When a CNN article titled “The Myth about Women in Science” came crawling across my feed, I have to admit that I wasn’t optimistic. I wondered what could possibly count as “THE Myth about Women in Science”. Maybe that women and girls have lesser skills in mathematics and spatial reasoning? That is truly a myth about women in science but I couldn’t see why it would be news as it’s been widely disputed.
A quick skim of the article resulted in a briskly raised eye brow. The myth apparently is this: women are less likely to be hired than equally qualified men when they apply for tenure track position. The authors (Wendy Williams and Stephen Ceci, both of Cornell University) claim that this misunderstanding is the major cause of women’s underrepresentation in scientific careers. Read the full post »
Posted by mcshanahan on April 16, 2015
Diving headlong into motherhood this year has meant less blogging (obvious to anyone who subscribes here…), but it has also made me think a lot more about the scientific life that I would hope for my new daughter and girls like her. Currently her research interests include ceiling fans, her toes, her soother, the dogs and the penguins at the Calgary Zoo. But should she be interested in pursuing science as a career, what would I want her to know?
Read the full post »
Posted by mcshanahan on August 27, 2014
A tiny explosion happened in the online science communication world yesterday. Popular Science.com announced that they will be closing off opportunities to post comments on their news stories: no more public comment spaces. Why? They argue that uncivil commenters have an overly negative effect on readers, so negative that it isn’t worth maintaining the comment spaces. They make some scary claims too about a small number of negative commenters poisoning the way readers perceive the stories and about a war waged on expertise. They use an New York Times Op-Ed written by Dominique Brossard and Dietram A. Scheufele to back up those claims.
I must, however, respectfully disagree. Read the full post »
Posted by mcshanahan on September 25, 2013
Many times during talks about social media in science, I’ve argued that there is a lot of room for researchers to be more open about the research process. Following along with Rosie Redfield as she blogged her lab’s attempts to grow the GFAJ-1 bacterium of arsenic life fame and publish the results was a fascinating window into how a university research lab works. I’m really excited about the possibilities that openness like that offers to high school students and anyone with an interest in science. It’s a first-hand opportunity to learn about the real day-to-day work of scientists in a way almost not possible before blogs and social media. Read the full post »
Posted by mcshanahan on August 30, 2013
Scientific literacy is a difficult idea to pin down.[i] To some people it means having a basic level of scientific understanding, though nobody fully agrees on how much understanding is needed or even which specific ideas should be understood. To others, it is more important to understand the core processes of science, which can be applied to any area of science. Again the problem exists of figuring out exactly which processes are most important (and which are distinctly scientific).[ii]
Even when people disagree about what it means, there is almost always this common thread: scientific literacy somehow involves preparing students and adults for the science they will encounter outside of school, very often in media reports. George DeBoer highlighted this in his history of scientific literacy: Read the full post »
Posted by mcshanahan on August 27, 2013
Here’s a new one for the coincidences-leading-to-cool-ideas file: Who would have guessed that stacking up old journals in someone’s office could inspire a new field of research! For my latest Skeptically Speaking episode, I spoke with applied mathematician Samuel Arbesman about his book The Half-Life of Facts: Why Everything We Know Has an Expiration Date. He filled me in on the many ways that mathematical modeling can be used to better understand scientific knowledge, from predicting how the number of scientific studies will grow to how quickly different types of knowledge are overturned or modified. One of the fields that is most concerned with these questions, scientometrics, got some of its first inspiration when Derek J. de Solla Price was asked to store some journals on the floor in his office. The library at Raffles College (now part of the University of Singapore) was undergoing renovations and they sent various volumes out to staff offices for safe keeping. De Solla Price wound up with the Philosophical Transactions of the Royal Society from 1665 to 1850 stacked up in piles on his floor. The piles looked suspiciously like an exponential growth curve, and he was struck with a great idea. During our interview, Samuel shared many more stories like this of unexpected patterns that are found in everything from operas to how cities grow.
Continuing on that theme I also chatted with Mark Daley from the Brain and Mind Institute at Western University. Mark is a professor of both computer science and biology (and a musician and composer!). He uses computational modeling to understand the network connections in our brains and how different areas work together on tasks. Much to my delight, he also surprised me with some cool examples of how his work applies to popular music, but I’ll let you check out the episode to hear more about that one.
