# kb

id: national-dinosaur-museum-20260505-0
file: data/en.wikipedia.org/wiki/National_Dinosaur_Museum-0.md
category: reference
title: National Dinosaur Museum
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/National_Dinosaur_Museum
date_saved: 2026-05-05T04:20:36.623502+00:00
instance: kb-cron
parent: national-dinosaur-museum-20260505-0
summary:
National Dinosaur Museum, located in Gold Creek Village, Nicholls, Canberra, is Australia's largest permanent display of prehistoric specimens. Established in 1993, the museum has grown into one of Canberra's premier tourist attractions. The museum's exhibition takes visitors on a journey through the evolution of life, with a particular focus on dinosaurs. It features captivating indoor and outdoor exhibits with life-size replica dinosaur models, real and replica skeletons, bones, fossils, crystals, meteorites and more.The museum is believed to house the biggest fossil display in the southern hemisphere. The museum provides an engaging and educational experience for visitors of all ages, complemented by a gift shop, Dinosaur garden, and plenty of photo opportunities. With an annual patronage of 100,000 visitors, the museum is one of the most popular attractions in the Australian Capital Territory. The museum is based around the school curriculum and caters for guided tours for school groups, focusing on an interactive "touch and feel" experience. National Dinosaur Museum additionally host birthday parties, dances with dinosaurs, events for young children, private parties, corporate functions and dinosaur sleep overs during school holiday periods. Events are regularly posted to the Museum Facebook page. The National Dinosaur Museum offers an engaging and educational


id: native-scientists-20260505-0
file: data/en.wikipedia.org/wiki/Native_Scientists-0.md
category: reference
title: Native Scientists
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Native_Scientists
date_saved: 2026-05-05T04:20:37.869876+00:00
instance: kb-cron
parent: native-scientists-20260505-0
summary:
Native Scientists is a non-profit organisation operating in various European countries to broaden the horizons of underserved children (6 to 16 years). It develops and implements programs that establish meaningful connections between pupils and scientists to promote science and language literacy. Other aims include inspiring migrant young people to consider careers in STEM and training scientists to communicate their work to non-scientists. According to their latest internal report, the organization has managed to establish over 20,000 connections (i.e meaningful interactions) between children and scientists through its different programs. == History == Native Scientists was founded in 2013 by two Portuguese scientists, Joana Moscoso, a biologist, and Tatiana Correia, a physicist, who met while studying in the UK. The organization was created to reduce inequalities affecting underserved children in the access to higher education and STEM subjects. In a recent publication in the OECD “The Forum Network”, Joana Moscoso, one of the founders, revealed that this motivation was rooted in personal history: “The odds for me to become a scientist were very slim. I was born a girl in the ‘80s, I grew up in a village far away from scientific or higher education institutions, my native language was not English,


id: nature-exchange-20260505-0
file: data/en.wikipedia.org/wiki/Nature_Exchange-0.md
category: reference
title: Nature Exchange
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Nature_Exchange
date_saved: 2026-05-05T04:20:39.073620+00:00
instance: kb-cron
parent: nature-exchange-20260505-0
summary:
The Nature Exchange is a specialized learning environment that encourages people to explore nature and actively observe, collect, study and share the world around them. It is a turn-key exhibit, now used in nature-based institutions around North America. Developed by Science North and AldrichPears Associates, the Nature Exchange is an interactive forum where visitors trade ethically collected natural objects and information about them to learn and engage with the natural world. Visitors earn points for each trade, based on criteria such as quality, rarity and their knowledge of the item. Science centers, nature centers and zoos use Nature Exchanges to raise awareness of key issues in the natural world, and, through personal interaction, changes attitudes and behavior. == Locations == Telus World of Science - Edmonton, Edmonton, Alberta Canadian Bushplane Heritage Centre, Sault Ste. Marie, Ontario Chattahoochee Nature Center, Roswell, Georgia BC Wildlife Park, Kamloops, British Columbia Las Vegas Springs Preserve, Nevada Zoomazium, Woodland Park Zoo – Seattle, Washington - CLOSED Tulsa Zoo, Tulsa, Oklahoma Kidspace Children's Museum, Pasadena, California Exploration Place – Prince George, British Columbia Lacerte Family Children's Zoo, Dallas Zoo, Dallas, Texas Science North, Sudbury, Ontario Santa Barbara Museum of Natural History, Santa Barbara, California John P.


id: next-generation-science-standards-20260505-0
file: data/en.wikipedia.org/wiki/Next_Generation_Science_Standards-0.md
category: reference
title: Next Generation Science Standards
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Next_Generation_Science_Standards
date_saved: 2026-05-05T04:20:40.274134+00:00
instance: kb-cron
parent: next-generation-science-standards-20260505-0
summary:
The Next Generation Science Standards is a multi-state effort in the United States to create new education standards that are "rich in content and practice, arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education." The standards were developed by a consortium of 26 states and by 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. The public was also invited to review the standards, and organizations such as the California Science Teachers Association encouraged this feedback. The final draft of the standards was released in April 2013. == Goal == The purposes of the standards include; Improve the level of scientific literacy among citizens Creating common standards for teaching in the U.S. Making science and engineering relevant for and accessible to all students Developing greater interest in science among students so that more of them choose to major in science and technology in college. Overall, the guidelines are intended to; Help students deeply understand core scientific concepts, Develop proficiency in the scientific process of developing and testing ideas,


id: one-two-three-infinity-20260505-0
file: data/en.wikipedia.org/wiki/One_Two_Three..._Infinity-0.md
category: reference
title: One Two Three... Infinity
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/One_Two_Three..._Infinity
date_saved: 2026-05-05T04:20:41.547970+00:00
instance: kb-cron
parent: one-two-three-infinity-20260505-0
summary:
One Two Three... Infinity: Facts and Speculations of Science is a popular science book by theoretical physicist George Gamow, first published in 1947, but still (as of 2020) available in print and electronic formats. The book explores a wide range of fundamental concepts in mathematics and science, written at a level understandable by middle school students up through "intelligent layman" adults. The book includes many handmade illustrations by Gamow. == Synopsis == The 340-page book has four parts (marked I, II, III, and IV) and eleven chapters. In the preface, the shortness of the last part is attributed to the prior coverage in Gamow's previous books The Birth and Death of the Sun and Biography of the Earth. There are 128 illustrations that Gamow drew, "topologically transformed" from works by "numerous artists and illustrators", thanked by Gamow in the preface. A four-page index is included. In 1961 a new edition was published. In its preface, Gamow says that by luck the 1947 edition was "written just after a number of important scientific advances", so that "relatively few changes and additions were necessary". For example, Heinz Fraenkel-Conrat and Robley Williams separated tobacco mosaic virus into lifeless molecules and then recombined them


id: one-two-three-infinity-20260505-1
file: data/en.wikipedia.org/wiki/One_Two_Three..._Infinity-1.md
category: reference
title: One Two Three... Infinity
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/One_Two_Three..._Infinity
date_saved: 2026-05-05T04:20:41.547970+00:00
instance: kb-cron
parent: one-two-three-infinity-20260505-0
summary:
Part III is the longest (150 pages) and begins with the "descending staircase" and the classical elements. "Plants take the largest part of the material used in the growth of their bodies ... from the air." Rust is oxidation of iron. The question "How large are the atoms?" calls for an experiment to obtain an oil film just one molecule thick. "1 cu mm of oil can cover 1 sq m of water." The law of definite proportions is stated in plain English (p. 123) as a "fundamental law of chemistry". The molecular structure of matter was uncovered with molecular beams by Otto Stern, and Lawrence Bragg invented "atomic photography" with X-rays. The section "Dissecting the atom" begins by considering oxygen to be doughnut-shaped, fitting the atoms of hydrogen forming water. Dismissing the notion, Gamow asserts that atoms are "complex mechanisms with a large number of moving parts". Through ionization, and reference to J. J. Thomson, the electron is introduced, having mass 1/1840 of the mass of a hydrogen atom. The Rutherford model of the atom, an analogy to the Solar System, is supported with reference to the percentage of mass at the center: 99.87% for the Sun and 99.97%


id: out-in-science-technology-engineering-and-mathematics-20260505-0
file: data/en.wikipedia.org/wiki/Out_in_Science,_Technology,_Engineering,_and_Mathematics-0.md
category: reference
title: Out in Science, Technology, Engineering, and Mathematics
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Out_in_Science,_Technology,_Engineering,_and_Mathematics
date_saved: 2026-05-05T04:20:42.712098+00:00
instance: kb-cron
parent: out-in-science-technology-engineering-and-mathematics-20260505-0
summary:
Out in Science, Technology, Engineering, and Mathematics, Inc., abbreviated oSTEM, is a 501(c)(3) non-profit professional society dedicated to LGBTQ+ individuals within the science, technology, engineering, and mathematics (STEM) community. == History == In October of 2005. IBM sponsored a focus group where students from across the United States convened at the Human Rights Campaign headquarters in Washington, D.C. These students discussed topics relevant to LGBTQ+ communities at their colleges and universities. They debated how to structure an organization that serves students in science, technology, engineering, and mathematics. Founded in 2009, the organization was granted 501(c)(3) status in 2010. oSTEM currently consists of more than 100 chapters across the United States and the United Kingdom. == Mission == oSTEM strives to identify, address, and advocate for the needs of LGBTQ+ students and professionals within the STEM fields. oSTEM fulfills these needs by providing networking opportunities, mentorship connections, strategic collaborations, and professional/leadership development, as well as an annual global conference. == Activities == === Conferences === oSTEM hosts annual conferences that discuss LGBTQ+ topics in STEM as well as intelligence fields. Topics discussed include inclusion, outreach, and diversity within the workplace. The goal of workshops, talks, and networking events for LGBTQ+ people


id: out-in-science-technology-engineering-and-mathematics-20260505-1
file: data/en.wikipedia.org/wiki/Out_in_Science,_Technology,_Engineering,_and_Mathematics-1.md
category: reference
title: Out in Science, Technology, Engineering, and Mathematics
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Out_in_Science,_Technology,_Engineering,_and_Mathematics
date_saved: 2026-05-05T04:20:42.712098+00:00
instance: kb-cron
parent: out-in-science-technology-engineering-and-mathematics-20260505-0
summary:
Region A New Jersey, New York (state), Pennsylvania Region B Delaware, Indiana, Kentucky, Maryland, Michigan, Ohio, Virginia, Washington, D.C., West Virginia Region C Alabama, Arkansas, Florida, Georgia (U.S. state), Louisiana, Mississippi, North Carolina, South Carolina, Tennessee Region D Illinois, Iowa, Kansas, Minnesota, Missouri, Nebraska, North Dakota, South Dakota, Wisconsin Region E Colorado, Montana, New Mexico, Oklahoma, Texas, Utah, Wyoming Region F Alaska, Arizona, California, Hawaii, Idaho, Nevada, Oregon, Washington (state) Region G Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island, Vermont, Toronto, United Kingdom Grad region All graduate student chapters, regardless of geographic location === Professional Chapters === Professional chapters are currently being tested. Given that the organization was founded for students, it is not yet certain that professionals will find a "good fit" within oSTEM. == See also == List of LGBT-related organizations and conferences List of LGBT events == References == == External links == Shawn Wasserman, "National Conference Discusses Being Out in STEM" Archived 2017-09-23 at the Wayback Machine 11/10/2014 Hal Marz, University Programs, "oSTEM 2013 at the Google NYC Office" 2/6/2014 Camille Crittenden, Contributor, "Tech Pride: Celebrations and Challenges for LGBT Members of the Tech Community" 6/19/2017 Sarah Scoles, Science, "HOW QUEER SCIENTISTS ARE SHAPING THEIR FUTURE


id: out-to-innovate-20260505-0
file: data/en.wikipedia.org/wiki/Out_to_Innovate-0.md
category: reference
title: Out to Innovate
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Out_to_Innovate
date_saved: 2026-05-05T04:20:44.027624+00:00
instance: kb-cron
parent: out-to-innovate-20260505-0
summary:
Out to Innovate, previously known as the National Organization of Gay and Lesbian Scientists and Technical Professionals (NOGLSTP), is a professional society for professionals in science, technology, mathematics, and engineering. Each year, Out to Innovate gives the Walt Westman Award to members who helped make significant contributions to the association's mission. == History == The organization was organized along the lines of earlier organizations of gay scientists in Los Angeles and the Research Triangle area of North Carolina, and arose out of a session at the 1980 American Association for the Advancement of Science (AAAS) meeting. It was formally organized in 1983 and incorporated in California in 1991. The foundation of the organization was in response to issues such as gay scientists not being able to get visas to immigrate to the United States or security clearances to work in government laboratories, the lack of research on LGBT health issues, and loss of productivity due to the stress of stigmatization. Much of the organization's early work related to increasing the visibility of LGBT scientists and opposing homophobia. In the 1990s, it focused on encouraging corporations to adopt nondiscrimination policies and assisted in a 1995 Government Accounting Office report that recommended


id: project-exploration-20260505-0
file: data/en.wikipedia.org/wiki/Project_Exploration-0.md
category: reference
title: Project Exploration
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Project_Exploration
date_saved: 2026-05-05T04:20:45.378166+00:00
instance: kb-cron
parent: project-exploration-20260505-0
summary:
Project Exploration is a not-for-profit educational program whose goal is to "change the face of science" by encouraging interest in science among students—especially girls and minorities—who traditionally have not found effective career routes into scientific disciplines. Its primary method is to create intensive collaborative relationships between students and working field researchers through structured programs involving the University of Chicago and other institutions. In January 2010, it received a Presidential Award for Excellence in Science, Mathematics and Engineering Mentoring. The organization, founded in 1999, is based in Chicago, Illinois, USA. == Activities == Project Exploration currently serves nearly 1,000 students. It began as an after-school and summer program when Gabrielle Lyon, a teacher at Fiske Elementary School on the South Side of Chicago, decided that students underrepresented in the sciences, primarily girls and minorities, should be given opportunities to collaborate with actual scientists and participate in real-life scientific research. Students design research projects and test them in the field, or work summers at museums demonstrating science to young children. Sisters4Science Sisters4Science is a year-round after-school and field program that combines science exploration with leadership development for approximately 100 minority middle school girls. Girls participate in hands-on science activities led by women


id: public-awareness-of-science-20260505-0
file: data/en.wikipedia.org/wiki/Public_awareness_of_science-0.md
category: reference
title: Public awareness of science
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Public_awareness_of_science
date_saved: 2026-05-05T04:20:50.652619+00:00
instance: kb-cron
parent: public-awareness-of-science-20260505-0
summary:
Public awareness of science (PAS) is a comprehensive concept encompassing all aspects of the awareness, attitudes, behaviors, opinions, and activities that comprise the relations between the general public or lay society as a whole and scientific knowledge and organization. This concept is also known as public understanding of science (PUS), or more recently, public engagement with science and technology (PEST). This approach is a recent development in the field of science communication research, which aims to explore the intricate relationships and interconnections between science, technology, and innovation on the one hand, and the general public on the other. Initially, research in this domain concentrated on enhancing the public's understanding of scientific subjects, adhering to the principles of the information deficit model of science communication. However, this model has since been largely disregarded by researchers in the field of science communication. Instead, there is an increasing emphasis on understanding how the public chooses to use scientific knowledge and on the development of interfaces to mediate between expert and lay understandings of an issue. Newer frameworks of communicating science include the dialogue and the participation models. The dialogue model aims to create spaces for conversations between scientists and non-scientists to occur while


