A group of experimenting science writers?
Children in schools should read brilliant science writing. They should have access to the best scientific ideas through excellent science texts; it should hit them both ways.
But these texts are hard to write; just ask Dr Seuss:
Writing for children is murder. A chapter has to be boiled down to a paragraph. Every word has to count.
Working together for better learning
I always knew that group work was the answer. It just never worked. It was obvious that pupils learning together as a team should be the most effective way of learning. I knew this from research, experience and my gut. But it never worked. Continue reading
Brains, books, cooperate.
5 years ago, in an increasingly competitive school environment, I read about Cooperative Learning. It was the first time I’d read about the power of children learning cooperatively. The effect size was significant. I was interested. Continue reading
The amount of time spent reading by scientists and engineers and who taught them.
I wanted to know how scientists and engineers learnt to read professional texts, so I asked some. 100 professional scientists and engineers responded. The Royal Society of Chemistry asked me to write a blog about the results and here it is.
Many thanks to David Sait (@RSC_EIC) and the editing team at Education in Chemistry.
In my writing, I claim that scientists read differently. When a scientist reads, it doesn’t look like an English lesson. I have argued (here) that scientists read a lot, and that they weren’t taught the best strategies at school. It seems as though most scientists and engineers taught themselves these strategies. Fine for them, but what about those left behind?