Posts about Education
animals bacteria Career Cats commentary cool curiouscat economy Energy Engineering engineering education engineers evolution experiment food fun Funding government green Health Care human health innovation K-12 kids Life Science medical research MIT nature ocean physics Products Research Robots Science science education science explained science facts science webcasts scientific inquiry Students Technology university research USA water webcasts

Numeracy: The Educational Gift That Keeps on Giving

Posted on February 19, 2012  Comments (0)

I like numbers. I always have. This is just luck, I think. I see, how helpful it is to have a good understanding of numbers. Failing to develop a facility with numbers results in many bad decisions, it seems to me.

A new article published in closed anti-science way, sadly (so no link), examines how people who are numerate (like literate but for number—understand) process information differently so that they ultimately make more informed decisions. Cancer risks. Investment alternatives. Calories. Numbers are everywhere in daily life, and they figure into all sorts of decisions.

People who are numerate are more comfortable thinking about numbers and are less influenced by other information, says Ellen Peters of Ohio State University (sadly Ohio State allows research by staff paid by them to be unavailable to the public – sad), the author of the new paper. For example, in one of Peters’s studies, students were asked to rate undergraduates who received what looked like different test scores. Numerate people were more likely to see a person who got 74% correct and a person who got 26% incorrect as equivalent, while people who were less numerate thought people were doing better if their score was given in terms of a percent correct.

People make decisions based on this sort of information all the time. For example, “A lot of people take medications,” Peters says. Every drug has benefits and potential risks, and those can be presented in different ways. “You can talk about the 10 percent of the population that gets the side effect or the 90 percent that does not.” How you talk about it will influence how dangerous the drug seems to be, particularly among people who are less numerate.

Other research has shown that only less numerate people respond differently to something that has a 1 in 100 chance of happening than something that has a 1 percent chance of happening. The less numerate see more risk in the 1 in 100 chance—even though these numbers are exactly the same.

“In general, people who are numerate are better able to bring consistent meaning to numbers and to make better decisions,” Peters says. “It suggests that courses in math and statistics may be the educational gift that keeps on giving.”

Related: full press release – Bigger Impact: 15 to 18 mpg or 50 to 100 mpg? – Data Doesn’t Lie, But People Can be Fooled – Understanding Data: Simpson’s Paradox – applied statistics is not about proving a theorem, it’s about being curious about things – Encouraging Curiosity in Kids – Dangers of Forgetting the Proxy Nature of Data – Compounding is the Most Powerful Force in the Universe

Top Online Graduate Engineering Programs in the USA

Posted on January 11, 2012  Comments (1)

Online degree programs are growing quickly in popularity in the USA. Over 6 million students took online courses in 2011. The costs of traditional education continue to rise at extremely high rates – schools have done a horrible job of dealing with this. I personally, don’t understand how they have done so horribly on this measure. Administration costs have exploded. Building vanity projects that costs tens of millions of dollars add little to student achievement and waste limited resources driving up costs.

We really need to find administrators that will reduce administrative staffing levels and costs. Let some schools continue on the ego driven spiraling costs, but let us at least find some who will focus on reducing education costs and providing good education at reasonable costs. For engineering, more than maybe any other discipline, I can excuse some of the costs. But given the universal failure to manage costs I think the failure to manage costs is the primary issue (the extra demands for spending on engineering education, I understand).

The failure to stop the lavish spending has greatly increased the demand for online education. Given the unreasonable cost increases for traditional education many are priced out of considering that option. Given how unable schools have proven to be at providing good education for reasonable rates the last few decades it is reasonable to assume online education will continue to gain popularity. I don’t see the top tier schools facing much competition from online efforts (even if some students are drawn away there are plenty wanting to upgrade their school choice at whatever the cost – as the administrators know as they continue to drive up costs).

One danger is that online education is hardly a proved commodity yet. Both in terms of what you learn and the acceptance and desirability of degrees. So right now students are having to make guesses that are more challenging with online programs than the traditional choices. US News and World Report has selected 3 online engineering master’s programs for the honor roll.