id: public-awareness-of-science-20260505-1
file: data/en.wikipedia.org/wiki/Public_awareness_of_science-1.md
category: reference
title: Public awareness of science
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Public_awareness_of_science
date_saved: 2026-05-05T04:20:50.652619+00:00
instance: kb-cron
parent: public-awareness-of-science-20260505-0
summary:
=== Civic science model === Some scholars have identified a new era of "post-normal science" (PNS) in which many scientific discoveries carry high stakes if risks are estimated incorrectly within a broader social context that has a high degree of uncertainty. This PNS era requires a new approach to public engagement efforts and requires a reevaluation of the underlying assumptions of "public engagement", especially with emerging science and technology issues, like CRISPR gene editing, that have the potential to become "wicked problems". These "wicked" issues often require regulatory and policy decisions that have no single correct solution and often involve numerous interest groups – none of whom are clearly positioned to decide and resolve the problem. Policy and regulatory decisions around these scientific issues are inherently political and must balance trade-offs between the scientific research, perceptions of risk, societal needs, and ethical values. While scientists can provide factual answers to research questions and mathematical estimates of risk, many considerations surrounding these wicked science and technology issues have no factual answer. The unidirectional deficit model of simply educating the public on theses issues is insufficient to address these complex questions, and some scholars have proposed scientists adopt a culture of civic


id: public-awareness-of-science-20260505-2
file: data/en.wikipedia.org/wiki/Public_awareness_of_science-2.md
category: reference
title: Public awareness of science
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Public_awareness_of_science
date_saved: 2026-05-05T04:20:50.652619+00:00
instance: kb-cron
parent: public-awareness-of-science-20260505-0
summary:
== Project example == Government and private-led campaigns and events, such as Dana Foundation's "Brain Awareness Week", are becoming a strong focus of programmes which try to promote public awareness of science. The UK PAWS Foundation dramatically went as far as establishing a Drama Fund with the BBC in 1994. The purpose was to encourage and support the creation of new drama for television, drawing on the world of science and technology. The Vega Science Trust was set up in 1994 to promote science through the media of television and the internet with the aim of giving scientists a platform from which to communicate to the general public. The Simonyi Professorship for the Public Understanding of Science chair at The University of Oxford was established in 1995 for the ethologist Richard Dawkins by an endowment from Charles Simonyi. Mathematician Marcus du Sautoy has held the chair since Dawkins' retirement in 2008. Similar professorships have since been created at other British universities. Professorships in the field have been held by well-known academics including Richard Fortey and Kathy Sykes at the University of Bristol, Brian Cox at Manchester University, Tanya Byron at Edge Hill University, Jim Al-Khalili at the University of Surrey,


id: racial-diversity-and-discrimination-in-stem-fields-20260505-0
file: data/en.wikipedia.org/wiki/Racial_diversity_and_discrimination_in_STEM_fields-0.md
category: reference
title: Racial diversity and discrimination in STEM fields
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Racial_diversity_and_discrimination_in_STEM_fields
date_saved: 2026-05-05T04:20:51.950148+00:00
instance: kb-cron
parent: racial-diversity-and-discrimination-in-stem-fields-20260505-0
summary:
According to the National Science Foundation (NSF), women and racial minorities are underrepresented in science, technology, engineering, and mathematics (STEM). Scholars, governments, and scientific organizations from around the world have noted a variety of explanations contributing to this lack of racial diversity, including higher levels of discrimination, implicit bias, microaggressions, chilly climate, lack of role models and mentors, and less academic preparation. == Race imbalance in STEM in the United States == Racial minorities, with the exception of Asian Americans, are underrepresented through every stage of the STEM pipeline. === Education and degree attainment === Racial disparities in high school completion are a prominent reason for racial imbalances in STEM fields. While only 1.8% of Asian and 4.1% of White students drop out of high school, 5.6% of Black, 7.7% of Hispanic, 8.0% of Pacific Islander, and 9.6% of American Indian/Alaskan Native students drop out of high school. Among those that graduate high school, 67% of Whites, 62% of Blacks, and 69% of Hispanics enroll in a “degree granting college.” While there is no measurable difference in college enrollment of White, Black, and Hispanic STEM students, only 15% of Black students who initially enrolled in a STEM major received a


id: racial-diversity-and-discrimination-in-stem-fields-20260505-1
file: data/en.wikipedia.org/wiki/Racial_diversity_and_discrimination_in_STEM_fields-1.md
category: reference
title: Racial diversity and discrimination in STEM fields
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Racial_diversity_and_discrimination_in_STEM_fields
date_saved: 2026-05-05T04:20:51.950148+00:00
instance: kb-cron
parent: racial-diversity-and-discrimination-in-stem-fields-20260505-0
summary:
=== Microaggressions === People of color and underrepresented minority groups in science, technology, engineering and math are more likely than whites to experience racial microaggressions. Studies show racial microaggressions that occur on college campus weaken students sense of belonging, make it difficult to form relationships with faculty, and contribute to less cultural alignment with STEM. At predominantly white institutions (PWI) environmental microaggressions are common in shared laboratory spaces among students and during meetings with faculty and advisors. Black female students are especially likely to feel alienated and isolated from their peers in STEM departments. === Implicit bias === Research on implicit bias demonstrates that as early as preschool teachers are likely to hold implicit bias against students of color, especially Black boys. While Black children make up 19% of preschool enrollment, they account for about half of preschool suspension. Implicit biases among teachers, faculty, and colleagues makes it more difficult for students of color to form relationships, network with professionals in their fields, and find valuable mentors. Judgments placed upon people of color based on implicit biases are incredibly damaging and contribute to stereotype threat, which affects their overall performances. For instance, Black women are often assumed to be under-qualified


id: racial-diversity-and-discrimination-in-stem-fields-20260505-2
file: data/en.wikipedia.org/wiki/Racial_diversity_and_discrimination_in_STEM_fields-2.md
category: reference
title: Racial diversity and discrimination in STEM fields
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Racial_diversity_and_discrimination_in_STEM_fields
date_saved: 2026-05-05T04:20:51.950148+00:00
instance: kb-cron
parent: racial-diversity-and-discrimination-in-stem-fields-20260505-0
summary:
=== Protective factors === Those in STEM fields have recognized that there is an extensive history of poor representation of women and people of color in STEM and are working to close the gap. Addressing this issue requires a coherent and sustained effort across multiple fronts. Many would argue that single intervention does not work, but that sustainable and strategic reform in education, work place, and within our communities would put our theory in to practice. Transforming our perception of STEM in the early education years for students of color necessitates celebration of the distinct contribution that women and people of color bring to science, technology, engineering, and mathematics. === Teachers === While many teachers are highly dedicated to reducing the race gap and actively striving to create equal opportunities in their classrooms, they can actually contribute to the STEM race gap. Researchers suggest that a teacher's attitude toward's their own profession will predict their attitude over STEM education, with emotional readiness, cognitive readiness and self-efficacy all playing part mediating roles. Meaning teachers who have zero confidence in STEM or under prepared are more likely to teach it incorrectly, which could be detrimental to students of color who already face


id: researchchannel-20260505-0
file: data/en.wikipedia.org/wiki/ResearchChannel-0.md
category: reference
title: ResearchChannel
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/ResearchChannel
date_saved: 2026-05-05T04:20:53.137804+00:00
instance: kb-cron
parent: researchchannel-20260505-0
summary:
ResearchChannel was an American educational cable television network operated by a consortium of universities, foundations, government agencies, corporations, and learned societies. It began broadcasting in 1996, and discontinued operations in 2010. == History == ResearchChannel was established in 1996 under the name Research TV by a group of American universities. Its studios were physically located at the University of Washington's Kane Hall throughout its existence. Participating institutions produced and provided original programming highlighting their research and innovations to air on the station and also provided funding. During its early existence, a period which predated YouTube, ResearchChannel partnered with Google to make its programs available for free download. It also collaborated with companies such as Microsoft to help advance what were then new video technologies, such as high definition web streaming. In March 2010 the University of Washington – which had heavily subsidized the network by providing its physical space, satellite uplink, website maintenance, and studio staff – announced it would end its support of ResearchChannel. The network went off-air at the end of August 2010. == Availability == ResearchChannel was carried on channel 9400 of the Dish Network as well as cable television channels in select American markets. It also


id: richard-dawkins-foundation-for-reason-and-science-20260505-0
file: data/en.wikipedia.org/wiki/Richard_Dawkins_Foundation_for_Reason_and_Science-0.md
category: reference
title: Richard Dawkins Foundation for Reason and Science
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Richard_Dawkins_Foundation_for_Reason_and_Science
date_saved: 2026-05-05T04:20:54.589135+00:00
instance: kb-cron
parent: richard-dawkins-foundation-for-reason-and-science-20260505-0
summary:
The Richard Dawkins Foundation for Reason and Science (RDFRS or RDF) is a division of Center for Inquiry (CFI) founded by British biologist Richard Dawkins in 2006 to promote scientific literacy and secularism. Originally a non-profit based in Washington, D.C., the organization merged with CFI in 2016. == History == After Richard Dawkins' success with the book The God Delusion, he created the foundation with its headquarters in the United States to work toward a world in which religion no longer interferes with the advance of science and in which people use their critical thinking skills to evaluate theist claims about the nature of reality. Dawkins complained of the difficulty he faced in gaining tax-free status, which he attributes to the secular nature of the organization. In contrast to the presumption by officials that religious organizations benefit humanity without evidence (for instance Our Lady of Perpetual Exemption), he points to a letter he received from the British Charity Commission requesting evidence for the claim that the advancement of science is connected to the public good. Theist author Marion Ledwig suggests that the foundation may have been set up as an atheist counterpart to the John Templeton Foundation, an organization which


id: robot-combat-20260505-0
file: data/en.wikipedia.org/wiki/Robot_combat-0.md
category: reference
title: Robot combat
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Robot_combat
date_saved: 2026-05-05T04:20:55.912995+00:00
instance: kb-cron
parent: robot-combat-20260505-0
summary:
Robot combat is a type of robot competition in which custom-built machines fight using various methods to incapacitate each other. The machines have generally been remote-controlled vehicles rather than autonomous robots. Robot combat competitions have been made into television series, including Robot Wars in the United Kingdom and BattleBots in the United States. These shows were originally broadcast in the late 1990s to early 2000s and experienced revivals in the mid-2010s. As well as televised competitions, smaller robot combat events are staged for live audiences such as those organized by the Robot Fighting League. Robot builders are generally hobbyists and the complexity and cost of their machines can vary substantially. Robot combat uses weight classes, with the heaviest robots able to exert more power and destructive capabilities. The rules of competitions are designed for the safety of the builders, operators, and spectators while also providing an entertaining spectacle. Robot combat arenas are generally surrounded by a bulletproof screen. Competitor robots come in a variety of designs, with different strategies for winning fights. Robot designs typically incorporate weapons for attacking opponents, such as axes, hammers, flippers, and spinning devices. Rules almost always prohibit gun-like weapons as well as other strategies not


id: robot-combat-20260505-1
file: data/en.wikipedia.org/wiki/Robot_combat-1.md
category: reference
title: Robot combat
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Robot_combat
date_saved: 2026-05-05T04:20:55.912995+00:00
instance: kb-cron
parent: robot-combat-20260505-0
summary:
== Rules == Robot combat involves remotely controlled robots fighting in a purpose-built arena. A robot loses when it is immobilized, which may be due to damage inflicted by the other robot, being pushed into a position where it cannot drive (though indefinite holds or pins are typically not permitted), or being removed from the arena. Fights typically have a time limit, after which, if no robot is victorious, a judge or judges evaluate the performances to decide upon a winner. === Weight classes === Similar to human combat sports, robot combat is conducted in weight classes though with maximum limits even in the heaviest class. Heavier robots can exert more power and have stronger armor and are generally more difficult and expensive to build. Class definitions vary between competitions. The below table shows classifications for two organizations: the UK-based Fighting Robots Association (FRA) and the North American SPARC. There are also competitions specifically for Lego combat robots. Most televised events are heavyweights. It's worth noting that the definitions of each weight category have changed over time - with European (FRA) rules for heavyweights advancing from 80 kg, to 100 kg, to 110 kg over time. Currently Battlebots has a


id: robot-combat-20260505-2
file: data/en.wikipedia.org/wiki/Robot_combat-2.md
category: reference
title: Robot combat
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Robot_combat
date_saved: 2026-05-05T04:20:55.912995+00:00
instance: kb-cron
parent: robot-combat-20260505-0
summary:
Rammer – Robots employing high-power drive trains and heavy armour can use their speed and manoeuvrability to crash into their opponent repeatedly with the hope of damaging weapons and vital components. Their pushing power may also be used to shove their opponent into arena traps. Rammers (AKA 'Bricks') typically have four or six wheels for traction and stability and are often designed to be fully operational when inverted. Because many modern rulesets require all robots to have a moving weapon, modern rammers are often equipped with other weapon types. Robot Wars Series 6 champion Tornado and Series 7 runner-up Storm II were effective rammers. The former used interchangeable weaponry (usually a small spinning drum) while the latter opted for a lifting arm to avoid disqualification. Battlebots 3.0 superheavyweight champion Vladiator was a rammer armed with a small lifting spike. Wedge – Similar in concept to a rammer, the wedge uses a low-clearance inclined ramp or scoop to move in under an opponent and break its contact with the arena floor – decreasing its mobility and rendering it easy to push off into a wall or trap. The wedge is also useful in deflecting attacks by other robots. Small wedge-lets are


id: robot-combat-20260505-3
file: data/en.wikipedia.org/wiki/Robot_combat-3.md
category: reference
title: Robot combat
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Robot_combat
date_saved: 2026-05-05T04:20:55.912995+00:00
instance: kb-cron
parent: robot-combat-20260505-0
summary:
Vertical Spinner – A vertical disc or bar spinner consists of a thick circular disc or flat bar mounted on a horizontal axis. Rather than many small teeth to cut like a saw, most spinners have few large teeth to catch opponents and either throw them into the air or rip off chunks of armour. Vertical spinners are ubiquitous at all levels of competition, especially in the US. A majority of BattleBots competitors use spinning vertical discs or bars, and it is the most successful weapon type in the show. Notable robots using vertical spinners include 1.0 lightweight champion Backlash, its heavyweight brother Nightmare, 2018 and 2019 champion Bite Force, and 2021 champion End Game, among many others. 2022 BattleBots champion Tantrum bears a "puncher", with a small vertical spinner mounted on a sliding mechanism. Vertical spinners are less common in Robot Wars, with Series 5–6 competitor S3, Series 7 grand-finalist X-Terminator, and Series 9–10 competitor Aftershock as three notable exceptions. Drum Spinner – Drum spinners are a variant of vertical spinners, consisting of a thick, short cylinder resembling a steamroller's wheel with teeth spinning on a horizontal axis. Drum spinners can accelerate faster than vertical discs or bars, but


id: robot-combat-20260505-4
file: data/en.wikipedia.org/wiki/Robot_combat-4.md
category: reference
title: Robot combat
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Robot_combat
date_saved: 2026-05-05T04:20:55.912995+00:00
instance: kb-cron
parent: robot-combat-20260505-0
summary:
Horizontal Spinner – Horizontal spinners rotate around a vertical axis, with the rotating blade or disc typically mounted below, under, or at mid-height on the front of the robot. Undercutters have a spinner low enough almost to scrape the ground. Thanks to their broad reach, horizontal spinners can impart large impacts and may throw other robots across the arena floor. Tombstone, a spinner armed with a horizontal bar, was the champion of BattleBots 2016, and its sister machine Last Rites has been a renowned competitor in RoboGames since 2005. Notable British horizontal spinners include Hypno-Disc (a grand finalist in Robot Wars series 3–5) and Carbide (champion of Robot Wars series 9). Some robots have a bar-shaped horizontal spinner mounted above the center of a low rectangular chassis. Horizontal spinners with this design include three-time BattleBots middleweight champion Hazard, American mid–late 2000s competitor Brutality, and modern Battlebots competitors Icewave and Bloodsport. Full Body Spinner – Taking the concept of the spinner to the extreme, a full-body spinner rotates a massive horizontally spinning mechanism around the entire circumference of the robot as a stored energy weapon. Other robot components (batteries, weapon motor casing) may be attached to the shell to increase the


