Putting Together A Chemistry Curriculum

There is quite a difference between the way I thought I would teach chemistry compared to the way C prefers to learn. C is very visual-spatial in his thinking. He absorbs knowledge when he can see it and touch it. He doesn’t mind listening, but he can’t just listen – there has to be a visual component, or lots of space to wiggle and jump around. And when he’s excited by a new idea he gets very loud! Which is a joy. He also loves to play with an idea – to absurdity if possible.

This makes putting together a chemistry curriculum in the more formal way a problem. But it also gives us great scope for experimentation. Afterall, where else can you go? Continue reading “Putting Together A Chemistry Curriculum”

How to Read Science Journalism

I have decided to write a piece on how to read articles on science. Because, quite frankly, most (but not all) science journalism sucks. The more mainstream the website / newspaper / TV the news appears in, the more the contents are awful and removed from reality.

It doesn’t matter what the topic – climate change, GM foods, vaccines, or ‘gee whizz we’re going to the stars!’, journalists by and large are science and maths illiterate, and will usually get it wrong. Even the good ones are prone to exaggeration and hyperbole.

The thing is, it’s really, really easy to make sure you’re getting the truth. And this is how to do it:
Continue reading “How to Read Science Journalism”