Stephen J. Farenga

Repositioning science reform efforts: Four practical recommendations from the field

Appeals to reform science education by policy makers are not new phenomena. To be sure, while science reform efforts have been ongoing occurrences for nearly six decades, perpetual educational reform efforts as a whole have been evolving and gaining momentum in number for more than a century. The general motivation for continual reform appears to focus on unifying educational outcomes that can be implemented globally. Relentless clarion calls for science reform appear to parallel the mergers of corporations whose constituents wish to gain access to national education systems and their methods of curriculum, instruction, and assessment. Accordingly, scientists and science educators must reconsider what is taught in science classes at all levels. In this article, the authors examine the research on reform efforts in science education and several past science education reform initiatives, which are then placed in the context of the time when each was endorsed and sanctioned. Based on unifying strands of inquiry regarding past science education reform efforts, the authors conclude with four general recommendations for progressive reform that are believed to be beneficial to authentic science learning experiences.

Discussion of Animal Stem Cells in the Classroom: Engaging Students through the Lens of Veterinary Medicine

Abstract Learning about stem cells within the context of treating pet illness or injury is an additional way for teachers to discuss the integration of science, technology, and veterinary medicine. We explain how practitioners in veterinary medicine harvest animal stem cells from adipose (fat) tissue in treating pet illness or injury. Further, we narrate how the veterinarians approach to pet stem cell therapy demonstrates an important step in technological progress in science, one that may lead to medical advances for humans.