id: robot-combat-20260505-5
file: data/en.wikipedia.org/wiki/Robot_combat-5.md
category: reference
title: Robot combat
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Robot_combat
date_saved: 2026-05-05T04:20:55.912995+00:00
instance: kb-cron
parent: robot-combat-20260505-0
summary:
Flipper – Although mechanically resembling a lifter, the flipper uses much higher levels of pneumatic power to launch a lifting arm or panel upward at high acceleration similar to a catapult. An effective flipper can throw opponents end-over-end through the air, causing damage from the landing impact or, in Robot Wars, toss it completely out of the arena. Flippers use a large volume of compressed gas and often have a limited number of effective attacks before their supply runs low. CO2-powered flippers are among the most abundant weapon types in UK heavyweight competitions. The two-time Robot Wars champion Chaos 2 used a flipping plate powerful enough to throw other robots out of the arena. Other successful Robot Wars flippers include Series 5 runner-up Bigger Brother, Series 8 champion Apollo, and Series 10 champion Eruption, among many others. Behemoth, armed with a flipping scoop, has been competing continuously since Series 2 in 1998 and finally reached joint 3rd place in Series 10 in 2017. Some British flippers have been significantly more successful in untelevised competitions, such as Ripper, Kronic, and the Iron Awe series. British flippers have also competed in China, including Vulcan (from Team Apollo) and Tánshè (TIFR runner-up, from


id: robot-combat-20260505-6
file: data/en.wikipedia.org/wiki/Robot_combat-6.md
category: reference
title: Robot combat
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Robot_combat
date_saved: 2026-05-05T04:20:55.912995+00:00
instance: kb-cron
parent: robot-combat-20260505-0
summary:
=== Interchangeable weaponry === It is increasingly common for robots to have interchangeable weaponry or other modular components, allowing them to adapt to a wide range of opponents and increasing their versatility; such robots are often referred to as "Swiss army bots", in reference to Swiss army knives. Arguably the earliest example was Robot Wars Series 1 contestant Plunderbird, which could change between a pneumatic spike and a circular saw on an extendable arm. Successful Swiss army bots include Robot Wars Series 6 champion Tornado, BattleBots 2016 runner-up Bombshell, Battlebots 2020 quarterfinalist and 2023 semifinalist Ribbot, and top-ranked US Beetleweight Silent Spring. Sometimes, robots that were not originally Swiss army bots have had their weapons changed or altered on the fly, typically due to malfunctions. In BattleBots 2015, Ghost Raptor's spinning bar weapon broke in its first fight; builder Chuck Pitzer then improvised new weapons for each following fight, including a "De-Icer" arm attachment which it used to unbalance and defeat bar spinner Icewave in the quarter-finals. === Prohibited weaponry === Since the first robot combat competitions, some types of weapons have been prohibited either because they violated the spirit of the competition or they could not be safely used.


id: robot-combat-20260505-7
file: data/en.wikipedia.org/wiki/Robot_combat-7.md
category: reference
title: Robot combat
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Robot_combat
date_saved: 2026-05-05T04:20:55.912995+00:00
instance: kb-cron
parent: robot-combat-20260505-0
summary:
SRiMech – Many robots are incapable of driving inverted (upside-down), due to their shape, weaponry, or both. However, others risk immobilization if turned over off of their wheels. A SRiMech (self-righting mechanism) is not inherently a form of weaponry, but rather a design element that returns an inverted robot to mobility in the upright state. The SRiMech is typically an electric or pneumatic arm or extension on the upper surface of the robot which pushes against the arena floor to roll or flip the robot upright. Most flippers, some lifters, and even some carefully designed axes or vertical spinners can double as SRiMechs. Team Nightmare's lightweight vertical spinner Backlash was designed such that when flipped it would hit the ground with the spinning disc and kick back upright (though this never worked). The first successful unaided use of an SRiMech in competition was at the 1997 U.S. Robot Wars, when the immobilized Vlad the Impaler used a dedicated pneumatic device to pop back upright in a match against Biohazard. The first competitor to use a SRiMech in a televised competition was Cassius, using its front-hinged flipping arm to right itself in Robot Wars series 2. Entangling weapons – Several early


id: robot-combat-20260505-8
file: data/en.wikipedia.org/wiki/Robot_combat-8.md
category: reference
title: Robot combat
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Robot_combat
date_saved: 2026-05-05T04:20:55.912995+00:00
instance: kb-cron
parent: robot-combat-20260505-0
summary:
== Unusual propulsion == The great majority of combat robots roll on wheels, which are very effective on the smooth surfaces used for typical robot combat competition. Other propulsion strategies do pop-up with some frequency.


id: robot-combat-20260505-9
file: data/en.wikipedia.org/wiki/Robot_combat-9.md
category: reference
title: Robot combat
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Robot_combat
date_saved: 2026-05-05T04:20:55.912995+00:00
instance: kb-cron
parent: robot-combat-20260505-0
summary:
Tank treads – Numerous combat robots have used treads or belts in place of wheels in an attempt to gain additional traction. Treads are generally heavier and more vulnerable to damage than a wheeled system and offer no particular traction advantage on the types of surfaces common in robot combat. Most uses of treads are for their striking appearance. The Robot Wars competitors Track-tion, 101 and Mortis along with the BattleBots super heavyweight Ronin used treads. Biteforce, the winner of the 2015 Battlebots Competitions, originally used magnets embedded in its treads in an attempt to gain extra downforce without extra weight. Current users of treads include 2022–2023 NHRL champion and BattleBots contestant Emulsifier and BattleBots fan-favorite Rusty. Walking – The spectacle of a multi-legged robot walking across the arena into combat is a big audience favorite. Robot combat rules typically have given walking robots an additional weight allowance to offset their slower speed, the complexity of the mechanism, and to encourage their construction. What the event organizers had in mind was something like the spider-legged robot Mechadon, but what most often was produced were simple rule-shaving propulsion systems that attempted to save as much of the extra weight allowance as


id: robot-combat-20260505-10
file: data/en.wikipedia.org/wiki/Robot_combat-10.md
category: reference
title: Robot combat
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Robot_combat
date_saved: 2026-05-05T04:20:55.912995+00:00
instance: kb-cron
parent: robot-combat-20260505-0
summary:
To move, the robot would rely on rapidly braking its spinning ring, which was around the entire robot, while simultaneously turning off five of the six magnets. This, in turn, would force the robot to pivot around the one magnet still on. Hopping – Using pneumatic legs or spikes, robots such as the featherweight Spazhammer were capable of moving around the arena by repeatedly stabbing the floor. Propeller – No Fly Zone, an antweight competing at RoboGames since 2015, drives forwards using thrust generated by a diagonal spinning bar on the front of the robot, similar to an airplane propeller. There is only a single wheel on the back of the robot, used for steering rather than forward movement. A similar heavyweight machine, Crossfire, competed in the first season of King of Bots. == Robot-sumo == Robot-sumo is a related sport where robots try to shove each other out of a ring rather than destroy or disable each other. Unlike remote-controlled combat robots, machines in these competitions are often automated. == See also == CTF 2187 National Havoc Robot League BattleBots Robotica (TV series) RoboGames RoboMaster "I, (Annoyed Grunt)-bot" – episode of The Simpsons featuring robot combat. Model Warship Combat


id: scale-up-20260505-0
file: data/en.wikipedia.org/wiki/SCALE-UP-0.md
category: reference
title: SCALE-UP
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/SCALE-UP
date_saved: 2026-05-05T04:20:57.382361+00:00
instance: kb-cron
parent: scale-up-20260505-0
summary:
SCALE-UP, Student-Centered Active Learning Environment with Upside-Down Pedagogies, is a classroom specifically created to facilitate active, collaborative learning in a classroom. The spaces are carefully designed to facilitate interactions between teams of students who work on short, interesting tasks revolving around specific content. Some people think the rooms look more like restaurants than classrooms. == History == Originally developed in 1997 by Robert Beichner at North Carolina State University to help with large enrollment physics courses. At this time, SCALE-UP stood for 'Student-Centered Activities for Large Enrollment Undergraduate Physics.' Although originated at North Carolina State University, more than five hundred colleges across the US and around the world are known to have directly adopted the SCALE-UP model and adapted it to their particular needs. When SCALE-UP was incorporated in different disciplines then the name was changed to 'Student-Centered Active Learning Environment for Undergraduate Programs.' Now, because of the increasing number of pre-college installations, plus to draw attention to the instruction pedagogy as well as the space, the name has become "Student-Centered Active Learning Environment with Upside-down Pedagogies." The basic idea is that students are given something interesting to investigate. While they work in teams on these "tangibles" (hands-on measurements or


id: r-science-20260505-0
file: data/en.wikipedia.org/wiki/R/science-0.md
category: reference
title: R/science
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/R/science
date_saved: 2026-05-05T04:20:58.636927+00:00
instance: kb-cron
parent: r-science-20260505-0
summary:
r/science is an Internet forum on Reddit where the community of participants discuss science topics. A popular feature of the forum is "Ask Me Anything" (AMA) public discussions. As of 2014, r/science attracted 30,000–100,000 visitors per day, making it the largest community-managed science forum and an attractive place to host discussions. It has over 33 million members as of 2024. == History == === Nathan Allen === Nathan Allen is an American chemist. While working as a chemist at Dow Chemical Company, Allen began to imagine that scientists could use Reddit's "ask me anything" (AMA) interview format to create discussions between scientists and the public. Allen became a forum moderator there and has since been prominent in guiding the culture of the community there and as a spokesperson for the forum. Allen has advocated that chemists should be more active in communicating with the public in online forums such as reddit. === AMA series === As of 2014, r/science attracted 30,000–100,000 visitors per day, making it the largest community-managed science forum and an attractive place to host discussions. In January 2014 Allen began the r/science AMA series with the goal of raising the visibility of scientists who are producing groundbreaking


id: science-advice-20260505-0
file: data/en.wikipedia.org/wiki/Science_advice-0.md
category: reference
title: Science advice
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Science_advice
date_saved: 2026-05-05T04:20:59.887715+00:00
instance: kb-cron
parent: science-advice-20260505-0
summary:
Science advice is the process, structures and institutions through which governments and politicians consider science, technology and innovation information in policy- and decision- making. Across different national governments and international bodies, there are a variety of structures and institutions for scientific advice. They reflect distinctive cultures and traditions of decision-making, which Sheila Jasanoff has termed the 'civic epistemology' through which expert claims are constructed, validated or challenged in a given society. Science advice can also be called "science for policy", indicating the flow of information from scientific to policy domains with the intention of informing decisions. This is distinct from "policy for science", the institutions, rules and norms governing how science is funded, conducted, and communicated. At the national level, countries have diverse models for how to connect scientists and policymakers. In some countries, the president of the National academy, an elected organization of distinguished researchers in natural and social sciences, engineering, medicine, and the humanities, serves as a government science advisor, while other countries have an advisory committee or civil servants perform this role. National academies are often commissioned to write reports advising government on the state of scientific knowledge to inform policy-relevant questions, such as the risk from


id: science-and-engineering-challenge-20260505-0
file: data/en.wikipedia.org/wiki/Science_and_Engineering_Challenge-0.md
category: reference
title: Science and Engineering Challenge
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Science_and_Engineering_Challenge
date_saved: 2026-05-05T04:21:01.112424+00:00
instance: kb-cron
parent: science-and-engineering-challenge-20260505-0
summary:
The Science and Engineering Challenge (SEC) is a non-profit, STEM outreach program run throughout the schools year in Australia. The goal of the program is to challenge student’s perception of science and engineering and experience aspects of those fields that they normally would not encounter in a school environment. The SEC focuses on inspiring students in year 10 to consider a future career in science and engineering by choosing to study science and mathematics in years 11 and 12. The SEC also includes other events such as Discovery Days and the S.M.A.R.T outreach program. == History == The SEC began at the University of Newcastle as an initiative of the Faculties of Engineering and Built Environment, and Science and Information Technology. Initially, information nights were conducted aimed at giving students and parents from rural areas the opportunity to find out about careers in science and engineering. Based on the success of these information nights, the first SEC event was held on the Central Coast in the year 2000, as an activity for National Science Week. Throughout 2001, events were held around the Newcastle area and other parts of NSW. 2002 saw the first Challenge Days held outside of NSW, this


id: science-capital-20260505-0
file: data/en.wikipedia.org/wiki/Science_capital-0.md
category: reference
title: Science capital
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Science_capital
date_saved: 2026-05-05T04:21:02.278509+00:00
instance: kb-cron
parent: science-capital-20260505-0
summary:
Science capital is a conceptual tool developed by Louise Archer and colleagues at King's College London. It uses the theoretical frameworks created by French sociologist Pierre Bourdieu to summarise an individual’s science-related habitus and capital. It can be used to help understanding how social class affects people's aspirations and involvement in science. The concept comes from research in education but is also used more broadly in practice and policy, for instance in the work of the Science and Technology Committee of the House of Commons in the UK. == Definition == Science capital can be defined as the sum of all the science-related knowledge, attitudes, experiences and resources that an individual builds up through their life. This includes what science they know about, what they think about science, the people they know who have an understanding of science, and the day-to-day engagement they have with science. Science capital is made up of science related cultural and social capital (institutionalized and/or embodied through knowledge, consumption, credentials, and social networks) as well as habitus. Researchers have suggested that science capital does not exist in isolation but has its value determined by someone's wider context and environment. Science capital has been framed around


id: science-communication-20260505-0
file: data/en.wikipedia.org/wiki/Science_communication-0.md
category: reference
title: Science communication
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Science_communication
date_saved: 2026-05-05T04:21:07.802664+00:00
instance: kb-cron
parent: science-communication-20260505-0
summary:
Science communication encompasses a wide range of activities that connect science and society. Common goals of science communication include informing non-experts about scientific findings, raising the public awareness of and interest in science, influencing people's attitudes and behaviors, informing public policy, and engaging with diverse communities to address societal problems. The term "science communication" generally refers to settings in which audiences are not experts on the scientific topic being discussed (outreach), though some authors categorize expert-to-expert communication ("inreach" such as publication in scientific journals) as a type of science communication. Examples of outreach include science journalism and health communication. Since science has political, moral, and legal implications, science communication can help bridge gaps between different stakeholders in public policy, industry, and civil society with trust-building playing a central role in this process. Science communicators are a broad group of people: scientific experts, science journalists, science artists, medical professionals, nature center educators, science advisors for policymakers, and everyone else who communicates with the public about science. They often use entertainment and persuasion techniques including humour, storytelling, and metaphors to connect with their audience's values and interests. Science communication also exists as an interdisciplinary field of social science research on topics such


id: science-communication-20260505-1
file: data/en.wikipedia.org/wiki/Science_communication-1.md
category: reference
title: Science communication
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Science_communication
date_saved: 2026-05-05T04:21:07.802664+00:00
instance: kb-cron
parent: science-communication-20260505-0
summary:
Science popularization figures such as Carl Sagan and Neil deGrasse Tyson are partly responsible for the view of science or a specific science discipline within the general public. However, the degree of knowledge and experience a science popularizer has can vary greatly. Because of this, some science communication can depend on sensationalism. Another point in the controversy of popular science is the idea of how public debate can affect public opinion. A relevant and highly public example of this is climate change. A science communication study appearing in The New York Times proves that "even a fractious minority wields enough power to skew a reader's perception of a [science news] story" and that even "firmly worded (but not uncivil) disagreements between commenters affected readers' perception of science." This causes some to worry about the popularizing of science in the public, questioning whether the further popularization of science will cause pressure towards generalization or sensationalism. Marine biologist and film-maker Randy Olson published Don't Be Such a Scientist: Talking Substance in an Age of Style. In the book he describes how there has been an unproductive negligence when it comes to teaching scientists to communicate. Don't be Such a Scientist is written


