The mission of NCSE has never been to teach everyone science. So how do we help improve understanding of evolution, climate science, and science as a way of knowing while simultaneously steering clear of the broader business of teaching science? Ann Reid and I had a breakthrough that has clarified the balance we need to strike.

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Kate Heffernan is interning this summer at NCSE, where she is working with Minda Berbeco on teacher outreach activities. A recent graduate of the University of Florida, her undergraduate studies focused on environmental policy and education.

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Dippy! Let me start this post with this declaration: the Natural History Museum in Knightbridge, London, is awesome. Where else does a marble statue of Darwin sit serenely atop a grand staircase overlooking “Dippy,” a magnificent Diplodocus? Nowhere.

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“Greenhouse gases” and “the greenhouse effect” are terms used to describe some of the most basic concepts related to global warming. If students learn anything about climate change, they usually learn about these first. This is good in some ways, because these are the fundamental concepts in scientific explanations of how climate change works and why the earth is warming. But the specific metaphor here, comparing the Earth to a greenhouse with carbon dioxide and water vapor cast in the roles of panes of glass, has been criticized on the grounds that it may engender a misunderstanding of the science.

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“Climate change is a children’s issue!”

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When I was in college—way back when Veruca Salt was wildly popular and you surfed the “World Wide Web” using Netscape—I saw a presentation in my environmental science class on e-books. What were the environmental benefits of e-books? Would they save paper?

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The Sixth Extinction coverA year ago, I had a chance to interview New Yorker staff writer Elizabeth Kolbert about her book

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