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Students today are more likely to learn about the world by checking their social media feeds than by reading newspapers or magazines. But they often don't recognize the misleading or false information appearing on their screens. As a result, educators must explicitly teach students how to evaluate digital content.
In the cover story of the Fall 2017 issue of American Educator, members of the Stanford History Education Group offer ways educators can help students reach valid conclusions about online materials. In addition, a high school history teacher reflects on teaching students how to discern fact from fiction.
Also featured in the new issue are two articles on sparking student curiosity in science. The first article looks at how science, technology, engineering and math (STEM) learning reveals the power of storytelling at its core, while the second article describes how the Journal of Emerging Investigators gives middle and high school students the opportunity to submit original research, receive feedback from scientists and publish their work.
The next article focuses on professional development that engages educators in critiquing videos of teaching to help them collaborate and grow.
And in an "Ask the Cognitive Scientist" column, Daniel T. Willingham discusses the research on manipulatives and explains that the effectiveness of concrete objects used in math and science lessons depends on the nature of the manipulative and how the teacher encourages its use.
Rounding out the issue is a profile of the San Francisco Teacher Residency, a program established by the school district, the teachers union and two area colleges, which pairs graduate students in education with classroom teacher mentors.
The complete Fall 2017 issue of American Educator is available online.
[Jennifer Dubin]