id: science-communication-20260505-2
file: data/en.wikipedia.org/wiki/Science_communication-2.md
category: reference
title: Science communication
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Science_communication
date_saved: 2026-05-05T04:21:07.802664+00:00
instance: kb-cron
parent: science-communication-20260505-0
summary:
However, Einsiedel goes on to suggest both views of the public are "monolithic" in their own way; they both choose to declare what something called the public is. Some promoters of public understanding of science might have ridiculed publics for their ignorance, but an alternative "public engagement with science and technology" romanticizes its publics for their participatory instincts, intrinsic morality or simple collective wisdom. As Susanna Hornig Priest concluded in her 2009 introduction essay on science's contemporary audiences, the job of science communication might be to help non-scientists feel they are not excluded as opposed to always included; that they can join in if they want, rather than that there is a necessity to spend their lives engaging. The process of quantifiably surveying public opinion of science is now largely associated with the public understanding of science movement (some would say unfairly). In the US, Jon Miller is the name most associated with such work and well known for differentiating between identifiable "attentive" or "interested" publics (that is to say science fans) and those who do not care much about science and technology. Miller's work questioned whether the American public had the following four attributes of scientific literacy: knowledge of


id: science-communication-20260505-3
file: data/en.wikipedia.org/wiki/Science_communication-3.md
category: reference
title: Science communication
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Science_communication
date_saved: 2026-05-05T04:21:07.802664+00:00
instance: kb-cron
parent: science-communication-20260505-0
summary:
=== Inclusive communication and cultural differences === Inclusive science communication seeks to build equity by prioritizing communication that is built with and for marginalized groups that are not reached through typical top-down science communication. Science communication is affected by the same implicit inequities embedded in the production of science research. It has traditionally centered Western science and communicated in Western language. Māori researcher Linda Tuhiwai Smith details how scientific research is "inextricably linked to European imperialism and colonialism". The field's focus on Western science results in publicizing "discoveries" by Western scientists that have been known to Indigenous scientists and communities for generations, continuing the cycle of colonial exploitation of physical and intellectual resources. Collin Bjork notes that science communication is linked to oppression because European colonizers "employed both the English language and western science as tools for subjugating others". Today, English is still considered the international language of science and 80% of science journals in Scopus are published in English. As a result, most science journalism also communicates in English or must use English sources, limiting the audience that science communication can reach. Just as science has historically excluded communities of Black, Indigenous and people of color, LGBTQ+ communities and


id: science-communication-20260505-4
file: data/en.wikipedia.org/wiki/Science_communication-4.md
category: reference
title: Science communication
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Science_communication
date_saved: 2026-05-05T04:21:07.802664+00:00
instance: kb-cron
parent: science-communication-20260505-0
summary:
As the audience for scientific texts expanded, the interest in public science did as well. "Extension lectures" were installed in some universities, like Oxford and Cambridge, which encouraged members of the public to attend lectures. In America, traveling lectures were a common occurrence in the nineteenth century and attracted hundreds of viewers. These public lectures were a part of the lyceum movement and demonstrated basic scientific experiments, which advanced scientific knowledge for both the educated and uneducated viewers. Not only did the popularization of public science enlighten the general public through mass media, but it also enhanced communication within the scientific community. Although scientists had been communicating their discoveries and achievements through print for centuries, publications with a variety of subjects decreased in popularity. Alternatively, publications in discipline-specific journals were crucial for a successful career in the sciences in the nineteenth century. As a result, scientific journals such as Nature or National Geographic possessed a large readership and received substantial funding by the end of the nineteenth century as the popularization of science continued. === Science communication in contemporary media === Science can be communicated to the public in many different ways. According to Karen Bultitude, a science communication lecturer


id: science-communication-20260505-5
file: data/en.wikipedia.org/wiki/Science_communication-5.md
category: reference
title: Science communication
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Science_communication
date_saved: 2026-05-05T04:21:07.802664+00:00
instance: kb-cron
parent: science-communication-20260505-0
summary:
==== Online interaction ==== The third category is online interaction; for example, websites, blogs, wikis and podcasts can be used for science communication, as can other social media or forms of artificial intelligence like AI-Chatbots. Online methods of communicating science have the potential to reach huge audiences, can allow direct interaction between scientists and the public, and the content is always accessible and can be somewhat controlled by the scientist. Additionally, online communication of science can help boost scientists' reputation through increased citations, better circulation of articles, and establishing new collaborations. Online communication also allows for both one-way and two-way communication, depending on the audience's and the author's preferences. However, there are disadvantages in that it is difficult to control how content is picked up by others, and regular attention and updating is needed. When considering whether or not to engage in science communication online, scientists should review what science communication research has shown to be the potential positive and negative outcomes. Online communication has given rise to movements like open science, which advocates for making science more accessible. However, when engaging in communication about science online, scientists should consider not publicizing or reporting findings from their research until it


id: science-communication-20260505-6
file: data/en.wikipedia.org/wiki/Science_communication-6.md
category: reference
title: Science communication
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Science_communication
date_saved: 2026-05-05T04:21:07.802664+00:00
instance: kb-cron
parent: science-communication-20260505-0
summary:
"Public understanding of science", "public awareness of science" and "public engagement with science and technology" are all terms coined with a movement involving governments and societies in the late 20th century. During the late 19th century, science became a professional subject and influenced by governmental suggestions. Prior to this, public understanding of science was very low on the agenda. However, some well-known figures such as Michael Faraday ran lectures aimed at the non-expert public, his being the famous Christmas Lectures which began in 1825. The 20th century saw groups founded on the basis they could position science in a broader cultural context and allow scientists to communicate their knowledge in a way that could reach and be understood by the general public. In the UK, The Bodmer Report (or The Public Understanding of Science as it is more formally known) published in 1985 by The Royal Society changed the way scientists communicated their work to the public. The report was designed to "review the nature and extent of the public understanding of science in the United Kingdom and its adequacy for an advanced democracy". Chaired by the geneticist Sir Walter Bodmer alongside famous scientists as well as broadcaster Sir David


id: science-education-at-the-crossroads-20260505-0
file: data/en.wikipedia.org/wiki/Science_Education_at_the_Crossroads-0.md
category: reference
title: Science Education at the Crossroads
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Science_Education_at_the_Crossroads
date_saved: 2026-05-05T04:21:09.413364+00:00
instance: kb-cron
parent: science-education-at-the-crossroads-20260505-0
summary:
Science Education at the Crossroads is an annual national academic conference, initially funded by the National Science Foundation, designed to enable and upskill stakeholders in science education to confer in a productive manner. The conference also claims to offer alternatives to the standard model of conferring and professional development. The conference was created by John Settlage of the University of Connecticut, and Adam Johnston of Weber State University. == Philosophy == There are many organizations and conferences that exist for science educators, including the National Science Teachers Association (NSTA), the National Association for Research in Science Teaching (NARST), the Association for Science Teacher Education (ASTE), and many others dedicated to specific fields (e.g., physics and chemistry) within science education. These organizations focus on presenting research results or sharing innovations in teaching. Crossroads uses a different approach for conference sessions, the Vexation and Venture. This format has been described as an "incubator forum" which allows for an interactive, discussion-based, and dynamic intersection of views. This mode of interaction has been shown to engage presenters and participants in a way that new ideas and problems can be proposed, and the group takes on responsibility for a generative session. In this format, problems


id: science-education-in-england-20260505-0
file: data/en.wikipedia.org/wiki/Science_education_in_England-0.md
category: reference
title: Science education in England
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Science_education_in_England
date_saved: 2026-05-05T04:21:10.973540+00:00
instance: kb-cron
parent: science-education-in-england-20260505-0
summary:
Science education in England is generally regulated at all levels for assessments that are England's, from 'primary' to 'tertiary' (university). Below university level, science education is the responsibility of three bodies: the Department for Education, Ofqual and the QAA, but at university level, science education is regulated by various professional bodies, and the Bologna Process via the QAA. The QAA also regulates science education for some qualifications that are not university degrees via various qualification boards, but not content for GCSEs, and GCE AS and A levels. Ofqual on the other hand, regulates science education for GCSEs and AS/A levels, as well as all other qualifications, except those covered by the QAA, also via qualification boards. The Department for Education prescribes the content for science education for GCSEs and AS/A levels, which is implemented by the qualification boards, who are then regulated by Ofqual. The Department for Education also regulates science education for students aged 16 years and under. The department's policies on science education (and indeed all subjects) are implemented by local government authorities in all state schools (also called publicly funded schools) in England. The content of the nationally organised science curriculum (along with other subjects) for England


id: science-education-in-england-20260505-1
file: data/en.wikipedia.org/wiki/Science_education_in_England-1.md
category: reference
title: Science education in England
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Science_education_in_England
date_saved: 2026-05-05T04:21:10.973540+00:00
instance: kb-cron
parent: science-education-in-england-20260505-0
summary:
=== 1800s === Up until the 1800s, there were only two stages of education: elementary and university. However, in the nineteenth century, elementary education began to divide into primary (still called elementary) and secondary education. Elementary schools were defined in law in England through a series of Acts of Parliament which made education compulsory and free for children up to the age of 11 (later increased to 12). There were six (and later seven) standards for children to pass; science education did not feature in any of these standards, but for some schools, it was an add-on, especially at the higher standards (such as sixth and seventh—science subjects included physics, chemistry, mechanics). Promotion from one standard to the next was on merit and not age. Not all children completed all standards, which meant that by the age of 12, there were children that had not ‘completed’ their elementary education. Of course, families that could afford (and wanted) to keep their children in school post-compulsory age to pass all standards did so. In fact, some children stayed in school beyond the seventh standard. Schools that offered post-seventh standard education became known as higher grade schools, of which science education was a


id: science-education-in-england-20260505-2
file: data/en.wikipedia.org/wiki/Science_education_in_England-2.md
category: reference
title: Science education in England
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Science_education_in_England
date_saved: 2026-05-05T04:21:10.973540+00:00
instance: kb-cron
parent: science-education-in-england-20260505-0
summary:
==== Red brick universities ==== By the time of the Taunton Report, there were four universities in England (Oxford, Cambridge, Durham, and London), but from the 1880s, a new wave of universities / university colleges completely separate from the original four began to emerge; these universities were called red brick universities. The first of these universities was established in Manchester in 1880 and was called Victoria University. Over the subsequent 80 years, a further 11 universities outside London, Cambridge, Durham, and Oxford were founded, significantly expanding the availability of university (science) education throughout England. All through the 1800s, science was becoming increasingly specialised into the different areas we know today. === 1900s === The Education Act 1902 led to the higher grade schools (alluded to earlier) and fee-paying schools being absorbed into the legally defined “higher education” (meaning any education that was not elementary (as primary education was known at the time)). Despite science education in higher grade schools and the recommendations of the Taunton Report, as well as the British Association for the Advancement of Science's campaign for a science curriculum, science was still seen as a minor subject by the most prestigious public schools. The problem was that


id: science-education-in-england-20260505-3
file: data/en.wikipedia.org/wiki/Science_education_in_England-3.md
category: reference
title: Science education in England
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Science_education_in_England
date_saved: 2026-05-05T04:21:10.973540+00:00
instance: kb-cron
parent: science-education-in-england-20260505-0
summary:
=== State of science education in primary education === There is evidence that primary school pupils, that is, KS1 and KS2, in the UK get very little science education. The reason for this appears to be a lack of science expertise in primary schools. This has three implications: First, primary school pupils in state schools (that is, publicly funded schools) generally do not start getting regular science classes till KS3 (the first stage of secondary education). This leads to the second implication, in that there is likely to be a wide variation in pre-secondary school science knowledge among pupils at the start of KS3. And the third implication, as lack of science education does not appear to be an issue for pupils in prep schools (recall that prep schools are private or independent schools), it means that pupils that have done their primary education in state schools, wishing to transfer to independent schools at senior level, are likely to face a significant disadvantage when attempting the Science Common Entrance Examination (since the state primary school pupils would have done relatively little science unless supplemented by private tutorials). === KS1 === Key stage 1 (KS1) covers the first two years of


id: science-education-in-england-20260505-4
file: data/en.wikipedia.org/wiki/Science_education_in_England-4.md
category: reference
title: Science education in England
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Science_education_in_England
date_saved: 2026-05-05T04:21:10.973540+00:00
instance: kb-cron
parent: science-education-in-england-20260505-0
summary:
==== 11+ CEs (Common Entrance Examination) ==== This exam is run by the Independent Schools Examinations Board and is taken by prep school pupils wishing to be admitted into senior schools (although not all senior schools admit 11-year-olds). Some state school pupils in KS2 use the exam to make the transition into an independent (senior) school. The syllabus for the 11+ CE science exam is based on the National Curriculum for KS2 science; one paper for science (one hour) is taken. In addition to the examinable syllabus for the 11+ CE, there is also prep-KS3 science material for the pupil to cover; this prep-KS3 science material is not examinable but is required as preparation for KS3 science study in senior school if admitted. === The ‘traditional’ three sciences for KS3 and KS4 === The National Curriculum for KS3–4 science differs from KS1–2, not just in its complexity, but unlike the latter, the science curriculum is divided into three explicit parts: biology, chemistry, and physics. Typically, in a state secondary school, each science will have a dedicated teacher who is a specialist in the subject, but it is not unusual for a school or college to recruit a teacher that can


id: science-education-in-england-20260505-5
file: data/en.wikipedia.org/wiki/Science_education_in_England-5.md
category: reference
title: Science education in England
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Science_education_in_England
date_saved: 2026-05-05T04:21:10.973540+00:00
instance: kb-cron
parent: science-education-in-england-20260505-0
summary:
=== KS4 (including GCSEs and IGCSEs) === Key stage 4 (KS4) covers years 10 and 11 of compulsory school education, and pupils are typically in the age range 14–16. At the end of KS4, students in English schools usually take GCSE or IGCSE exams. ==== Overview of GCSE sciences ==== GCSE science can be taken at either foundation tier or higher tier. Although GCSEs are closely linked to KS4, schools actually start tackling the GCSE part of the National Curriculum from year 9 (KS3). This is certainly the case for mathematics and science, and it is because of the vastness of the content to be covered for the GCSEs in those subjects. In the past, there were several science GCSE routes, but following changes to GCSEs in the 2010s, the number of routes have simplified somewhat. Today, in most cases, science GCSE can be taken either as a combined single subject (which is worth two GCSE subjects—also known as combined science) or as the three separate subjects of physics, chemistry, and biology (each worth a single GCSE subject in its own right—also known as triple science). When biology, chemistry, and physics are taken as separate GCSE subjects, the tiers can


id: science-education-in-england-20260505-6
file: data/en.wikipedia.org/wiki/Science_education_in_England-6.md
category: reference
title: Science education in England
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Science_education_in_England
date_saved: 2026-05-05T04:21:10.973540+00:00
instance: kb-cron
parent: science-education-in-england-20260505-0
summary:
==== CCEA ==== CCEA provides the widest and most extensive GCSE science examinations; three routes are offered: single science, double science, and triple science. Only trilogy courses are available. For single science, one 1-hour paper each is offered for biology, chemistry, and physics, and one 2-hour paper is provided for the practical science exam, so in total, four papers. For double science, the candidate sits three papers each for biology, chemistry, and physics, but in each science, Paper 1 is 1 hour; Paper 2 is 1 hour and 15 minutes; and Paper 3 is a 1-hour practical examination (so nine papers in total). And for triple science, the candidate also undertakes nine papers, but the time durations are longer: Papers 1 and 2 are 1 hour and 15 minutes each at foundation tier and 1 hour and 30 minutes each at higher tier. And Paper 3, which is the practical exam, is 1 hour and 15 minutes. ==== Changes to GCSE science and its grading system ==== As alluded to earlier, in the mid-2010s, the GCSE science courses of the GCSE exam boards underwent significant changes. This was in part due to changes in the National Curriculum, of which one


