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Melinda Baldwin, a historian of science interested in the development of peer review, has written a guest post about some interesting parallels between the High Quality Research Act and an older controversy about peer review at the NSF. You can learn more about her work here.

A few months ago, Hank and Lee sharedsomethoughts about the discussion surrounding the "High Quality Research Act," a bill drafted by Rep. Lamar Smith (R-TX), the current head of the House Committee on Science, Space and Technology. The bill would require the NSF director to pledge that funded projects are "high-quality" and benefit the American people, and it seems to be grounded in Smith's concern that the NSF is funding "questionable" projects. Shortly before a draft of the HQRA leaked, Smith had called Presidential science advisor John Holdren and acting NSF Director Cora Marrett before Congress to justify the NSF's spending decisions. 

Smith's repeated statement that h…

Ten years ago, you couldn't walk into a K-1 classroom without seeing a nature center. There would undoubtedly be magnifying glasses, objects to observe and many other science centered activities.  Now when you walk into a classroom, what do you see? Reading and Math. Now, I am not saying that there shouldn't be reading and math in an early childhood classroom, I just want you to consider the reasoning behind early childhood science.

Recently, I have reread one of my favorite books.  Doing what Scientists do by Ellen Doris.   The book has gotten a facelift and upgrade since the original version, but the basic premises are the same.


How do children learn?
·By doing
·Constructing knowledge through collaboration
·Behavior and thinking take time
·As individuals
·Revise their understanding of the world through experiences
·Feelings are part of learning All of these ideas are true, and are especially true in science.  As a constructivist teacher, I never tire of hearing these thoughts.  And…