Education is often perceived as a systematic process, but some of its most powerful moments occur in unplanned spaces: at the margins. In these moments […]
The term going to the margins is an expression used to describe exploration inside the classroom. The best way to think about this concept is […]
When I was in my physics classes, I saw several students that would just give up and not explore. I feel that is because that […]
Exemplary science teaching to me evokes in its students an interest in the topic that goes beyond the classroom. For example, I never would have […]
Misconceptions flood a field, where there is so much to learn, and there are different levels of knowledge within it. In the field of science, […]
The world has never been as simplistic as ‘right’ or ‘wrong, and not every answer is within a structured binary. Scientists acknowledge that science is […]
Science may be seen as a universal language to most, but our students understanding of science can vary in many different ways. It is very […]
Misconceptions in the science classroom can be very dangerous. They come from a variety of sources such as cultural background, past experiences, poor teaching practices […]
Misconceptions in any type of academic setting can lead students to confusion or misunderstandings of a certain topic. This issue can be so prevalent that […]
The book For White People Who Teach in the Hood… and the Rest if Y’all Too by Christopher Emdin, has reshaped my instructional approach. In […]
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