id: science-education-in-england-20260505-7
file: data/en.wikipedia.org/wiki/Science_education_in_England-7.md
category: reference
title: Science education in England
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Science_education_in_England
date_saved: 2026-05-05T04:21:10.973540+00:00
instance: kb-cron
parent: science-education-in-england-20260505-0
summary:
== Science education post-16 or ‘KS5’ == For the ages of 16, 17 and 18 (and older for those that remain in education below university level), students in England do what is sometimes loosely called ‘key stage 5’ or KS5; it has no legal meaning (unlike the other key stages). And unlike KS1–4 in which the levels of complexity of topics learnt at each stage are prescribed within relatively narrow limits, at KS5, the levels of complexity of topics cover a wide range, although the highest level of complexity at KS5 is RQF level 3. Whether or not a student actually studies at this level of complexity in KS5 depends on their GCSE results. Crucially, on what subjects the student obtained passes at RQF level 2 standard (including mathematics and English) as well as the actual grades themselves. In other words, unlike KS1–4, where a specific student studies at one RQF level, at KS5, a specific student may be studying at several RQF levels depending on what the student obtained at GCSEs. Regardless of the RQF-level mix, KS5 students can complete post-16 study in one of the following: School with a sixth form Stand-alone sixth form college Further education college


id: science-education-in-england-20260505-8
file: data/en.wikipedia.org/wiki/Science_education_in_England-8.md
category: reference
title: Science education in England
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Science_education_in_England
date_saved: 2026-05-05T04:21:10.973540+00:00
instance: kb-cron
parent: science-education-in-england-20260505-0
summary:
Beyond 18 years of age, students that have already either left or finished their formal education, but return at later times in their lives to study science (having decided they do not have the appropriate level of knowledge), can do so on their return at RQF level 3 or lower. The level the student returns at will depend on their pre-enrollment level of knowledge of science although science is generally not available below RQF level 1 (that is, the RQF entry (sub-1) level) to adult returners to education (but maths and English are). Typically, further education colleges admit adult returners although some universities may offer distance learning courses. Further education and distance learning courses are often the ways these mature students can access science courses long after they have left education. Just like students that have neither left nor previously finished their education, satisfactorily passing the summative assessment at RQF level 3 is the crucial gateway into university-level education (that is RQF level 4 and higher) in England. In addition to satisfactory passes in science subjects at RQF level 3, the learner also has to have passed mathematics and English at RQF level 2 standard (typically GCSEs or equivalent with


id: science-education-in-england-20260505-9
file: data/en.wikipedia.org/wiki/Science_education_in_England-9.md
category: reference
title: Science education in England
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Science_education_in_England
date_saved: 2026-05-05T04:21:10.973540+00:00
instance: kb-cron
parent: science-education-in-england-20260505-0
summary:
A bachelor's degree is the first level a student must attain before they can be described as a graduate; it is an RQF level 6 qualification (although bachelor degrees in medicine, dentistry, veterinary medicine are RQF level 7). That means that foundation degree graduates (RQF level 5) will have to 'top-up' to a full degree before they can be referred to as graduates. Undergraduate university-level science education continues to build on the core and derived areas covered at KS3–5, but at a substantially more advanced level. Students studying bachelor degrees in the traditional sciences of physics, biology, and chemistry will typically study all KS3/4 core areas and their derived areas for their respective sciences in great detail. Also, students get the opportunity to study bachelor degrees in subjects that have developed from the core and derived areas of the three sciences to become independent subjects in their own right. For example, geology developed from several KS3/4 core areas of chemistry and physics; molecular biology developed from biochemistry and genetics, which are two KS3/4 core areas of biology; organic chemistry developed from several KS3/4 core areas of chemistry; astronomy is generally considered to be a branch of physics, but it is


id: science-education-in-england-20260505-10
file: data/en.wikipedia.org/wiki/Science_education_in_England-10.md
category: reference
title: Science education in England
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Science_education_in_England
date_saved: 2026-05-05T04:21:10.973540+00:00
instance: kb-cron
parent: science-education-in-england-20260505-0
summary:
A doctorate degree occupies the highest level of education covered by the national qualifications frameworks in the UK, at RQF level 8 (there are higher qualifications, but they are not covered by the frameworks). In England, it is possible to enter a doctorate course with just a bachelor's degree (the student would typically require a first or upper second class honours for such direct route); however, more commonly, a student would require a master's. In England, it is not uncommon for a student to be initially admitted to the doctorate at master's level (such as an MPhil), but then after two or so years, be promoted to the doctorate proper pending a satisfactory defence of their research findings in a transfer report in an examination (which can be oral). At the start of a doctorate programme in England, there may be some initial attendance at lessons, but the bulk of study in a doctorate degree course will be research-based. When it comes to science education at doctorate level, the emphasis is on advancing knowledge rather than mastering knowledge that is already known. Trying to unravel knowledge that has not already been unravelled by someone else somewhere in the world can


id: science-education-in-england-20260505-11
file: data/en.wikipedia.org/wiki/Science_education_in_England-11.md
category: reference
title: Science education in England
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Science_education_in_England
date_saved: 2026-05-05T04:21:10.973540+00:00
instance: kb-cron
parent: science-education-in-england-20260505-0
summary:
=== Pre-university level === The challenges of establishing a national curriculum for science below university level in England over the last two centuries have been explored by Smith (2010) and others. In Smith's paper, she highlighted two potentially conflicting roles for science education below university level: educating a public to be scientifically literate, and providing scientific training for aspiring science professionals. Smith further pointed out in her paper that even among the training of aspiring science professionals, three groups could be identified: those that sought science in pursuance of the truth and an abstract understanding of science; those that sought science for actual benefit to society—the applied scientists, and then the failures. The dilemma did not escape the committee led by J J Thomson (discoverer of the electron) in 1918, which is quite telling of the tension in trying to accommodate several very different groups of science learners: In framing a course in Science for boys up to the age of 16 it should be recognised that for many this will be the main, for some the only, opportunity of obtaining a knowledge of Science, and that the course should therefore be self-contained, and designed so as to give special


id: science-education-in-england-20260505-12
file: data/en.wikipedia.org/wiki/Science_education_in_England-12.md
category: reference
title: Science education in England
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Science_education_in_England
date_saved: 2026-05-05T04:21:10.973540+00:00
instance: kb-cron
parent: science-education-in-england-20260505-0
summary:
==== Addressing the shortages ==== One challenge that ties in with England's shortage of science teachers is the number of science undergraduates in higher education, which provides the pool for future trainee science teachers, but undergraduate numbers affect the three sciences differently: In 2023–24, 42150 students in England enrolled for physical science degrees in higher education, which was a little under half the number that enrolled for biological science degrees in England, which was 80085. The number for biological sciences does not include students that studied biology as part of the vocational degrees they enrolled for, with medicine, veterinary medicine, psychology, and subjects allied to medicine making up 440430 enrolments in England alone in 2023–24. This dwarfs enrolments for physical sciences, even when engineering and technology enrolments are taken into account, which amounted to 90870 in England in 2023–24. The table below provides figures for all nations of the UK (including England), and enrolment of students from the rest of the world. The popularity of the biological sciences (as well as the courses they feature heavily in) over the physical sciences (and the courses they feature heavily in) has been the case for more than a decade (certainly before this


id: science-education-in-england-20260505-13
file: data/en.wikipedia.org/wiki/Science_education_in_England-13.md
category: reference
title: Science education in England
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Science_education_in_England
date_saved: 2026-05-05T04:21:10.973540+00:00
instance: kb-cron
parent: science-education-in-england-20260505-0
summary:
=== University level === As for science at university level in England, the specialised (and individualised) nature of study at this tertiary level means that a discussion on developing a national curriculum for university science education has never really taken hold. Instead, the challenges of science education at this level in England (and indeed across the world) have revolved, and still revolve, around the acts of establishing and maintaining one in the first place rather than harmonising content across all university courses. The prevailing politics or government and social norms could be issues for university science education; for example, the priorities of the Early Middle Ages (also known as the Dark Ages) following the collapse of the Western Roman Empire could have been challenges to the development of university science (in England), as could have been the attitudes and beliefs of the same period. In England, although university science education started hundreds of years after pre-university science education, the former eventually prospered in comparison to the latter. Nevertheless, the threat of closure of a university science department cannot be dismissed: for instance, the Physics Department at Birkbeck, University of London closed in 1997. Another closure was the Chemistry Department at


id: science-fair-20260505-0
file: data/en.wikipedia.org/wiki/Science_fair-0.md
category: reference
title: Science fair
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Science_fair
date_saved: 2026-05-05T04:21:12.370937+00:00
instance: kb-cron
parent: science-fair-20260505-0
summary:
A science fair or engineering fair is an event hosted by a school that offers students the opportunity to experience the practices of science and engineering for themselves. In the United States, the Next Generation Science Standards makes experiencing the practices of science and engineering one of the three pillars of science education. Students perform some sort of research and then present their experiment in a poster session or other display format. == History == Science fairs began in the United States in New York City in the 1930s under the auspices of the American Institute of the City of New York with the effort led in New York City by Morris Meister who later founded the Bronx High School of Science. Meister believed in the educational ideas of John Dewey that focused on doing rather than just learning what already had been done. The goals of the after-school science club federation were twofold: "to aid in the development of the scientific leaders of the next generation and at the same time foster a better understanding of science among its laymen". Initially, science fairs were mostly exhibits and demonstration projects or mere displays of projects. This changed after the 1939


id: science-for-the-contemporary-world-20260505-0
file: data/en.wikipedia.org/wiki/Science_for_the_contemporary_world-0.md
category: reference
title: Science for the contemporary world
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Science_for_the_contemporary_world
date_saved: 2026-05-05T04:21:13.593332+00:00
instance: kb-cron
parent: science-for-the-contemporary-world-20260505-0
summary:
Science for the contemporary world (SCW) is a subject of the Spanish education system which is mandatory for students in their first year of European Baccalaureate. The SCW's role is to give students the tools and information they need to think critically when examining scientific claims. == Objectives == Learn the qualitative significant of some concepts, theories and laws to form opinions based on scientific and technological issues. Having an impact on the conditions of personal and global life being subject of social controversy and public debate. Pose questions about scientific and actual issues and try to find an own solution to them using and selecting information on different sources. Obtain, analyze and organize information of different scientific content. Use representations and models, guess, formulate hypotheses and make informed debate that will make informed decisions and communicate them to others with consistency, accuracy and clarity Acquire a coherent and critical understanding of information technology, communication and entertainment present in the students’ environment, promoting judicious and rational use for the construction of scientific knowledge, the development of personal judgment and improvement of individual and collective wellbeing. To argue, discuss and evaluate proposals and applications of scientific knowledge of social interest concerning


id: science-information-on-wikipedia-20260505-0
file: data/en.wikipedia.org/wiki/Science_information_on_Wikipedia-0.md
category: reference
title: Science information on Wikipedia
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Science_information_on_Wikipedia
date_saved: 2026-05-05T04:21:14.921334+00:00
instance: kb-cron
parent: science-information-on-wikipedia-20260505-0
summary:
Science information on Wikipedia includes the information that Wikipedia presents about science. There have been critiques of and discussions about the impact and quality of that information, and of the interactions of Wikipedia editors, scientists, and public engagement with the information. == Impact == A 2016 study found evidence that Wikipedia increases the distribution and impact of open access science publications. A 2017 study found evidence that Wikipedia's popularity as the most popular general information source has influenced how everyone talks and writes about science. UNESCO reported in 2017 that Wikipedia is a popular source of science information because of its high ranking in search engines. A 2018 study examined the way that Wikipedia integrates new scientific information. == Editors == In 2016 the Wiki Education Foundation and the Simons Foundation presented an outreach program called the "Year of Science". In this program, Wikipedia educators visited academic conferences and invited scientists to contribute information from their field of expertise to Wikipedia. Some universities have programs to encourage students to edit Wikipedia's science articles as part of the learning experience. The Wikipedia community invites academics to edit Wikipedia articles. Various academic societies have encouraged their membership to edit Wikipedia. == Quantity


id: science-on-stage-europe-20260505-0
file: data/en.wikipedia.org/wiki/Science_on_Stage_Europe-0.md
category: reference
title: Science on Stage Europe
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Science_on_Stage_Europe
date_saved: 2026-05-05T04:21:16.322046+00:00
instance: kb-cron
parent: science-on-stage-europe-20260505-0
summary:
The European initiative Science on Stage - initially launched as Physics on Stage in 1999 – is designed for European teachers to share good practice in science teaching and to discuss (new) ways of improving the quality of science lessons. This is driven by the foreseen lack of young scientists in all European countries. Science on Stage Europe believes that a good way to encourage schoolchildren to consider a career in science or engineering is to motivate and educate their teachers. Therefore, Science on Stage Europe provides a forum for science teachers to exchange teaching ideas and gives them access to science teaching resources. == History == === Physics on Stage === Organised by EIROforum, a collaboration of European research organisations, the initiative Science on Stage began in 1999 as Physics on Stage (POS), with financial support from the European Commission [POS was half funded by EIROforum]. EIROforum launched the initiative to address the decreasing numbers of young physicists. The first Physics on Stage festival was at CERN in Geneva, Switzerland, in 2000. Over the course of an inspiring week, more than 500 teachers from 22 countries shared activities and projects in a fair, in workshops, in performances and in


id: science-on-tap-20260505-0
file: data/en.wikipedia.org/wiki/Science_on_Tap-0.md
category: reference
title: Science on Tap
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Science_on_Tap
date_saved: 2026-05-05T04:21:17.475404+00:00
instance: kb-cron
parent: science-on-tap-20260505-0
summary:
Science on Tap is the social-cultural initiative of Yivsam Azgad, head of the Media Department and art curator of the Weizmann Institute of Science in Rehovot, Israel. The project began in 2010, under the title "Beer, Science, and Fun", as a gesture to the city of Rehovot on its 120th anniversary. In this framework, some 35 scientists and graduate students went to bars and pubs in Rehovot to talk with the patrons about open questions in science and the newest advances on the forefront of global science. On the same night, research students went to the city center and led a “science comics” session for children in which they created their own science comics, inspired by the Nano Comics series put out by the Weizmann Institute of Science and edited by Yivsam Azgad. This initiative was highly successful and was covered by the media in Israel and the world. The scientists, artists, and politicians posed a challenge to the organizers: To reproduce this success in Tel Aviv. In response to the challenge, Azgad decided, with the support of the Weizmann Institute of Science president, Prof. Daniel Zajfman, to organize the event in Tel Aviv under a new name: Science on