Related: Engineering Education in the 21st Century – How the Practice and Instruction of Engineering Must Change – Global Engineering Education Study

Encouraging Curiosity in Kids

Posted on October 28, 2011  Comments (7)

How do you help make your children scientifically literate? I think the biggest thing you can do is encourage curiosity.

One way to encourage curiosity it is by answering their questions (and not saying: I am too busy, don’t bother me, don’t ask me?, stop asking why…). I know adults are busy and have all sorts of stuff we are trying to get done; and the question about why I need to wash my hands doesn’t seem worth answering. But I think anytime a kid is asking why is an opportunity to teach and encourage them to keep being curious.

It is very easy to shut off this curiosity, in our society anyway (we do it to the vast majority of people). The biggest difference I see between adults and kids is not maturity or responsibility but curiosity (or lack thereof in adults) and joy (versus adults who seem to be on valium all the time – maybe they are).

As they grow up kids will have lots of science and technology questions that you don’t know the answers to. If you want them to be curious and knowledgeable, put in the effort to find answers with them. You have to help them find the answers in a way that doesn’t turn them off. If you just say – go look it up yourself (which really they can do), maybe the 2% that are going to become scientists will. But most kids will just give up and turn off their curiosity a little bit more (until eventually it is almost gone and they are ready to fit into the adult world). Which is very sad.

Once you get them used to thinking and looking things up they will start to do this on their own. A lot of this just requires thinking (no need to look things up – once a certain base knowledge is achieved). But you need to set that pattern. And it would help if you were curious, thought and learned yourself.

Photo of kids intently studying on a Malaysian beach

My mom with a group of Malaysia kids apparently intent on learning something. I am there, but not visible in this photo. Photo by my father.

While walking in the park, see one of those things you are curious about and ask why does…? It is good to ask kids why and let them think about it and try and answer. Get them in the habit of asking why themselves. And in those cases when no-one knows, take some time and figure it out. Ask some questions (both for yourself – to guide your thinking – and to illustrate how to think about the question and figure things out). If you all can’t find an explanation yourselves, take some time to look it up. Then at dinner, tell everyone what you learned. This will be much more interesting to the kids than forcing them to elaborate on what they did today and help set the idea that curiosity is good and finding explanations is interesting.

It is fun as a kid if your parent is a scientist or engineer (my father was an engineering professor).

You often don’t notice traits about yourself. In the same what I know what red looks like to me, I figure we both see this red shirt you see the red that I do. But maybe you don’t. I tend to constantly be asking myself why. If I see something new (which is many, many times a day – unless I am trapped in some sad treadmill of sameness) I ask why is it that way and then try and answer. I think most of this goes on subconsciously or some barely conscious way. I actually had an example a few months ago when I was visiting home with my brother (who is pretty similar to me).

As we were driving, I had noticed some fairly tall poles that seemed to have really small solar panels on top. I then noticed they were space maybe 20 meters apart. Then saw that there seemed to be a asphalt path along the same line. I then decided, ok, they are probably solar panels to power a light for the path at night. Then my brother asked why are there those small solar panel on top of that pole?

Continue reading →

Ten Things Everyone Should Know About Science

Posted on March 20, 2011  Comments (3)

As the writer of this blog (which is located at engineering.curiouscatblog.net) I am a strong believer in the importance of scientific literacy. Neil Degrasse Tyson stated the importance very well, as I mentioned in a previous post, the scientifically literate see a different world

If you are scientifically literate the world looks very different to you. Its not just a lot of mysterious things happening. There is a lot we understand out there. And that understanding empowers you to, first, not be taken advantage of by others who do understand it. And second there are issues that confront society that have science as their foundation. If you are scientifically illiterate, in a way, you are disenfranchising yourself from the democratic process, and you don’t even know it.

