CLIMATE SCIENCE EDUCATION
As SpongeBob Makes Waves, a Missed Opportunity for Education
By playing defense instead of offense, the Department of Education missed an opportunity to turn the recent squall over SpongeBob Square Pants’s book about climate change into a hurricane of science education.







The National Academy of Sciences just released a new book, Science, Evolution, and Creationism, which “provides information about the role that evolution plays in modern biology and the reasons why only scientifically based explanations should be included in public school science courses.”
The House Oversight Committee on Bush Administration interference with climate science; Atlantis grounded; framing nanotech; sex difference in math and science; Nobel Peace Prize ceremonies; VCs doubtful on carbon regulation from the government.
Three young women scientists make history; arguments over the impact of climate change on global health; how not to get funding from the NSF; John Marburger talks with the National Journal; conflicts of interest at the FDA; the ailing Discovery Corps Fellowship program; and what is Evo-Devo?
The future of the Hubble Space Telescope, a new map of Antarctica, post-Katrina mental health, and metaphors for the climate crisis: in this week’s Science Times section of The New York Times, several stories covering science, health, and technology policy.
Talking about about climate change solely in terms of impending catastrophe may still be reasonable from a factual standpoint, but it may not be the most effective frame for debates on climate and energy policy. Here are four other frames in current discussions.
Andrew A. Rosenberg on how “emphasizing what we don’t know often drowns out what we do know.” Also, a new Urban Institute study claims that the U.S. has more than enough scientists and engineers.