NCSE Past Events
Long Beach Convention & Entertainment Center
Room 202 A/B
300 E. Ocean Blvd
Long Beach CA 90802
Attending the NSTA area conference in Long Beach? Join Mark McCaffrey from the National Center for Science Education as he shares key resources to help provide your students with climate and energy knowledge and know-how for the 21st century. (Paid conference registration required.)
Hyatt Regency Orlando
9801 International Drive
Orlando FL 32819
Attending the NSTA area conference in Orlando? Join Mark McCaffrey from the National Center for Science Education as he shares key resources to help provide your students with climate and energy knowledge and know-how for the 21st century. (Paid conference registration required.)
Building 320, Room 105
450 Serra Mall Drive
Stanford CA 94305
Scientists are often puzzled when members of the public reject what we consider to be well-founded explanations. They can’t understand why the presentation of scientific data and theory doesn’t suffice to convince others of the validity of “controversial” topics like evolution and climate change. Recent research highlights the importance of ideology in shaping what scientific conclusions are considered reliable and acceptable. This research is quite relevant to both the evolution wars and the public’s opposition to climate change.
Contact: Armand Rundquist
Great Hall Room, Wilson Hall
Monmouth University School of Science
West Long Branch, New Jersey
The seminar is free but seating is limited. If you plan to attend, please register for the seminar HERE.
Check the School of Science News page
King University Memorial Chapel
1350 King College Rd
A talk in the Buechner Lecture Series at King College.
Although some religious views clearly are incompatible with the discoveries of science, and certain religious perspectives clash with the evidence-based method science uses to derive conclusions, religious perspectives found among the majority of Americans do not reject either the methods or the conclusions of science. Conservative Christians, in particular, often reject science because they believe that in accepting science, they will be forced to accept materialist philosophy. Distinguishing between the methodological materialism of science and the philosophical materialism of humanism and other non-theistic views frees science for acceptance on its own terms.
Bristol Public LIbrary
1550 Volunteer Parkway
A talk for the general public sponsored by King College, as part of the Buechner Lecture Series. The concept of evolution is rejected by a large segment of the American public. As a result, the teaching of evolution at the pre-college level has been opposed for decades in many parts of the country. But the controversy has taken many forms over the years, from banning, to “balancing”, to belittling evolution in the classroom – primarily in response to court decisions. What can we anticipate in the future?
Mountain-Plains Museum Association conference
Westin Snowmass Resort
Snowmass Village, CO 81615
Science museums’ exhibits and programs present evolution as a primary organizing principle in understanding life on this planet. This session describes and discusses challenges to this and museums’ reactions and responses. It provides important information on resources available for effectively presenting evolution science.
Center for Inquiry Los Angeles
4773 Hollywood Blvd.
Hollywood, CA 90027
Kitzmiller v. Dover, the 2005 case establishing the unconstitutionality of teaching intelligent design creationism in the public schools, was a pivotal event in the history of the creationism/evolution controversy in the United States. Why was Kitzmiller the effective end of the second phase of antievolution strategy? And what is the third phase going to be like?
Sacramento Convention Center
1400 J Street
Global change, from modern day habitat fragmentation and climate change to ancient extinctions and land formation, are some of the most compelling and challenging ideas for educators to teach. Yet, aside from state standards and regional curricular materials, it is not well-known how often and to what extent educators cover these topics. Moreover, it is not well-known how their own understanding limits or enhances their ability to share these often complex ideas. In order to address this challenge, the National Center for Science Education, the UC Museum of Paleontology, and BSCS surveyed educators across the country to find out what educators were teaching about global change, why they were choosing certain topics to focus on and how scientists can best serve this community.
The over 1350 respondents to the survey represented educators in grades 6-16 and informal settings in every state across the country and covering all areas of the sciences. The majority of them had been teaching ten years or more and over 95% indicated they felt teaching about global change issues was important or very important. Our results indicate that educators who identified as teaching about global change topics, taught concepts they felt most confident in. The most commonly taught concepts related to global change included climate change, the carbon cycle, pollution and water accessibility. Concepts that were not well-covered included phenology, the spread of disease and ocean acidification. When asked why these topics were not addressed, the majority of respondents expressed feeling a lack of confidence, training and background in these areas. These results suggest the need to provide educators with resources and background needed to increase their content knowledge and confidence levels. To address these needs, the UCMP, NCSE and BSCS are collaborating with senior educators and global change scientists to create a high quality resource for the educational community that highlight those areas educators feel least confident in.
This is a presentation at the
Ecological Society of America Annual Meeting
Visit the ESA Annual Meeting website
UC Museum of Paleontology
2063 Valley Life Sciences Building
UC Berkeley, California
Announcing a NEW UCMP Summer Institute for environmental science, earth science, and biology middle and high school teachers!
The University of California Museum of Paleontology, together with the National Center for Science Education, will launch a new web resource — Understanding Global Change — at the end of 2014. The resource will provide vetted scientific content, teaching resources, and strategies for K-16 educators to effectively incorporate the complex and critically important topic of global change into existing curricula.
The goal of the workshop is to preview parts of the new website, provide feedback to the UCMP and NCSE, review related teaching resources and supplemental materials that support the teaching of global change, and explore connections to the Next Generation Science Standards. The workshop will also feature invited speakers, prominent scientists whose research intersects with a variety of global change issues, from climate change to ocean acidification.
- Ben Santer, Intergovernmental panel on climate change
- Adina Paytan, UC Santa Cruz, Biogeochemistry and global change
- Cesar Nufio, University of Colorado, Insect response to climate change
- Marina Psaros, King Tides Project, Documenting sea level rise in your community through citizen science
- Sarah Cohen, San Francisco State University, Changing food webs in SF Bay
- Joe Levine, University of Massachusetts
- Jackie Mohan, Climate change and forest systems
- Tessa Hill, UC Davis, Ocean acidification
- Jessica Bean, UC Davis, ocean circulation
Visit the Understanding Global Change website