A weekly collection of education-related news from around the web.

Tag: STEM

    • New York Review of Books
    • 04/09/26
    “Lockhart believes to his core that each of us is capable of that experience of appreciation, and like Churchill’s anonymous teacher, he wants each of us to be able to catch “a glimpse of something beautiful and pure, a harmless and joyful activity that has brought untold delight to many people for thousands of years.” […]
    • Behavioral Scientist
    • 04/05/26
    “Darwin also stressed that natural selection is not a process by which organisms independently vie for supremacy. For instance, upon introducing the term “struggle for existence” in On the Origin of Species, he explains, “I should premise that I use the term Struggle for Existence in a large and metaphorical sense, including dependence of one […]
    • Scientists in the Making
    • 01/10/26
    “In my previous blog post, I described how my students’ interpretation of the word increase hindered their understanding of periodic trends. Students interpreted the word increase in the same way they often use it in their everyday experiences: 1) The number of students in the class increased this year. 2) The amount of money in […]
    • EdWeek
    • 05/27/25
    “In a nationally representative EdWeek Research Center survey of 1,058 teens conducted in March, nearly half of respondents said that having teachers who explain things so they understand them would have a major impact on their level of motivation in science, technology, engineering, and math classes. And educators agree. A majority of middle and high […]
    • Stanford
    • 02/01/25
    “Just because you can 3D print something doesn’t mean you should, DeSimone says. You can print a house, but he’s not sure there’s a compelling reason to do so. Traditional methods work well enough. But 3D printing is finding a sweet spot in medicine, where its three-dimensional creative powers have the rare ability to match […]
    • Dan Meyer
    • 01/15/25
    “This fact is fortunate for math teachers because kids have a lot of math ideas, even kids who don’t think they do, so the more we can make math about the ideas kids have, the more kids will like math. Watch how that hypothesis played out for me in a class I taught last week.”
    • Hechinger Report
    • 09/11/23
    “Another surprising result is that students, on average, benefited from solving the same problems, without assigning easier ones to weaker students and harder ones to stronger students… when 30 students are each working on 20 different, customized problems, it’s a lot harder to figure out which of those 600 problems should be reviewed in class. There […]
    • LA Times
    • 08/31/23
    “In a groundbreaking step, the campus announced Thursday that it will drop admission requirements for calculus, physics and chemistry courses for students who don’t have access to them and offer alternative paths to prove mastery of the material… One of Caltech’s alternative paths is taking Khan Academy‘s free, online classes and scoring 90% or higher […]
    • Electronics Weekly
    • 08/22/23
    “The Human Exploration Rover Challenge asks high school, college or university students from around the world to create “lightweight, human-powered rovers”. These will have to traverse an obstacle course simulating lunar and Martian terrain, while also completing mission-related science tasks.”
    • One Useful Thing
    • 07/01/23
    “Students will cheat with AI. But they also will begin to integrate AI into everything they do, raising new questions for educators. Students will want to understand why they are doing assignments that seem obsolete thanks to AI. They will want to use AI as a learning companion, a co-author, or a teammate. They will […]
    • KQED
    • 05/15/23
    “An experimental psychologist by training, Logue designed an experiment. She compared remedial math classes to the alternative of letting ill-prepared students proceed straight to a college course accompanied by extra help. The early results of her randomized control trial were so extraordinary that her study influenced not only CUNY in 2016 but also California lawmakers […]
    • Boston Review
    • 02/22/23
    “Poskett argues that this story is an empirical failure: it misses how science is actually done, and it does a disservice to practicing scientists. Above all, it misses where science is done. Against the standard narrative of a European scientific revolution, Poskett implores us to see science as a global enterprise, the result of the intermingling of […]