So why do an episode about why mathematical and computational models are so valuable? Mark expressed it perfectly:
Math is a tool for helping you understand the world. It’s by far not the only one, but it’s a very useful one, a profitable one. So when kids ask “Why should I learn math?” — because it gives you power to understand your world, to model your world and maybe even to predict your world.
You can find the episode on the Skeptically Speaking website: Episode #224 The Half-Life of Facts
Posted by mcshanahan on August 13, 2013
[Yes, it’s been a long time since I posted something new. One reason is that I’ve been busy preparing for a big move. You can read about it here.]
After our discussion about using dry ice with 8 year olds had died down, this year’s crop of space camp counsellors asked a question that plagues almost everyone who teaches, writes about or in any way works to share scientific information: what are the right words to use to explain difficult concepts?
Questions like that come up every year in my undergrad science ed classes and in almost every science communication workshop I’ve ever attended. And they’re hard questions to answer. The answers always depends on exactly who the audience is and on the purpose of the article, video or lesson. But the message often boils down to: Scientists and science communicators of all kinds need to cut the jargon and explain things simply.
Unfortunately, it’s not that simple. Read the full post »
Posted by mcshanahan on June 4, 2013
So. Here I am. Once again trying to find a creative way to explain why I haven’t blogged for a while. It’s the usual business of course, plus some other stuff. But this time at least, there is an exciting development that has been taking up a fair amount of my free time this spring. I am very pleased to say that, as of July 1, I will be moving to take up a new position as Research Chair in Science Education and Public Engagement at the University of Calgary. The position is being created as part of a larger science, math and technology education initiative taking place there. And I’m even more pleased to say that in addition to continuing and growing my research in language, identity and participation in science, the faculty has been very encouraging of my public outreach and communication work, both here at Boundary Vision and as part of the Skeptically Speaking team. Read the full post »
Posted by mcshanahan on June 4, 2013
Due to what is starting to feel like an overwhelming teaching schedule*, I didn’t get a chance to properly share how excited I was to chat in December with Sean Carroll about his book “The Particle at the End of Universe: How the Hunt for the Higgs Boson Leads Us to the Edge of a New World.” Sean is not only a top-notch physicist, but a passionate storyteller and communicator. I’ve wanted to interview him since I heard him speak at the 2011 Science Writers conference in Flagstaff. As a former high school physics teacher, I was in awe of how he moved effortlessly from the simplest to the grandest ideas in physics and not only held the audience’s attention but challenged us to think. So getting an hour to talk to him about Higgs Boson was a pure treat.
The Higgs Boson surprised the smart money and seems to have shown itself in July, even sooner than expected, in the sensors at the Large Hadron Collider. “They had their own timeline, as the universe often does,” Sean laughed when I asked him how he managed to write this fascinating and highly readable book about the LHC, the history of the Higgs Boson, and –more challengingly–quantum field theory in the same year as its discovery.
The Higgs was surely one of the biggest stories of the year and our interview covered everything from his desire to see more popular writing about quantum field theory to the true magnitude of the discovery, which he didn’t shy away from emphasizing: “A hundred thousand years from now when they talk about the history of particle physics, they will talk about pre-Higgs boson discovery and post-Higgs boson discovery.”
The conversation was great fun and I won’t lie, I may have blushed a little in the booth when he complemented me on having read the book in depth and asking interesting questions about it. Coming from someone who’s previous two interviews were with the Colbert Report (sorry fellow Canadians) and the iconic Canadian science program Quirks and Quarks, it was my pleasure.
You can check it out at Skeptically Speaking.
*Shout-out here though to my great students in EDSE 401 Digital Media in Science Education and EDSE 451 Physical Sciences Curriculum and Pedagogy. Aside from scheduling, I’m not complaining at all!
Posted by mcshanahan on January 18, 2013
“Helvetica emerges in that period in 1957 where there’s felt to be a need for rational typefaces which can be applied to all kinds of contemporary information whether it’s sign systems or corporate identity and present those visual expressions of the modern world to the public in an intelligible way.”*
This is one of the opening descriptive passages of Gary Hustwit’s 2007 documentary Helvetica, which traces the meaning, history and importance of the near ubiquitous typeface. Think of a corporate brand that has a sleek minimal brand image? Chances are the typeface is Helvetica, from the AAs of American Airlines to the very recognizable G in the Gap, all Helvetica. Even the New York subway signs, designed by Massimo Vignelli, are Helvetica. But what does that have to do with science communication and education? Read the full post »
Posted by mcshanahan on October 9, 2012