Projects ==
=== Institute for New Culture Technologies/t0 ===
The Institute for New Culture Technologies/t0 was established in 1993 as an arts and culture related international competence platform for the critical use of information and communication technologies. Over the years, it has pursued a broad range of transdisciplinary activities. From producing and hosting infrastructure to organizing conferences, festivals and exhibitions, local interventions and skill transfer, as well as international research and publishing. Konrad Becker and Francisco de Sousa Webber, who founded the institute, currently form the board of directors together with Felix Stalder.
== History ==
When the founders of the Institute for New Culture Technologies/t0 set up a web server (in an unofficially tolerated act of ‘misuse’ of the underemployed Internet server of Vienna's general hospital AKH) in 1993, they created one of the first arts and culture-related sites on the emerging World Wide Web.
The institute has been conceptualized as a platform from which independent initiatives and organizations could emerge. The first of these initiatives was Public Netbase — now a "historical example" of an early new media organization in Europe. Founded in 1994, it was located in Messepalast, the predecessor of Vienna's Museumsquartier. It combined various functions and activities: It was a non-profit Internet service provider that facilitated internet access mainly for the independent arts and cultural sector. This was accompanied by a program of workshops and courses to develop media competence. Public Netbase became a social space for this emerging scene of artists, techheads, activists etc., and ran an almost daily evening program of discussions, presentations, screenings and music events. In addition to these grassroots activities, international exhibitions and conferences were conducted. Public Netbase used to be t0's main initiative until it had to be discontinued due to lack of funding (which was a result of repression by the Austrian right-wing government in 2006.
In 1999, however, the next initiative had been founded: World-Information.Org (WIO). It was presented – under the patronage of UNESCO – as the lead project of the New-Media-program of the Brussels 2000 European Capital of Culture. WIO resembles an intelligence agency, that collects and analyses information, but not in the interest of a state or as a think tank for corporate businesses, but for the independent cultural sector. Starting from the Brussels project, a series of international exhibitions and conferences has been developed.
World-Information Institute (WII) is WIO's research department. In addition to conducting research, it continues the program of international conferences and the activities to further develop culture and media policies. In addition, on the Austrian national level, wahlkabine.at was founded in 2002 and became Austria's most prominent online “polling booth”.
Since 2010, Institute for New Culture Technologies/t0 has developed the "living archive" Future Non Stop, in which all its activities are documented, which makes it a valuable resource covering twenty years of activities in new media art, net culture and participatory use and critical analyses of new technologies, digital networks and the World Wide Web.
Across all these activities, t0 has closely collaborated with groups and organizations such as Critical Art Ensemble, RTMark, The Yes Men, De Balie, Kuda.org, De Waag, Adbusters, Institute for Applied Autonomy, Sarai (Media Lab), Bundeszentrale für politische Bildung, V2 Institute for the Unstable Media, 0100101110101101.ORG and Nettime.
Artists and researchers who have been involved in t0's program, include Saskia Sassen, Bruno Latour, Peter Lamborn Wilson / Hakim Bey, Franco Bifo Berardi, Chantal Mouffe, Brian Holmes, Marko Peljhan, Ben Bagdikian, Marina Gržinić, Arundhati Roy, Manuel De Landa, Michel Bauwens, R. Trebor Scholz, Monica Narula (RAQS Media Collective), Monika Mokre, Femke Snelten and many others.
=== Public Netbase ===

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Public Netbase was initiated by the Institute for New Culture Technologies/t0 in the Vienna Museumsquartier in 1994 as a non-profit internet provider and a platform for the participatory use of information and communication technology. With its WWW-server as well as with its workshops, instruction courses, and educational events for the broad public, Public Netbase contributed continually to the evolution of a lively internet scene and a heightened consciousness for the implications of the new communication and information technologies.
As a focal point of European and international art, culture, and media networks, the Viennese net culture institute attempted to develop an understanding for the manifold opportunities and the potential of new communication media, but also to look critically at a society that is increasingly determined by technology.
In addition to the series of workshops and discussions the activities of Public Netbase included, among others, projects that combined exhibitions, conferences and workshops (e.g. Synworld playwork:hyperspace (1999) and Free Bitflows (2004)), projects in public space (nikeground (2003) and Basecamp (2001/2002)) and activities that strengthened self-organization of independent media initiatives and demanded further development of cultural and media policies (in Austria, but also on European level, e.g. European Cultural Backbone (1999-2003)). Public Netbase was very active in the resistance movements against the Austrian right-wing government, that came into power beginning of 2000 and included Jörg Haider's Freedom Party (FPÖ). An own strand of activities derived from this (e.g. government-Austria.at (2000/2001)) and elements of political activism became stronger across all strands of activities.
== Publications ==
Clemens Apprich, "Upload dissident culture: Public Netbase's interventions into digital and urban space", in: Interface: a journal for and about social movements, Vol. 2(2), November 2010, pp. 79–91, online: http://www.interfacejournal.net/wordpress/wp-content/uploads/2010/12/Interface-2-2-pp.79-91-Apprich.pdf, retrieved: 17 September 2013
Clemens Apprich / Felix Stalder (Hrsg.): Vergessene Zukunft. Radikale Netzkulturen in Europa. transcript, Bielefeld 2012, ISBN 978-3-8376-1906-5.
