America's public schools are in trouble, and there are few who would disagree. But despite billions of dollars spent in "reform" efforts, little real progress seems to be occuring. No Child Left Behind (NCLB) was a step (or a misstep, perhaps) toward greater accountability by schools for student achievement.
The shortage of well-trained science teachers is widely recognized, but the solution to the problem requires first an appreciation of its causes. This little book, which is available free online, addresses the tangible and intangible reasons why fewer talented people choose science teaching as a career or choose not to stay in teaching.
Whether you are trying to choose a school for your child (or deciding which district to move into), evaluate a student or a teacher, comply with the requirements of No Child Left Behind, admit students or apply for admittance, or compare the educational systems of different countries, there is likely to be some kind of a test involved.
I have noticed a significant decline over the years in the ability of my students to estimate quantities, and have attributed it to an increased reliance on calculators and computers, but it may be a consequence of more subtle differences in brain development.
This is the second book of chemical demonstrations by Herbert Roesky that I have purchased. The first, "Chemical Curiosities: Spectacular Experiments and Inspired Quotes" should have been a Hal's Pick when it was published in 1996.
The whole idea of IQ as a measure of intelligence has been roundly criticized by scientists such as the late Stephen J. Gould ("The Mismeasure of Man"), but tests continue to be given, and scores recorded in "permanent records". Do they have any significance and, if so, what is it?
One might expect that an especially memorable chess match would have been a world championship game, or at least a tournament competition. However, one of the most famous matches ever played was an exhibition that had no significance for any competition.
We teachers of science tend to assume that our students are largely rational - that they can be brought to understanding through a gradual accumulation of experiences that lead to conclusions about how the world works, and that nature can be led to disclose herself through a logical process.
It's about time that somebody should write this book, and there is no better "somebody" for the job than Edward Tufte, author of thoughtful and beautiful books about the presentation of scientific data (see Hal's Picks for August, 1998 and