ATHLETICS

CHARACTER

CREATIVITY

CURRICULUM

DIVERSITY/INCLUSION

EARLY CHILDHOOD

ELEMENTARY

GOVERNMENT

HIGHER ED

HUMANITIES

LANGUAGE

LEADERSHIP

LEARNING SCIENCE

    • Behavioral Scientist
    • 12/15/23
    “We ascribe meaning too readily to the clustering that randomness produces, and, consequently, we deduce that there is some generative force behind the pattern. We are hardwired to do this.”
    • William Chase
    • 03/31/20
    “Why haven’t I joined the throng of folks making charts, maps, dashboards, trackers, and models of COVID19? Two reasons: (1) I dislike reporting breaking news, and (2) I believe this is a case of “the more you know, the more you realize you don’t know” (a.k.a. the Dunning-Kruger effect, see chart below). So, I decided […]
    • Psychology Today
    • 08/18/18
    Routine practice and drilling—especially when coupled with corrective feedback and ambitious but attainable goal-setting—should help students learn better. Such distributed practice is “necessary if not sufficient for acquiring expertise.” Procedural fluency and conceptual understanding influence each other bidirectionally over time.”
    • New York Times
    • 08/26/17
    • New York Magazine
    • 09/21/16

PD

PEDAGOGY

READING/WRITING

SOCIAL MEDIA

STEM

SUSTAINABILITY

TECH

VISUAL DESIGN

WORKPLACE

    • MIT Sloan Management Review
    • 12/05/22
    “How can managers and organizations that need or want to leverage these technologies protect multiple values in their decisions and routines to avoid the tyranny of technique? We propose that adhering to three principles can help: 1) Beware of proxies and scaling effects. 2) Strategically insert human interventions into your algorithmic decision-making. 3) Create evaluative […]

Z-OTHER

GENERAL

    • Hechinger Report
    • 09/11/23
    “Another surprising result is that students, on average, benefited from solving the same problems, without assigning easier ones to weaker students and harder ones to stronger students… when 30 students are each working on 20 different, customized problems, it’s a lot harder to figure out which of those 600 problems should be reviewed in class. There […]
    • LA Times
    • 08/31/23
    “In a groundbreaking step, the campus announced Thursday that it will drop admission requirements for calculus, physics and chemistry courses for students who don’t have access to them and offer alternative paths to prove mastery of the material… One of Caltech’s alternative paths is taking Khan Academy‘s free, online classes and scoring 90% or higher […]
    • Electronics Weekly
    • 08/22/23
    “The Human Exploration Rover Challenge asks high school, college or university students from around the world to create “lightweight, human-powered rovers”. These will have to traverse an obstacle course simulating lunar and Martian terrain, while also completing mission-related science tasks.”
    • One Useful Thing
    • 07/01/23
    “Students will cheat with AI. But they also will begin to integrate AI into everything they do, raising new questions for educators. Students will want to understand why they are doing assignments that seem obsolete thanks to AI. They will want to use AI as a learning companion, a co-author, or a teammate. They will […]
    • KQED
    • 05/15/23
    “An experimental psychologist by training, Logue designed an experiment. She compared remedial math classes to the alternative of letting ill-prepared students proceed straight to a college course accompanied by extra help. The early results of her randomized control trial were so extraordinary that her study influenced not only CUNY in 2016 but also California lawmakers […]
    • Boston Review
    • 02/22/23
    “Poskett argues that this story is an empirical failure: it misses how science is actually done, and it does a disservice to practicing scientists. Above all, it misses where science is done. Against the standard narrative of a European scientific revolution, Poskett implores us to see science as a global enterprise, the result of the intermingling of […]

A.I. Updates

TECH/AI

TECH/AI: EDUCATION

TECH/AI: INDUSTRY DEVELOPMENT

TECH/AI: USES AND APPLICATIONS

TECH/AI: GENERAL

Issues

Every week I send out articles I encounter from around the web. Subject matter ranges from hard knowledge about teaching to research about creativity and cognitive science to stories from other industries that, by analogy, inform what we do as educators. This breadth helps us see our work in new ways.

Readers include teachers, school leaders, university overseers, conference organizers, think tank workers, startup founders, nonprofit leaders, and people who are simply interested in what’s happening in education. They say it helps them keep tabs on what matters most in the conversation surrounding schools, teaching, learning, and more.

Peter Nilsson

Subscribe

* indicates required