id: science-project-20260505-0
file: data/en.wikipedia.org/wiki/Science_project-0.md
category: reference
title: Science project
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Science_project
date_saved: 2026-05-05T04:21:18.634471+00:00
instance: kb-cron
parent: science-project-20260505-0
summary:
A science project is an educational activity for students involving experiments or construction of models in one of the science disciplines. Students may present their science project at a science fair, so they may also call it a science fair project. Science projects may be classified into four main types. Science projects are done by students worldwide. == Experimental projects == Science class X Experimental projects, also known as investigatory projects, start with a question (AKA a hypothesis), use the scientific method to complete the research, and end with a report detailing the results and conclusions and an abstract. == Engineering projects == Engineering projects, also known as technology projects, start with a design of a machine or mechanical structure with the purpose of improving strength or performance. Researchers implement all their design ideas in a model they construct. The model will be tested to evaluate the design. == Display projects == Display projects involve a creative assembly of a display board and construction of a model to show a visual representation of a larger fact. Making a model of the Solar System, a house, or of a simple electric circuit are considered display projects. Display boards are used to


id: science-slam-20260505-0
file: data/en.wikipedia.org/wiki/Science_slam-0.md
category: reference
title: Science slam
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Science_slam
date_saved: 2026-05-05T04:21:19.912102+00:00
instance: kb-cron
parent: science-slam-20260505-0
summary:
A science slam is a scientific talk where scientists present their own scientific research work in a given time frame - usually 10 minutes - in front of a non-expert audience. The focus lies on teaching current science to a diverse audience in an entertaining way. The presentation is judged by the audience. A science slam is a form of science communication. == Variants == Science slams are open to all fields of science. However, events specializing on particular topics exist as well. Examples include: technical science slams, health science slams, sociological science slams, junior science slams, kid's science slams, and binational science slams. == References == == External links == scienceslam.org scienceslam.ch Kerala Science Slam 24


id: science-theatre-20260505-0
file: data/en.wikipedia.org/wiki/Science_theatre-0.md
category: reference
title: Science theatre
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Science_theatre
date_saved: 2026-05-05T04:21:25.499618+00:00
instance: kb-cron
parent: science-theatre-20260505-0
summary:
Science theatre is a form of theatre or set of performances in which science is central. It aims to give insight into the essence or impact of science by stimulating thinking about science or the societal impact of science. == Examples == Within science theatre, several approaches exist. Roughly speaking, a distinction can be made between the genres in which science or technology is more or less a subject and theatrical goals are central the genres in which science or technology is central and theatre is a more or less accidental means of stimulating the understanding of the artefacts, methodology, concepts and functioning of science and technology the genres in which science or technology is central and theatre is a more or less accidental means of stimulating the understanding of and discussion on societal functioning, meaning and impact of science and technology A famous representative of the first genre is the piece Copenhagen by Michael Frayn. Examples of the second genre are pieces by chemist and Nobel Prize winner Carl Djerassi, while pieces by the English science theater group Y-touring fits into the third genre. The latter has been visiting successful secondary schools for years with pieces about, for example,


id: science-technology-engineering-and-mathematics-20260505-0
file: data/en.wikipedia.org/wiki/Science,_technology,_engineering,_and_mathematics-0.md
category: reference
title: Science, technology, engineering, and mathematics
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Science,_technology,_engineering,_and_mathematics
date_saved: 2026-05-05T04:21:26.781638+00:00
instance: kb-cron
parent: science-technology-engineering-and-mathematics-20260505-0
summary:
Science, technology, engineering, and mathematics (STEM) is an umbrella term used to group together the related technical disciplines of science, technology, engineering, and mathematics. It represents a broad and interconnected set of fields that are crucial for innovation and technological advancement. These disciplines are often grouped together because they share a common emphasis on critical thinking, problem-solving, and analytical skills. The term is typically used in the context of education policy or curriculum choices in schools. It has implications for workforce development, national security concerns (as a shortage of STEM-educated citizens can reduce effectiveness in this area), and immigration policy, with regard to admitting foreign students and tech workers. There is no universal agreement on which disciplines are included in STEM; in particular, whether or not the science in STEM includes social sciences, such as psychology, sociology, economics, and political science. In the United States, these are typically included by the National Science Foundation (NSF), the Department of Labor's O*Net online database for job seekers, and the Department of Homeland Security. In the United Kingdom, the social sciences are categorized separately and are instead grouped with humanities and arts to form another counterpart acronym HASS (humanities, arts, and social sciences),


id: science-technology-engineering-and-mathematics-20260505-1
file: data/en.wikipedia.org/wiki/Science,_technology,_engineering,_and_mathematics-1.md
category: reference
title: Science, technology, engineering, and mathematics
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Science,_technology,_engineering,_and_mathematics
date_saved: 2026-05-05T04:21:26.781638+00:00
instance: kb-cron
parent: science-technology-engineering-and-mathematics-20260505-0
summary:
To promote STEM in China, the Chinese government issued a guideline in 2016 on national innovation-driven development strategy, "instructing that by 2020, China should become an innovative country; by 2030, it should be at the forefront of innovative countries; and by 2050, it should become a technology innovation power." "[I]n May 2018, the launching ceremony and press conference for the 2029 Action Plan for China's STEM Education was held in Beijing, China. This plan aims to allow as many students to benefit from STEM education as possible and equip all students with scientific thinking and the ability to innovate." "In response to encouraging policies by the government, schools in both public and private sectors around the country have begun to carry out STEM education programs." "However, to effectively implement STEM curricula, full-time teachers specializing in STEM education and relevant content to be taught are needed." Currently, "China lacks qualified STEM teachers and a training system is yet to be established." Several Chinese cities have made programming a mandatory subject for elementary and middle school students. This is the case of the city of Chongqing. However, most students from small and medium-sized cities have not been exposed to the concept of


id: science-technology-engineering-and-mathematics-20260505-2
file: data/en.wikipedia.org/wiki/Science,_technology,_engineering,_and_mathematics-2.md
category: reference
title: Science, technology, engineering, and mathematics
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Science,_technology,_engineering,_and_mathematics
date_saved: 2026-05-05T04:21:26.781638+00:00
instance: kb-cron
parent: science-technology-engineering-and-mathematics-20260505-0
summary:
=== Philippines === In the Philippines, STEM is a two-year program and strand that is used for Senior High School (Grades 11 and 12), assigned by the Department of Education or DepEd. The STEM strand is under the Academic Track, which also includes other strands like ABM, HUMSS, and GAS. The purpose of the STEM strand is to educate students in the field of science, technology, engineering, and mathematics, in an interdisciplinary and applied approach, and to give students advanced knowledge and application in the field. After completing the program, the students will earn a Diploma in Science, Technology, Engineering, and Mathematics. In some colleges and universities, they require students applying for STEM degrees (like medicine, engineering, computer studies, etc.) to be a graduate of STEM, if not, they will need to enter a bridging program. === Qatar === In Qatar, AL-Bairaq is an outreach program to high-school students with a curriculum that focuses on STEM, run by the Center for Advanced Materials (CAM) at Qatar University. Each year around 946 students, from about 40 high schools, participate in AL-Bairaq competitions. AL-Bairaq makes use of project-based learning, encourages students to solve authentic problems, and inquires them to work with each


id: science-technology-engineering-and-mathematics-20260505-3
file: data/en.wikipedia.org/wiki/Science,_technology,_engineering,_and_mathematics-3.md
category: reference
title: Science, technology, engineering, and mathematics
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Science,_technology,_engineering,_and_mathematics
date_saved: 2026-05-05T04:21:26.781638+00:00
instance: kb-cron
parent: science-technology-engineering-and-mathematics-20260505-0
summary:
==== Immigration policy ==== Although many organizations in the United States follow the guidelines of the National Science Foundation on what constitutes a STEM field, the United States Department of Homeland Security (DHS) has its own functional definition used for immigration policy. In 2012, DHS or ICE announced an expanded list of STEM-designated degree programs that qualify eligible graduates on student visas for an optional practical training (OPT) extension. Under the OPT program, international students who graduate from colleges and universities in the United States can stay in the country and receive up to twelve months of training through work experience. Students who graduate from a designated STEM degree program can stay for an additional seventeen months on an OPT STEM extension. As of 2023, the U.S. faces a shortage of high-skilled workers in STEM, and foreign talents must navigate difficult hurdles to immigrate. Meanwhile, some other countries, such as Australia, Canada, and the United Kingdom, have introduced programs to attract talent at the expense of the United States. In the case of China, the United States risks losing its edge over a strategic rival. ==== Education ==== By cultivating an interest in the natural and social sciences in preschool


id: science-technology-engineering-and-mathematics-20260505-4
file: data/en.wikipedia.org/wiki/Science,_technology,_engineering,_and_mathematics-4.md
category: reference
title: Science, technology, engineering, and mathematics
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Science,_technology,_engineering,_and_mathematics
date_saved: 2026-05-05T04:21:26.781638+00:00
instance: kb-cron
parent: science-technology-engineering-and-mathematics-20260505-0
summary:
==== American Competitiveness Initiative ==== In the State of the Union Address on January 31, 2006, President George W. Bush announced the American Competitiveness Initiative. Bush proposed the initiative to address shortfalls in federal government support of educational development and progress at all academic levels in the STEM fields. In detail, the initiative called for significant increases in federal funding for advanced R&D programs (including a doubling of federal funding support for advanced research in the physical sciences through DOE) and an increase in U.S. higher education graduates within STEM disciplines. The NASA Means Business competition, sponsored by the Texas Space Grant Consortium, furthers that goal. College students compete to develop promotional plans to encourage students in middle and high school to study STEM subjects and to inspire professors in STEM fields to involve their students in outreach activities that support STEM education. The National Science Foundation has numerous programs in STEM education, including some for K–12 students such as the ITEST Program that supports The Global Challenge Award ITEST Program. STEM programs have been implemented in some Arizona schools. They implement higher cognitive skills for students and enable them to inquire and use techniques used by professionals in the


id: science-technology-engineering-and-mathematics-20260505-5
file: data/en.wikipedia.org/wiki/Science,_technology,_engineering,_and_mathematics-5.md
category: reference
title: Science, technology, engineering, and mathematics
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Science,_technology,_engineering,_and_mathematics
date_saved: 2026-05-05T04:21:26.781638+00:00
instance: kb-cron
parent: science-technology-engineering-and-mathematics-20260505-0
summary:
==== Jobs ==== In November 2012 the White House announcement before the congressional vote on the STEM Jobs Act put President Obama in opposition to many of the Silicon Valley firms and executives who bankrolled his re-election campaign. The Department of Labor identified 14 sectors that are "projected to add substantial numbers of new jobs to the economy or affect the growth of other industries or are being transformed by technology and innovation requiring new sets of skills for workers." The identified sectors were as follows: advanced manufacturing, Automotive, construction, financial services, geospatial technology, homeland security, information technology, Transportation, Aerospace, Biotechnology, energy, healthcare, hospitality, and retail. The Department of Commerce notes STEM fields careers are some of the best-paying and have the greatest potential for job growth in the early 21st century. The report also notes that STEM workers play a key role in the sustained growth and stability of the U.S. economy, and training in STEM fields generally results in higher wages, whether or not they work in a STEM field. In 2015, there were around 9.0 million STEM jobs in the United States, representing 6.1% of American employment. STEM jobs were increasing by around 9% percent per year.


id: science-technology-engineering-and-mathematics-20260505-6
file: data/en.wikipedia.org/wiki/Science,_technology,_engineering,_and_mathematics-6.md
category: reference
title: Science, technology, engineering, and mathematics
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Science,_technology,_engineering,_and_mathematics
date_saved: 2026-05-05T04:21:26.781638+00:00
instance: kb-cron
parent: science-technology-engineering-and-mathematics-20260505-0
summary:
The gender ratio depends on the field of study. For example, in the European Union in 2012 women made up 47.3% of the total, 51% of the social sciences, business, and law, 42% of the science, mathematics, and computing, 28% of engineering, manufacturing, and construction, and 59% of PhD graduates in Health and Welfare. In a study from 2019, it was shown that part of the success of women in STEM depends on the way women in STEM are viewed. In a study that researched grants given based primarily on a project versus primarily based on the project lead there was almost no difference in the evaluation between projects from men or women when evaluated on the project, but those evaluated mainly on the project leader showed that projects headed by women were given grants four percent less often. Improving the experiences of women in STEM is a major component of increasing the number of women in STEM. One part of this includes the need for role models and mentors who are women in STEM. Along with this, having good resources for information and networking opportunities can improve women's ability to flourish in STEM fields. A 2018 study suggested the


id: science-technology-engineering-and-mathematics-20260505-7
file: data/en.wikipedia.org/wiki/Science,_technology,_engineering,_and_mathematics-7.md
category: reference
title: Science, technology, engineering, and mathematics
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Science,_technology,_engineering,_and_mathematics
date_saved: 2026-05-05T04:21:26.781638+00:00
instance: kb-cron
parent: science-technology-engineering-and-mathematics-20260505-0
summary:
== Criticism == The focus on increasing participation in STEM fields has attracted criticism. In the 2014 article "The Myth of the Science and Engineering Shortage" in The Atlantic, demographer Michael S. Teitelbaum criticized the efforts of the U.S. government to increase the number of STEM graduates, saying that, among studies on the subject, "No one has been able to find any evidence indicating current widespread labor market shortages or hiring difficulties in science and engineering occupations that require bachelor's degrees or higher", and that "Most studies report that real wages in many—but not all—science and engineering occupations have been flat or slow-growing, and unemployment as high or higher than in many comparably-skilled occupations." Teitelbaum also wrote that the then-current national fixation on increasing STEM participation paralleled previous U.S. government efforts since World War II to increase the number of scientists and engineers, all of which he stated ultimately ended up in "mass layoffs, hiring freezes, and funding cuts"; including one driven by the Space Race of the late 1950s and 1960s, which he wrote led to "a bust of serious magnitude in the 1970s." According to the U.S. Bureau of Labor Statistics, various STEM occupational outlooks have shown slowing


id: science-technology-society-and-environment-education-20260505-0
file: data/en.wikipedia.org/wiki/Science,_technology,_society_and_environment_education-0.md
category: reference
title: Science, technology, society and environment education
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Science,_technology,_society_and_environment_education
date_saved: 2026-05-05T04:21:28.027323+00:00
instance: kb-cron
parent: science-technology-society-and-environment-education-20260505-0
summary:
Science, technology, society and environment (STSE) education, originates from the science technology and society (STS) movement in science education. This is an outlook on science education that emphasizes the teaching of scientific and technological developments in their cultural, economic, social and political contexts. In this view of science education, students are encouraged to engage in issues pertaining to the impact of science on everyday life and make responsible decisions about how to address such issues (Solomon, 1993 and Aikenhead, 1994) == Science technology and society (STS) == The STS movement has a long history in science education reform, and embraces a wide range of theories about the intersection between science, technology and society (Solomon and Aikenhead, 1994; Pedretti 1997). Over the last twenty years, the work of Peter Fensham, the noted Australian science educator, is considered to have heavily contributed to reforms in science education. Fensham's efforts included giving greater prominence to STS in the school science curriculum (Aikenhead, 2003). The key aim behind these efforts was to ensure the development of a broad-based science curriculum, embedded in the socio-political and cultural contexts in which it was formulated. From Fensham's point of view, this meant that students would engage with


id: science-technology-society-and-environment-education-20260505-1
file: data/en.wikipedia.org/wiki/Science,_technology,_society_and_environment_education-1.md
category: reference
title: Science, technology, society and environment education
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Science,_technology,_society_and_environment_education
date_saved: 2026-05-05T04:21:28.027323+00:00
instance: kb-cron
parent: science-technology-society-and-environment-education-20260505-0
summary:
=== Goals === In the context of STSE education, the goals of teaching and learning are largely directed towards engendering cultural and democratic notions of scientific literacy. Here, advocates of STSE education argue that in order to broaden students' understanding of science, and better prepare them for active and responsible citizenship in the future, the scope of science education needs to go beyond learning about scientific theories, facts and technical skills. Therefore, the fundamental aim of STSE education is to equip students to understand and situate scientific and technological developments in their cultural, environmental, economic, political and social contexts (Solomon & Aikenhead, 1994; Bingle & Gaskell, 1994; Pedretti 1997 & 2005). For example, rather than learning about the facts and theories of weather patterns, students can explore them in the context of issues such as global warming. They can also debate the environmental, social, economic and political consequences of relevant legislation, such as the Kyoto Protocol. This is thought to provide a richer, more meaningful and relevant canvas against which scientific theories and phenomena relating to weather patterns can be explored (Pedretti et al. 2005). In essence, STSE education aims to develop the following skills and perspectives Social responsibility Critical