The Financial Times has complied a list of the 10 things everyone should know about science

  1. Evolution – previous posts: Evolution is Fundamental to Science – posts tagged: evolution
  2. Genes and DNA – tags: genes – genetics – DNA – RNA
  3. Big bang – tags: physics, posts mentioning big bang
  4. Relativity – General Relativity Einstein/Essen Anniversary Test – posts mentioning relativity
  5. Quantum mechanics – Quantum Mechanics Made Relatively Simple Podcasts, Quantum mechanics
  6. Radiation
  7. Atoms and nuclear reactions
  8. Molecules and chemical reactions – posts on chemistry
  9. Digital data – I must admit, even reading their comments, I don’t understand what they are thinking here. There certainly is a great deal of digital data and the future certainly going to involve a great deal more, but this just doesn’t fit, in my opinion.
  10. Statistical significance – Seeing Patterns Where None Exists, Statistics Insights for Scientists and Engineers, Correlation is Not Causation post on statistics – experimentation

It is a challenge to create such a list. I agree with most of what they have. I would like to look at changing the last 2 and radiation, though. I would probably include something about the scientific method rather than statistical significance. Another area I would consider is something about bacteria and/or viruses. You can maybe include them under genes, but viruses and bacteria are amazing in the very strange things they do with genes and I think that is worthy of its own item. Another possibility is thinking of separating out a second spot for things related to the scientific method – causation, randomized testing, multivariate experiments… I would also consider one, or more of the following or something related to them biology – chlorophyll, the the life of bacteria in our bodies, something related to human health (how drugs work, medical studies…), etc..

The Ten Things Everyone Should Know About Science

Evolution through natural selection remains as valid today as it was 150 years ago when expressed with great elegance by Charles Darwin in The Origin of Species. The mechanism of evolution depends on the fact that tiny hereditable changes take place the whole time in all organisms, from microbes to people.
…
An important feature of Darwinian evolution is that it operates at the level of the individual. There is no mechanism for natural selection to change the species as a whole, other than through the accumulation of changes that lead to the survival of the fittest individuals.

The rate of evolution varies enormously between different types of organism and different environmental circumstances. It can proceed very quickly when the pressure is great, as, for example, with bacteria exposed to antibiotics, when drug-resistant mutations may arise and spread through the bacterial population within months.

Why does it matter? Evolution is coming under renewed assault, particularly in the US, from fundamentalist Christians who want creationism to be taught in schools. Although evolution has had virtually unanimous support from professional scientists for at least a century, polls show that American public opinion still favours creationism.

Related: Poor Results on Evolution and Big Bang Questions Omitted From NSF Report – Nearly Half of Adults in the USA Don’t Know How Long it Takes the Earth to Circle the Sun – Science Knowledge Quiz

Bronx High School of Nobel Prize for Physics Laureates

Posted on November 10, 2010  Comments (0)

Bronx physics

Bronx Science owes its historic status to the fact that seven future Nobel-prize-winning physicists went through its doors – more than any other high school in the world and more than most countries have ever achieved. The school, which opened in 1938, was founded by the educator Morris Meister, who believed that if a school put bright students together, it would kindle ill-defined but valuable learning processes. The school seems to have proved him right: according to the Bronx laureates, their physics learning took place mainly outside the classroom.
…
Leon Cooper, who shared the 1972 prize for work on superconductivity, recalls physics lessons as boring, and was far more enchanted by his biology classes, which lured him to stay late after school designing and running experiments “until they threw me out”. Indeed, the school’s basic-physics textbook was written by a certain Charles E Dull, whose work, though widely used in US high schools, lived up to his name. The future particle physicist Melvin Schwartz, who shared the 1988 Nobel gong, once told me his classmates’ excited discussions – not his teacher – were what first awakened his interest in physics.
…
[today] the school’s most fearsome physics module – Advanced Placement Physics C – is tougher than most college-physics courses. Its dynamic instructor is Ghada Nehmeh, who was born in Lebanon and studied nuclear physics. Diminutive – smaller than most of her students – and scarf-clad, she jumps rapidly from lab table to lab table, helping piece together equipment and analyse results. Famous for being ruthlessly demanding, she tests the students on their first day by assigning them 40 calculus problems, due back the next day. “I’d never seen derivatives before,” says Kezi Cheng, a senior interested in theoretical physics. So Cheng did what most Bronx Science students do – she asked her classmates to give her a crash course on the subject. “They’re always willing to help.”