Inke Arns: Netzkulturen, Hamburg (eva), 2002, p. 93, ISBN 3-434-46107-8
Konrad Becker, Dictionary of Operations. Deep Politics & Cultural Intelligence, New York: Autonomedia 2012, ISBN 9781570272615
Konrad Becker (Red.): Die Politik der Infosphäre. World-Information.Org, Bonn: Bundeszentrale für politische Bildung 2002, ISBN 978-3-89331-464-5, online: http://www.bpb.de/shop/buecher/schriftenreihe/36071/die-politik-der-infosphaere
Konrad Becker / Jim Fleming (Eds.): Critical Strategies in Art and Media, New York: Autonomedia 2010, ISBN 978-1-57027-214-1
Konrad Becker / Felix Stalder (Eds.): Deep Search. The Politics of Search beyond Google, Innsbruck, Vienna, Bozen: Studienverlag, and Piscataway, NJ: Transaction Publishers 2009, ISBN 978-3-7065-4795-6
Konrad Becker: "Zwang und Verführung in der Kontrollgesellschaft - Selbstvermessung und Wunscherfüllung im digitalen Datenraum", in: Medienimpulse 4/2014 (online: http://www.medienimpulse.at/articles/view/738, retrieved: 19 December 2016)
Beatrice Beckmann, "Das Medium als bleibende Botschaft. Das Wiener Institut für Neue Kulturtechnologien, Public Netbase, streitet für die Historisierung digitaler Gegenwart", in: Die Welt, 17 February 2000 (online: https://www.welt.de/print-welt/article502869/Das-Medium-als-bleibende-Botschaft.html, retrieved: 16 September 2013)
Branka Ćurčić / Zoran Pantelić / New Media Center_kuda.org (Ed.): Public Netbase: Non Stop Future - New Practices in Art and Media, Frankfurt a. M. (Revolver), 2008, ISBN 978-3-86588-455-8 (Hardcover)
Robert Harauer / MEDIACULT (ed.): Digital Culture in Europe. A selective inventory of centres of innovation in the arts and new technologies, Strasbourg (Council of Europe), 1999, ISBN 92-871-3873-7 (in Google books)
Kritische Netzpraxis (Critical Net Practice). springerin. Hefte für Gegenwartskunst, XXI/1 (winter 2015), (in German; a few texts are available in English online: http://www.springerin.at/dyn/heft.php?id=87&pos=0&textid=0&lang=en Archived 2017-02-15 at the Wayback Machine, retrieved 22 September 2016)
Christine Mayer and Martin Wassermair, "wahlkabine.at: Promoting an Enlightened Understanding of Politics", in: Lorella Cedroni and Diego Garzia (eds.): Voting Advice Applications in Europe: The State of the Art, Scriptaweb (2010), https://www.academia.edu/281395/Voting_Advice_Applications_in_Europe_The_State_of_the_Art, retrieved: 16 September 2013
Werner Reiter, "Die Zukunft war schon mal spannender", The Gap, 22 May 2012, http://www.thegap.at/buchstories/artikel/die-zukunft-war-schon-mal-spannender/ (in German), retrieved: 16 September 2013
Felix Stalder, Martin Wassermair, Konrad Becker: “Kulturelle Produktion und Mediennutzung im Alltag. Urheberrechtliche Problemfelder und politische Lösungsperspektiven”, Studie im Auftrag der Kammer für Arbeiter und Angestellte für Wien, Wien: AK 2013, http://media.arbeiterkammer.at/wien/PDF/studien/Kulturelle_Produktion_und_Mediennutzung.pdf, retrieved: 16 September 2013 (An interview with co-author Felix Stalder about this study is available in English: “Copyright: ‘Media use in the gray zone’“, futurezone.at, 29 March 2013, http://futurezone.at/english/copyright-media-use-in-the-gray-zone/24.593.691, retrieved: 16 September 2013.)
Felix Stalder, Digital Solidarity, Mute / PML Books 2013, ISBN 978-1-906496-92-0 (print), 978-1-906496-93-7 (eBook), online: http://www.metamute.org/sites/www.metamute.org/files/u1/Digital-Solidarity-Felix-Stalder-9781906496920-web-fullbook.pdf (retrieved: 8 October 2016)
Wolfgang Sützl: “World-Information City. Die indische IT-Metropole Bangalore ist Schauplatz eines World-Information.Org-Projekts“, in: kulturrisse 01/2005, online: http://kulturrisse.at/ausgaben/012005/kosmopolitiken/world-information-city.-die-indische-it-metropole-bangalore-ist-schauplatz-eines-world-information.org-projekts
Wolfgang Sützl & Geoff Cox (eds.), Creating Insecurity. Art and Culture in the Age of Security, DATA browser 04, New York: Autonomedia 2009, ISBN 978-1-57027-205-9
Vera Tollmann, "Das Paradox der 'sozialen Medien'. Gespräch mit dem Medienwissenschaftler Clemens Apprich über Netzkulturen seit den 1990er- Jahren", in: Springer|in 3/13, pp. 10/11
Martin Wassermair: "In Austria, the Clock Ticks with a Different Beat": A Short Story of Public Netbase t0, its International Success and Recent Political Struggles, in: Cultivate Interactive, October 2000, online: http://www.cultivate-int.org/issue2/netbase/, retrieved: 16 September 2013
== References ==
== External links ==
world-information.net
Future Non Stop (archive)
Public Netbase
Wahlkabine.at
Wahlkabine - infofolder in English
Shared Digital Futures - program and video documentation of the conference (2013)
Deep Search - Conference: Part I (2008), Part II (2010)
Austrian Cultural Forum New York: Conference "Critical Strategies in Art and Media" Archived 2017-03-05 at the Wayback Machine
Tate - Surveillance & Control Symposium - Part 8
Algorithmic Regimes – conference and series of events (2015/2016)
Austria Press Agency: Institute for New Culture Technologies/t0's press releases since 2008 (in German)