id: science-technology-society-and-environment-education-20260505-2
file: data/en.wikipedia.org/wiki/Science,_technology,_society_and_environment_education-2.md
category: reference
title: Science, technology, society and environment education
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Science,_technology,_society_and_environment_education
date_saved: 2026-05-05T04:21:28.027323+00:00
instance: kb-cron
parent: science-technology-society-and-environment-education-20260505-0
summary:
Alsop, S., & Ibrahim, S. 2008. Visual journeys in critical place based science education. In Y-J. Lee, & A-K. Tan (Eds.), Science education at the nexus of theory and practice. Rotterdam: SensePublishers 291–303. Alsop, S., & Ibrahim, S. 2007. Searching for Science Motive: Community, Imagery and Agency. Alberta Science Education Journal (Special Edition, Shapiro, B. (Ed.) Research and writing in science education of interest to those new in the profession). 38(2), 17–24. Science and the city: A Field Zine One collective publication, authored by the students, teachers and researchers together is that of a community zine that offered a format to share possibilities afforded by participatory practices that connect schools with local-knowledges, people and places. *Alsop, S., Ibrahim, S., & Blimkie, M. (Eds.) (2008) Science and the city: A Field Zine. Toronto: Ontario. [An independent publication written by students and researchers and distributed free to research, student and parent communities]. === Tokyo Global Engineering Corporation, Japan (and global) === Tokyo Global Engineering Corporation is an education-services organization that provides capstone STSE education programs free of charge to engineering students and other stakeholders. These programs are intended to complement—but not to replace—STSE coursework required by academic degree programs of study. The


id: science-ie-20260505-0
file: data/en.wikipedia.org/wiki/Science.ie-0.md
category: reference
title: Science.ie
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Science.ie
date_saved: 2026-05-05T04:21:29.221015+00:00
instance: kb-cron
parent: science-ie-20260505-0
summary:
The Science.ie portal provides all sorts of information about careers in science, technology, engineering and mathematics (STEM). == Overview == Science.ie is an initiative of the Irish Government’s Discover Science & Engineering (DSE) awareness programme in Ireland. DSE is managed by Forfás on behalf of the Office of Science and Technology at the Department of Enterprise, Tourism and Employment. The careers-related information on Science.ie has been moved to a new DSE website, which was launched in early October 2009. On MyScienceCareer.ie is: Profiles of people currently working in STEM in Ireland Information on famous Irish scientists Links to many other career resources A redeveloped Science.ie was also launched in October 2009. The site has been redesigned and includes social media bookmarking and RSS feeds. Science.ie provides more general information on science in Ireland. This includes listings of science links, news and events. Its "Resources" section gives information on activities and visitor centres where you can learn about science. The site also provides a free newsletter relating to Irish science, technology and innovation news, events, research and facts which is issued monthly by email. DSE runs numerous other initiatives, including My Science Career, Project Blogger, Science Week Ireland and Discover Primary


id: scientific-demonstration-20260505-0
file: data/en.wikipedia.org/wiki/Scientific_demonstration-0.md
category: reference
title: Scientific demonstration
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Scientific_demonstration
date_saved: 2026-05-05T04:21:30.453485+00:00
instance: kb-cron
parent: scientific-demonstration-20260505-0
summary:
A scientific demonstration is a procedure carried out for the purposes of demonstrating scientific principles, rather than for hypothesis testing or knowledge gathering (although they may originally have been carried out for these purposes). Most scientific demonstrations are simple laboratory demonstrations intended to demonstrate physical principles, often in a surprising or entertaining way. They are carried out in schools and universities, and sometimes in public demonstrations in popular science lectures and TV programs aimed at the public. Many scientific demonstrations are chosen for their combination of educational merit and entertainment value, which is often provided by dramatic phenomena such as explosions. Public scientific demonstrations were a common occurrence in the Age of Enlightenment, and have long been a feature of the British Royal Institution Christmas Lectures, which date back to 1825. In the television era, scientific demonstrations have featured in science-related entertainment shows such as MythBusters and Brainiac: Science Abuse. Many scientific demonstrations are potentially dangerous, and should not be attempted without considerable laboratory experience and appropriate safety precautions. Many older well-known scientific demonstrations, once mainstays of science education, are now effectively impossible to demonstrate to an audience without breaking health and safety laws. Some older demonstrations, such as allowing


id: scientific-literacy-20260505-0
file: data/en.wikipedia.org/wiki/Scientific_literacy-0.md
category: reference
title: Scientific literacy
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Scientific_literacy
date_saved: 2026-05-05T04:21:31.716579+00:00
instance: kb-cron
parent: scientific-literacy-20260505-0
summary:
Scientific literacy or science literacy encompasses written, numerical, and digital literacy as they pertain to understanding science, its methodology, observations, and theories. Scientific literacy is chiefly concerned with an understanding of the scientific method, units and methods of measurement, empiricism and understanding of statistics in particular correlations and qualitative versus quantitative observations and aggregate statistics. It is also concerned with a basic understanding of core scientific fields, such as physics, chemistry, biology, ecology, geology and computation. == Definition == The Organisation for Economic Co-operation and Development (OECD) Programme for International Student Assessment (PISA) Framework (2015) defines scientific literacy as "the ability to engage with science-related issues, and with the ideas of science, as a reflective citizen." A scientifically literate person, therefore, is willing to engage in reasoned discourse about science and technology which requires the competencies to: Explain phenomena scientifically – recognize, offer and evaluate explanations for a range of natural and technological phenomena. Evaluate and design scientific inquiry – describe and appraise scientific investigations and propose ways of addressing questions scientifically. Interpret data and evidence scientifically – analyze and evaluate data, claims and arguments in a variety of representations and draw appropriate scientific conclusions. According to the United States


id: scientific-literacy-20260505-1
file: data/en.wikipedia.org/wiki/Scientific_literacy-1.md
category: reference
title: Scientific literacy
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Scientific_literacy
date_saved: 2026-05-05T04:21:31.716579+00:00
instance: kb-cron
parent: scientific-literacy-20260505-0
summary:
== Science, society, and the environment == The interdependence of humans and our natural environment is at the heart of scientific literacy in the Earth systems. As defined by nationwide consensus among scientists and educators, this literacy has two key parts. First, a literate person is defined, in language that echoes the above definition of scientific literacy. Second, a set of concepts are listed, organized into six to nine big ideas or essential principles. This defining process was undertaken first for ocean literacy, then for the Great Lakes, estuaries, the atmosphere, and climate. Earth science literacy is one of the types of literacy defined for Earth systems; the qualities of an Earth science literate person are representative of the qualities for all the Earth system literacy definitions. According to the Earth Science Literacy Initiative, an Earth-science-literate person: understands the fundamental concepts of Earth's many systems knows how to find and assess scientifically credible information about Earth communicates about Earth science in a meaningful way is able to make informed and responsible decisions regarding Earth and its resources All types of literacy in Earth systems have a definition like the above. Ocean literacy is further defined as "understanding our impact on


id: scientific-literacy-20260505-2
file: data/en.wikipedia.org/wiki/Scientific_literacy-2.md
category: reference
title: Scientific literacy
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Scientific_literacy
date_saved: 2026-05-05T04:21:31.716579+00:00
instance: kb-cron
parent: scientific-literacy-20260505-0
summary:
== Promoting and measuring == Proponents of scientific literacy tend to focus on what is learned by the time a student graduates from high school. Science literacy has always been an important element of the standards movement in education. All science literacy documents have been drafted with the explicit intent of influencing educational standards, as a means to drive curriculum, teaching, assessment, and ultimately, learning nationwide. Moreover, scientific literacy provides an important basis for making informed social decisions. Science is a human process carried out in a social context, which makes it relevant as a part of our science education. In order for people to make evidence-informed decision, everyone should seek to improve their scientific literacy. Relevant research has suggested ways to promote scientific literacy to students more efficiently. Programs to promote scientific literacy among students abound, including several programs sponsored by technology companies, as well as quiz bowls and science fairs. A partial list of such programs includes the Global Challenge Award, the National Ocean Sciences Bowl and Action Bioscience. Some organizations have attempted to compare the scientific literacy of adults in different countries. The OECD found that scientific literacy in the United States is not measurably different from


id: scientific-misconceptions-20260505-0
file: data/en.wikipedia.org/wiki/Scientific_misconceptions-0.md
category: reference
title: Scientific misconceptions
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Scientific_misconceptions
date_saved: 2026-05-05T04:21:32.885109+00:00
instance: kb-cron
parent: scientific-misconceptions-20260505-0
summary:
Scientific misconceptions are commonly held beliefs about science that have no basis in actual scientific fact. Scientific misconceptions can also refer to preconceived notions based on religious and/or cultural influences. Many scientific misconceptions occur because of faulty teaching styles and the sometimes distancing nature of true scientific texts. Because students' prior knowledge and misconceptions are important factors for learning science, science teachers should be able to identify and address these conceptions. == Types == Misconceptions (a.k.a. alternative conceptions, alternative frameworks, etc.) are a key issue from constructivism in science education, a major theoretical perspective informing science teaching. A scientific misconception is a false or incorrect understanding of a scientific concept or principle, often resulting from oversimplifications, inaccurate information, or the misapplication of intuitive knowledge. Misconceptions can arise due to a variety of factors, such as personal experiences, cultural beliefs, or the way information is presented in educational settings. Addressing scientific misconceptions is crucial for developing a more accurate understanding of the natural world and improving scientific literacy. In general, scientific misconceptions have their foundations in a few "intuitive knowledge domains, including folkmechanics (object boundaries and movements), folkbiology (biological species' configurations and relationships), and folkpsychology (interactive agents and goal-directed behavior)", that


id: scientific-misconceptions-20260505-1
file: data/en.wikipedia.org/wiki/Scientific_misconceptions-1.md
category: reference
title: Scientific misconceptions
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Scientific_misconceptions
date_saved: 2026-05-05T04:21:32.885109+00:00
instance: kb-cron
parent: scientific-misconceptions-20260505-0
summary:
== Addressing student misconceptions == A number of lines of evidence suggest that the recognition and revision of student misconceptions involves active, rather than passive, involvement with the material. A common approach to instruction involves meta-cognition, that is to encourage students to think about their thinking about a particular problem. In part this approach requires students to verbalize, defend and reformulate their understanding. Recognizing the realities of the modern classroom, a number of variations have been introduced. These include Eric Mazur's peer instruction, as well as various tutorials in physics. Using a metacognitive approach, researchers have also found that making students metacognitively aware of their own intuitive conceptions through a self-assessment and supporting them in self-regulating their intuitive conceptions in scientific contexts enhances students' conceptual understanding. Scientific inquiry is another technique that provides an active engagement opportunity for students and incorporates metacognition and critical thinking. Success with inquiry-based learning activities relies on a deep foundation of factual knowledge. Students then use observation, imagination, and reasoning about scientific phenomena they are studying to organize knowledge within a conceptual framework. The teacher monitors the changing concepts of the students through formative assessment as the instruction proceeds. Beginning inquiry activities should develop from


id: scientific-myth-20260505-0
file: data/en.wikipedia.org/wiki/Scientific_myth-0.md
category: reference
title: Scientific myth
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Scientific_myth
date_saved: 2026-05-05T04:21:34.173282+00:00
instance: kb-cron
parent: scientific-myth-20260505-0
summary:
A scientific myth is a myth about science, or a myth or factoid that is commonly thought to be scientific. Scientific discoveries are often presented in a mythological way with a theory being presented as a dramatic flash of insight by a heroic individual, rather than as the result of sustained experiment and reasoning. For example, Newton's law of universal gravitation is commonly presented as the result of an apple falling upon his head. Newton's observation of an apple falling part in starting him thinking about the problem, but it took him about twenty years to develop the theory fully and so the story of the apple has been described as a myth. Other unscientific misconceptions include the idea that bats are blind. The extent to which it occurs and is problematic is debatable. The scientific historian Douglas Allchin suggests that mythical accounts are misleading because they present the results as handed down by authority figures and understate the importance of error and its resolution by the scientific method. In responding to this, Westerlund and Fairbanks agreed that romantic accounts of science tend to distort its nature but, in the case of Mendel's discovery of the rules of inheritance, they


id: scishow-20260505-0
file: data/en.wikipedia.org/wiki/SciShow-0.md
category: reference
title: SciShow
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/SciShow
date_saved: 2026-05-05T04:21:36.551656+00:00
instance: kb-cron
parent: scishow-20260505-0
summary:
SciShow is a collection of YouTube channels that focuses on science news. The program is hosted by Hank Green along with a rotating cast of co-hosts. SciShow was launched as an original channel. The series has been consistently releasing new material since it was created in 2012. Since its launch, three additional channels have been launched under the SciShow brand: SciShow Space, SciShow Psych, and SciShow Kids. == History and funding == The channel was launched as an "original channel", which meant that YouTube funded the channel. The show's initial grant was projected to expire in 2014, and in response, on September 12, 2013, SciShow joined the viewer-funding site Subbable, created in part by Green. In 2014, the channel landed a national advertisement deal with YouTube. The educational program was featured on platforms such as billboards and television commercials as a result. Green details that the advertisements had a positive effect on SciShow, stating, "My Twitter exploded, our followers and subscribers exploded." After Patreon acquired Subbable, the channel switched over to Patreon where it continues to receive support in exchange for various perks. SciShow currently has over four thousand patrons. == Production and hosting == Though Green hosts the majority


id: skype-a-scientist-20260505-0
file: data/en.wikipedia.org/wiki/Skype_a_Scientist-0.md
category: reference
title: Skype a Scientist
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Skype_a_Scientist
date_saved: 2026-05-05T04:21:37.875740+00:00
instance: kb-cron
parent: skype-a-scientist-20260505-0
summary:
Skype a Scientist is a nonprofit educational organization based in Philadelphia, Pennsylvania, that enables scientists to video conference with students in classrooms. It began as an informal program in 2017, founded by Sarah McAnulty while she was a graduate student at the University of Connecticut. As of 2019, almost 15,000 classrooms and over 7,000 scientists from a total of 43 countries had participated in video conferencing sessions. == History == Sarah McAnulty came up with the idea for Skype a Scientist in 2016 while she was a graduate student in molecular and cell biology at the University of Connecticut in Storrs. Inspiration for the program came from the growing distrust of scientists and the rise of anti-intellectualism in US society. McAnulty was concerned that scientists were portrayed in media as "cold and calculating" and aimed to connect people with scientists through video conferencing to dispel those stereotypes, and to "get people trusting scientists again". In 2017, McAnulty matched volunteer scientists with teachers and classrooms by hand using a Google spreadsheet, which she shared repeatedly on Twitter and Tumblr. She collected information from scientists and teachers and matched them based on their time zones and type of scientist requested if available.