Sounds like a great place to go to school. The article also has some good anecdotes about how these students learned by seeking knowledge themselves not passively sitting and being lectured to.

Related: Science Education in the 21st Century – Feynman “is a second Dirac, only this time human” – The Nobel Prize in Physics 2009 – Letting Children Learn, Hole in the Wall Computers

The DIY Movement Revives Learning by Doing

Posted on September 18, 2010  Comments (7)

School for Hackers

The ideal educational environment for kids, observes Peter Gray, a professor of psychology at Boston College who studies the way children learn, is one that includes “the opportunity to mess around with objects of all sorts, and to try to build things.” Countless experiments have shown that young children are far more interested in objects they can control than in those they cannot control—a behavioral tendency that persists. In her review of research on project-based learning (a hands-on, experience-based approach to education), Diane McGrath, former editor of the Journal of Computer Science Education, reports that project-based students do as well as (and sometimes better than) traditionally educated students on standardized tests, and that they “learn research skills, understand the subject matter at a deeper level than do their traditional counterparts, and are more deeply engaged in their work.” In The Upside of Irrationality, Dan Ariely, a behavioral psychologist at Duke University, recounts his experiments with students about DIY’s effect on well-being and concludes that creating more of the things we use in daily life measurably increases our “feelings of pride and ownership.” In the long run, it also changes for the better our patterns of thinking and learning.

Unfortunately, says Gray, our schools don’t teach kids how to make things, but instead train them to become scholars, “in the narrowest sense of the word, meaning someone who spends their time reading and writing. Of course, most people are not scholars. We survive by doing things.”

I am a big believer in fostering kids natural desire to learn by teaching through tinkering.

Related: Build Your Own Tabletop Interactive Multi-touch Computer – Home Engineering: Building a Hovercraft – Science Toys You Can Make With Your Kids – Hands-on High School Engineering Education in Minnesota – Automatic Cat Feeder

Letting Children Learn – Hole in the Wall Computers

Posted on July 19, 2010  Comments (6)

The hole in the wall experiments are exactly the kind of thing I love to lean about. I wrote about them in 2006, what kids can learn.

Research finding from the Hole in the Wall foundation:

Over the 4 year research phase (2000-2004), HiWEL has extensively studied the impact of Learning Stations on children. Hole-in-the-Wall Learning Stations were installed in diverse settings, the impact of interventions was monitored and data was continually gathered, analyzed and interpreted. Rigorous assessments were conducted to measure academic achievement, behaviour, personality profile, computer literacy and correlations with socio-economic indicators.
…
The sociometric survey found:

  • Self-organizing groups of children who organize themselves into Leaders (experts), Connectors and Novice groups.
  • Leaders and Connectors identified seem to display an ability to connect with and teach other users.
  • Key leaders on receiving targeted intervention, play a key role in bringing about a “multiplier effect in learning” within the community.
  • Often girls are seen to take on the role of Connector, who initiates younger children and siblings (usually novices with little or no exposure to computers) and connects them to the leaders in the group

I believe traditional education is helpful. I believe people are “wired” to learn. They want to learn. We need to create environments that let them learn. We need to avoid crushing the desire to learn (stop de-motivating people).

If you want to get right to talking about the hole in the wall experiments, skip to the 8 minute mark.

Related: Providing Computer to Remote Students in Nepal – Teaching Through Tinkering – Kids Need Adventurous Play – Science Toys You Can Make With Your Kids

Poor Results on Evolution and Big Bang Questions Omitted From NSF Report

Posted on April 10, 2010  Comments (4)

Evolution, Big Bang Polls Omitted From NSF Report by Yudhijit Bhattacharjee

The section, which was part of the unedited chapter on public attitudes toward science and technology, notes that 45% of Americans in 2008 answered true to the statement, “Human beings, as we know them today, developed from earlier species of animals.” The figure is similar to previous years and much lower than in Japan (78%), Europe (70%), China (69%), and South Korea (64%). The same gap exists for the response to a second statement, “The universe began with a big explosion,” with which only 33% of Americans agreed.

