Feb 21 2014

National Engineers Week

image National Engineering WeekEngineering Week (2-16-2-22) was founded in 1951 by National Society of Professional Engineers (NSPE). EWeek is dedicated to ensuring a diverse and well-educated future engineering workforce by increasing the understanding of and interest in engineering and technology careers. EWeek is a time to: Celebrate how engineers make a difference in our world; Increase public dialogue about the need for engineers; and Bring engineering to life for kids, educators, and parents. However, EWeek is more than a week-long event, Engineers Week is a year-round commitment to enlightening the public about engineering. EWeek is a formal coalition made up of more 70 engineering education, and cultural societies, as well as over 50 corporations and government agencies. With the national and worldwide push to increase awareness¬†of science, technology, engineering, and math (STEM) careers at the K-12 levels you can expect 2014 EWeek to be packed full of STEM opportunities for students of all ages. ¬†Additionally, special emphasis has been placed on introducing girls to STEM careers by having such events as “Introduce a Girl to Engineering Day.” To find out more about National Engineers Week and what different engineering organizations have planned for EWeek check out the National Society of Professional Engineers.


Feb 6 2014

NSTA Position Statement: Early Childhood Science Education

Quality science experiences should and need to be a part of all children’s lives. It’s image early childhood science teacher training by dr diana wehrell grabowskiessential that young children have exposure to science experiences that will allow them experience and explore the natural world around them. NSTA has just released their Position Statement on the need for quality science education experiences from age 3 through preschool. I conduct hands-on-minds-on teacher training workshops for early childhood teachers and beyond specializing in the areas of STEM and science. The early childhood teachers are always receptive to integrate science experiences into their classroom. However, many of the teachers admit they are uncomfortable with their own science knowledge thus, science is often put on the back burner. As always to promote the need for introducing quality science experiences in the early childhood classrooms. The government, school districts, and individual schools themselves need to realize the need for providing quality and on-going professional staff development for their teaching staff. Read NSTA’s Position Statement here.