id: steam-education-20260505-0
file: data/en.wikipedia.org/wiki/STEAM_education-0.md
category: reference
title: STEAM education
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/STEAM_education
date_saved: 2026-05-05T04:21:43.348742+00:00
instance: kb-cron
parent: steam-education-20260505-0
summary:
STEAM (science, technology, engineering, art, and mathematics) education is an expanded approach to teaching science, technology, engineering, and mathematics (STEM), an interdisciplinary and integrated teaching method for those four subjects. STEAM expands on STEM education by including the arts. STEAM programs aim to teach students innovation, to think critically, and to use engineering or technology in imaginative designs or creative approaches to real-world problems while building on students' mathematics and science base. == Program examples == Examples of state-based STEAM programs, guidance or related resources in the United States include: Ohio's Quality Model for STEM and STEAM Schools. By Ohio statute, a STEAM school is designated as a type of STEM school. In May 2014, Rhode Island created the STEAM Now Coalition. In 2017, Nevada enacted legislation for the creation of a State Seal of STEM Program and a State Seal of STEAM Program. The STEAM seal is given to students who have "high level of proficiency in science, technology, engineering, the arts and mathematics." In South Carolina, the South Carolina State Department of Education created the South Carolina STEAM Implementation Continuum "to provide statewide guidance and consistency with regard to STEAM implementation". Georgia Institute of Technology (Georgia Tech) in


id: stem-in-30-20260505-0
file: data/en.wikipedia.org/wiki/STEM_in_30-0.md
category: reference
title: STEM in 30
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/STEM_in_30
date_saved: 2026-05-05T04:21:46.062437+00:00
instance: kb-cron
parent: stem-in-30-20260505-0
summary:
STEM in 30 is a non-commercial online science educational program for middle school students produced by the Smithsonian's National Air and Space Museum in Washington, D.C. The show is hosted by science-educators Marty Kelsey and Beth Wilson. The program is released on a monthly basis throughout the school year free through the museum's website, YouTube and social media as well as broadcast on NASA-TV. Each episode is typically a half hour and features special guests and different science, math, engineering or technology topics. Since first broadcasting in 2014, the program has covered dozens of topics including the NASA's Apollo program, Tuskegee Airmen, astronaut training, the Wright brothers and the Orion program. While the program is often based in one of the two locations of the National Air and Space Museum, the show has also been filmed on location in New York City, Seattle, Boston, Detroit, Houston, in Hurricane Florence and on the aircraft carrier USS Dwight D. Eisenhower. The first four seasons of the show were broadcast live with a student audience. With its fifth season, STEM in 30 has switched its format to a pre-taped show along with a "Mission Debrief" a week later featuring a topic expert. The


id: stem-pipeline-20260505-0
file: data/en.wikipedia.org/wiki/STEM_pipeline-0.md
category: reference
title: STEM pipeline
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/STEM_pipeline
date_saved: 2026-05-05T04:21:47.353314+00:00
instance: kb-cron
parent: stem-pipeline-20260505-0
summary:
The STEM pipeline is the educational pathway for students in the fields of science, technology, engineering, and mathematics (STEM). The start and end of this STEM pipeline are disputed, but it is often considered to begin in early education and extend into graduation or an adult career in STEM. Recent research suggests that, rather than a pipeline, students follow a pathway with multiple points of entry and exit throughout their education. == Description == The "pipeline" metaphor is based on the idea that having sufficient graduates requires both having sufficient input of students at the beginning of their studies, and retaining these students through completion of their academic program. The STEM pipeline is a key component of workplace diversity and of workforce development that ensures sufficient qualified candidates are available to fill scientific and technical positions. The STEM pipeline was promoted in the United States from the 1970s onwards, as “the push for STEM (science, technology, engineering, and mathematics) education appears to have grown from a concern for the low number of future professionals to fill STEM jobs and careers and economic and educational competitiveness.” Today, this metaphor is commonly used to describe retention problems in STEM fields, called “leaks”


id: stem-pipeline-20260505-1
file: data/en.wikipedia.org/wiki/STEM_pipeline-1.md
category: reference
title: STEM pipeline
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/STEM_pipeline
date_saved: 2026-05-05T04:21:47.353314+00:00
instance: kb-cron
parent: stem-pipeline-20260505-0
summary:
== Educational attainment factors == High Schools in the United States implement a STEM pipeline program that combines a dual pathway that enhances mathematical, engineering, and scientific skills along with a supportive group that aims to help underrepresented students aspire to become leaders in the STEM field. Students benefit from the moral support and motivational skills that mentors implement for their correct academic preparation. Teachers, and college mentors become in the life of the students in the program a guidance in their path to be the next generation of leaders. Furthermore, staff members aid students to feel integrated and cared for their well-being. In their path to pursue higher education in the STEM fields, underrepresented students are awarded scholarships that aid them throughout their college years. Scholarships are a factor that allows underrepresented to focus on their academic and allows them to be persistent throughout their years in college. The STEM pipeline program provides a multitude of workshops, and extracurricular activities to work on social and professional development. Moreover, it arranges networking with minorities that went through the program and now currently work in the science, or health field. In addition, to the benefits as an alumnus of the program,


id: stemulator-20260505-0
file: data/en.wikipedia.org/wiki/STEMulator-0.md
category: reference
title: STEMulator
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/STEMulator
date_saved: 2026-05-05T04:21:48.689227+00:00
instance: kb-cron
parent: stemulator-20260505-0
summary:
The STEMulator is an online educational platform developed by the National Science and Technology Forum (NSTF) in South Africa. Launched in July 2020, it provides digital resources to support Science, Technology, Engineering, and Mathematics (STEM) education for students. The platform provides content aligned with the South African school curriculum for STEM subjects. == History == The STEMulator was established under the NSTF’s proSET program, a network focused on advancing STEM education and professional development. It was launched in July 2020, providing interactive digital tools related to STEM subjects. The platform was launched during a period of South Africa’s STEM skills shortage, with sources noting that 80% of future jobs may require STEM expertise. In 2022, offline USB distributions were provided to 150 rural schools. A virtual school feature was introduced on 16 June 2024. == Features == The STEMulator offers an interactive interface with content aligned to the South African school curriculum, covering topics such as engineering and technology. The platform’s virtual world includes interactive elements depicting the structures and functions of objects related to STEM concepts. The platform includes a virtual world with animated content, such as representations of biological and mechanical systems. In June 2024, modules on science


id: student-spaceflight-experiments-program-20260505-0
file: data/en.wikipedia.org/wiki/Student_Spaceflight_Experiments_Program-0.md
category: reference
title: Student Spaceflight Experiments Program
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Student_Spaceflight_Experiments_Program
date_saved: 2026-05-05T04:21:49.947586+00:00
instance: kb-cron
parent: student-spaceflight-experiments-program-20260505-0
summary:
The Student Spaceflight Experiments Program (SSEP) provides an opportunity for student groups from upper elementary school through university to design and fly microgravity experiments in low Earth orbit (LEO). SSEP is a program of the National Center for Earth and Space Science Education (NCESSE, a project of the Tides Center), the Arthur C. Clarke Institute for Space Education, and the private space hardware company NanoRacks. SSEP operates under a Space Act Agreement between the sponsoring organizations and NASA, allowing the International Space Station (ISS) to be utilized as a national laboratory. == History == The program was launched in June 2010, by NCESSE in the U.S. and by the Clarke Institute internationally. As of 2018, SSEP has sponsored fourteen missions to LEO – two on board the Space Shuttle, and twelve to the ISS – with a thirteenth mission to the ISS announced in March 2018, and expected to fly in the spring/summer of 2019. In the first fourteen SSEP flight opportunities, 86,800 students in grades 5 through 16 (senior undergraduate in the U.S. higher education system) participated in experiment design and proposal writing. Of 18,759 proposals received, a total of 240 experiments were selected for flight, with one from


id: el-sue-o-de-arqu-medes-20260505-0
file: data/en.wikipedia.org/wiki/El_Sueño_de_Arquímedes-0.md
category: reference
title: El Sueño de Arquímedes
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/El_Sueño_de_Arquímedes
date_saved: 2026-05-05T04:21:51.109580+00:00
instance: kb-cron
parent: el-sue-o-de-arqu-medes-20260505-0
summary:
El Sueño de Arquímedes was a Spanish science podcast and radio program which was broadcast by Radio Nacional de España (RNE) from September 2006 until June, 2007. The program was created by Ángel Rodríguez Lozano. A total of 35 programs are still available for download. In addition to El Sueño de Arquímedes, Ángel Rodríguez Lozano also hosted Vanguardia de la Ciencia, which was broadcast weekly without interruption from April 1995 until June 2007. The name of the program means "the dream of Archimedes", and alludes to Archimedes' statement that given a lever and a fixed point, he could move the world. To Ángel Rodríguez Lozano, the dream was moving the world by popularizing and sharing knowledge. == Format == Before the startup of El Sueño de Arquímedes, Ángel Rodríguez Lozano had been hosting Vanguardia de la Ciencia for more than a decade. When RNE asked if he would host a second popular science program, Ángel Rodríguez Lozano realised that the scheduled timing, Sundays between 3 and 4 p.m, meant that it would be sandwiched between sports broadcasts. Therefore, he would have to capture the attention of listeners who were not looking for this type of program. The intention was therefore


id: sur-les-paules-de-darwin-20260505-0
file: data/en.wikipedia.org/wiki/Sur_les_épaules_de_Darwin-0.md
category: reference
title: Sur les épaules de Darwin
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Sur_les_épaules_de_Darwin
date_saved: 2026-05-05T04:21:52.347227+00:00
instance: kb-cron
parent: sur-les-paules-de-darwin-20260505-0
summary:
Sur les épaules de Darwin (in English "on the shoulders of Darwin") is a one-hour science radio program broadcast by France Inter in France since 2010. it is also distributed globally as a podcast. It is presented and written by Jean-Claude Ameisen. == Bibliography == (in French) Jean Claude Ameisen, Sur les épaules de Darwin. Les battements du temps. France Inter/Les liens qui libèrent, 2012, 444p. (in French) Jean Claude Ameisen, Sur les épaules de Darwin. Je t'offrirai des spectacles admirables. France Inter/Les liens qui libèrent, 2013, 448p. (in French) Jean Claude Ameisen, Sur les épaules de Darwin : Retrouver l'aube. France Inter/Les liens qui libèrent, 2014, 448p. (in French) Jean Claude Ameisen, Nicolas Truong, Les chants mêlés de la Terre et de l’humanité. Editions de l'aube, 2015, 112p. == References == == External links == Website


id: teacher-in-space-project-20260505-0
file: data/en.wikipedia.org/wiki/Teacher_in_Space_Project-0.md
category: reference
title: Teacher in Space Project
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Teacher_in_Space_Project
date_saved: 2026-05-05T04:21:53.570409+00:00
instance: kb-cron
parent: teacher-in-space-project-20260505-0
summary:
The Teacher in Space Project (TISP) was a NASA program announced by U.S. President Ronald Reagan in 1984 designed to inspire students, honor teachers, and spur interest in mathematics, science, and space exploration. The project would carry teachers into space as payload specialists (non-astronaut civilians), who would return to their classrooms to share the experience with their students. NASA cancelled the program in 1990, following the death of its first participant, Christa McAuliffe, in the Space Shuttle Challenger disaster (STS-51-L) on January 28, 1986. NASA replaced Teachers in Space in 1998 with the Educator Astronaut Project, which required its participants to become astronaut Mission Specialists. The first Educator Astronauts were selected as part of NASA Astronaut Group 19 in 2004. Barbara Morgan, who was selected as a mission specialist as part of NASA Astronaut Group 17 in 1998, has often been incorrectly referred to as an Educator Astronaut. However, she was selected as a mission specialist before the Educator Astronaut Project. == NASA programs == TISP was announced by President Ronald Reagan on August 27, 1984, during a speech on education policy in Washington, D.C. Rather than being inducted as members of NASA's Astronaut Corps, the teachers would fly as


id: teacher-in-space-project-20260505-1
file: data/en.wikipedia.org/wiki/Teacher_in_Space_Project-1.md
category: reference
title: Teacher in Space Project
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Teacher_in_Space_Project
date_saved: 2026-05-05T04:21:53.570409+00:00
instance: kb-cron
parent: teacher-in-space-project-20260505-0
summary:
== Teacher in Space Education Foundation == The Teacher in Space Education Foundation was established by the 114 teacher nominees on January 26, 1986, with the goal of supporting public education, particularly in space-science-related topics. McAuliffe was named the foundation's honorary president, Morgan its vice president, and the other eight finalists its board of directors. After the disaster, the foundation merged with a similar organization founded by the families of the seven astronauts to create the Challenger Center for Space Science Education, which operates dozens of Challenger Learning Centers across America and supports educational programs. == Private program == In the early 21st century, the Teacher in Space project was revived in the private sector. The development of reusable, suborbital launch vehicles by commercial companies makes it possible for nonprofit groups to contemplate sending large numbers of teachers into space. The new Teachers in Space program began in 2005. In March 2005, Teacher in Space candidate Pam Leestma, a second-grade teacher and cousin of Space Shuttle astronaut David Leestma, completed a training flight aboard a MiG-21 operated by X-Rocket, LLC. Armadillo Aerospace, Masten Space Systems, PlanetSpace, Rocketplane Limited, Inc., and XCOR Aerospace pledged flights to the new Teachers in Space


id: teacher-institute-for-evolutionary-science-20260505-0
file: data/en.wikipedia.org/wiki/Teacher_Institute_for_Evolutionary_Science-0.md
category: reference
title: Teacher Institute for Evolutionary Science
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Teacher_Institute_for_Evolutionary_Science
date_saved: 2026-05-05T04:21:54.801888+00:00
instance: kb-cron
parent: teacher-institute-for-evolutionary-science-20260505-0
summary:
The Teacher Institute for Evolutionary Science (TIES) is a project of the Richard Dawkins Foundation for Reason and Science and a program of the Center for Inquiry which provides free workshops and materials to elementary, middle school, and, more recently, high school science teachers to enable them to effectively teach evolution based on the Next Generation Science Standards. == History == In 2013, Bertha Vazquez, TIES director and middle school science teacher in Miami, met Richard Dawkins at the University of Miami and discussed evolution education with him and a number of science professors. The discussion surrounded the issue of teachers feeling unprepared to teach evolution. This encounter and the understanding that teachers learn the most from each other inspired her to conduct workshops on evolution for her fellow teachers. After hearing about Vazquez's work, Dawkins followed up with a visit to Vazquez's school in 2014 to speak to teachers from the Miami-Dade County school district. Dawkins eventually asked Vazquez if she would be willing to take her workshop project nationwide. With the encouragement of Dawkins and funding from his foundation, and also with encouragement from Robyn Blumner of the Center for Inquiry, the Teacher Institute for Evolutionary Science began


id: things-of-science-20260505-0
file: data/en.wikipedia.org/wiki/Things_of_Science-0.md
category: reference
title: Things of Science
tags: science, encyclopedia
source_url: https://en.wikipedia.org/wiki/Things_of_Science
date_saved: 2026-05-05T04:21:55.995602+00:00
instance: kb-cron
parent: things-of-science-20260505-0
summary:
Things of Science was an educational program launched by the nonprofit news syndicate Science Service in November 1940. The program consisted of a series of kits available by subscription and sent by mail monthly. The program continued until 1989. As of 2018, there is no mention of the program or its archives on the website of the Society for Science & the Public, which succeeded the old Science Service organization. Each month, thousands of subscribers received a small blue box about the size of a videocassette containing some material such as nylon thread or dinosaur bones. The box contained a yellow booklet explaining the topic for that month, along with the pieces and supplies needed to cover the topic. Some kits would teach about a specific topic, such as coal, static electricity, mechanical linkages, nonwoven fabrics, electroplating, or optical illusions. Other kits would provide parts to build items such as a small spectrograph, telescope, or pinhole camera. In addition to the monthly subscription, some kits were available for individual purchase, such as a "soilless gardening" unit which provided seeds, plant food, and instructions in hydroponics. Some kits contained basic materials for simple experiments in psychology. The modest annual subscription price


