Science communication has been turned upside down by the explosion of popularity of social media platforms. We read a reconceptualization of nature-of-science education for the social media age. What is our job as teachers, of any content area, to prepare our students to be responsible consumers of science as citizens?
Later, we turned to the role of a person’s self-concept in shaping how the interpret information and engage in learning. How much of our students’ self-concept can we influence as teachers, and what can we do to help students see themselves as successful learners?
- First Segment – 01:58 – Nature-of-Science in Social Media
- Second Segment – 24:53 – Malleability of Self-Concept
Cover image by Germanna CC
- Höttecke, D., & Allchin, D. (2020). Reconceptualizing nature‐of‐science education in the age of social media. Science Education. https://doi.org/10.1002/sce.21575
- Jansen, M., Lüdtke, O., & Robitzsch, A. (2020). Disentangling different sources of stability and change in students’ academic self-concepts: An integrative data analysis using the STARTS model. Journal of Educational Psychology. https://doi.org/10.1037/edu0000448
We drink Manhattan Social Club, a manhattan-inspired ale from Boulevard Brewing Co. in Kansas City, MO.