The USA continues to lag far behind the rest of the world in this basic science understanding. Similar to how we lag in other science and mathematical education. Nearly Half of Adults in the USA Don’t Know How Long it Takes the Earth to Circle the Sun.

Jon Miller, a science literacy researcher at Michigan State University in East Lansing who authored the survey 3 decades ago and conducted it for NSF until 2001. “Evolution and the big bang are not a matter of opinion. If a person says that the earth really is at the center of the universe, even if scientists think it is not, how in the world would you call that person scientifically literate? Part of being literate is to both understand and accept scientific constructs.”

I completely agree. People have the right to their opinions. But those opinions which are related to scientific knowledge (whether it is about evolution, the origin of the universe, cancer, the speed of light, polio vaccinations, multi-factorial designed experiments, magnetic fields, chemical catalysts, the effectiveness of antibiotics against viral infections, electricity, optics, bioaccumulation, etc.) are part of their scientific literacy. You can certainly believe antibiotics are affective against viral infections but that is an indication you are scientifically illiterate on that topic.

2006 NSF chapter that included the results
Continue reading →

Innovation, America and Engineering: NAE Grand Challenges Summit

Posted on March 6, 2010  Comments (1)

Innovation, America and Engineering: NAE Grand Challenges Summit in Raleigh, North Carolina:

Friday morning in Raleigh, a group of engineers from industry, academia and even government met to discuss the threat of America losing its global lead in innovation. The panel discussion was part of a Summit on the National Academy of Engineering Grand Challenges…

Jeff Wadsworth, CEO and president of Battelle Memorial Institute, noted that high school graduation rates have fallen from about 86 percent in the Baby Boomer generation to about 72 percent today. He compared that to a 96 percent graduation rate in Denmark, 92 percent in Japan and the fact that China graduates three engineering students for every one that we do. It’s not news that international competition is stiffening against us, but the statistics he presented about how the U.S. measures up to foreign countries in K-12 metrics was gut-wrenching.

“Our historic lead in secondary education has disappeared,” Wadsworth said. “And as a leader of a large organization, I worry about education.”
…
Another panelist, Senator Ted Kaufman (D-Delaware) said the country was at a critical point in history. “We are in an economic war,” he said. “The future of our country rests on our ability to use STEM to solve problems.” Kauffman is the only sitting senator in Congress to have worked in the engineering field, and he repeatedly drummed out a message that policy could drive a solution to the STEM crisis.
…
A third panelist – John Chambers, chairman and CEO of CISCO – said he believed changing teaching methods in K-12 settings to be more collaborative, projects-oriented and skills-mastery oriented would be a good starting point.
…
the deans of the engineering colleges at both Duke and NC State universities announced today a new nationwide program targeting attracting school-aged children to the STEM fields. The Grand Challenge K-12 Partners Program will lean on engineering colleges throughout the U.S. to be resource hubs for K-12 students and teachers in their region.
…
Three more NAE Grand Challenge Summits are scheduled to take place next month, in Phoenix, Chicago and Boston. A fourth is scheduled for Seattle in May.

The importance of innovation and engineering education to long term economic success is one thing I believe strongly in and have written about here: Engineering Economic Benefits, Techonolgy Innovation Global Economy Changing, Centers of Technical Excellence and Economic Power. And is one reason I work for the American Society of Engineering Education (this blog is my own and not associated with ASEE).

Related: USA Losing Scientists and Engineers Educated in the USA – Invest in Science for a Strong Economy

Infinity Project: Engineering Education for Today’s Classroom

Posted on January 24, 2010  Comments (3)

The Infinity Project is a national middle school, high school, and early college engineering curricula. The math and science-based engineering and technology education initiative helps educators deliver a maximum of engineering exposure with a minimum of training, expense and time. Created to help students see the real value of math and science and its varied applications to high tech engineering – The Infinity Project is working with schools all across the country to bring the best of engineering to their students.

The Infinity Project curriculum is a complete, year-long course designed to complement the existing mix of math and science classes. Experience in classrooms all across the United States shows that Infinity keeps students challenged, learning and exploring from start to finish. Using The Infinity Project curriculum in the classroom, students learn firsthand how to use math and science to create and design a wide variety of new and exciting technologies that focus on topics of interest to students – the Internet and cell phones, digital video and movie special effects, and electronic music.

Engineering Our Digital Future is designed for early college students or high school students who have completed Algebra II and at least one science course. The course focuses on the fundamentals of modern engineering and technology in the information and communications age.

Related: Hands-on Engineering Education – Education Resources for Science and Engineering – posts on engineering education – Fund Teacher’s Science Projects

Electric Wind

Posted on January 21, 2010  Comments (8)

photo of William Kamkwamba on his windmillphoto of William Kamkwamba on his windmill from his blog.

I have written about William Kamkwamba before: Inspirational Engineer – Home Engineering: Windmill for Electricity. And along with the post, Make the World Better, donated to his cause. His new book, The Boy Who Harnessed the Wind, is quite enjoyable and provides an interesting view of how he persevered. His talk of the famine, not being able to afford school and putting together a windmill using scrape parts and a few books from the library (donated by the American government – much better foreign aid than all the military weapons that are often counted as aid) is inspirational. And should help many sitting in luxury understand the privileged lives they lead.

“I’d become very interested in how things worked, yet never thought of this as science. In addition to radios, I’d also become fascinated by how cards worked, especially how petrol operated an engine. How does this happen? I thought? Well, that’s easy to find out – just ask someone with a car… But no one could tell me… Really how can you drive a truck and not know how it works?” (page 66)

“Using Energy, and this book has since changed my life… All I needed was a windmill, and then I could have lights. No more kerosene lamps that burned out eyes… I could stay awake at night reading instead of going to bed at seven with the rest of Malawi. But most important, a windmill could also rotate a pump for water and irrigation.” (page 158)

William set out to demonstrate his windmill for the first time to a skeptical crowd saying (page 193)

“Let’s see how crazy this boy really is.”… “Look,” someone said. “He’s made light!”… “Electric wind!” I shouted. “I told you I wasn’t mad!”

I like how the story shows how long, hard work, reading, experimenting and learning is what allowed William to success (page 194-5)

For the next month, about thirty people showed up each day to stare at the light. “How did you manage such a thing?” They asked. “Hard work and lots of research,” I’d say, trying not to sound too smug…
[to William's father] “What an intelligent boy. Where did he get such ideas?”
“He’s been reading lots of books. Maybe from there?”
“They teach this in school?”
“He was forced to drop. He did this on his own.”
The diagram demonstrated twenty-four volts being transformed to two hundred forty. I knew voltage increased with each turn of wire. The diagram showed the primary coil to have two hundred turns, while the secondary had two thousand. A bunch of mathematical equations were below the diagram – I assumed they explained how I could make my own conversions – but instead I just wrapped like mad and hoped it would work. (page 200)
Soon I was attacking every idea with its own experiment. Over the next year, there was hardly a moment when I wasn’t planning or devising some new scheme. And though the windmill and radio transmitter had both been successes, I couldn’t say the same for a few other experiments. (page 215)

William is now attending the African Leadership Academy in South Africa, with an amazing group of classmates. See how you can support the Moving Windmills Projects.

Related: Teen’s DIY Energy Hacking Gives African Village New Hope – Make the World Better – William Kamkwamba on the Daily Show – What Kids can Learn – appropriate technology

  • Recent Comments:

    • Robert Jackson: How much do petroleum engineers with no experience start out with in Germany
    • Yasmeen: These are really terrible facts which are disturbing the balance of nature… but still people...
    • Ed: A very cool innovation indeed. It would be great if we had them in 15 years but with budget cuts and...
    • Limon Ahmed: The Animation is very nice and interesting. Thank you so much for showing us the way of How a...
    • Mae Picker: Very interesting animation, especially on the part where the virus reproduces itself to...
    • Timothy Matias: “for someone who is trying to talk about education, you seem to not understand that...
    • Jamaal Talsky: nice site…robots of the human or dog kind possibly first will come sooner than we...
    • Donnie: Hong Kong is a city in China…… The stupidity of my country continues to amaze me.

  • Recent Trackbacks:

  • Links