(October 15, 2007) Nurturing the budding scientists of the 21st Century to explore, discover and expand our universe is a new way of looking at science education. But this is precisely what is needed to shift from traditional science instruction approaches to a broader paradigm that affirms that all students really can learn science. Veronica Betancourt, M.A., an IDRA education associate and developer of IDRA’s Science Smart! model, discusses how minor tweaks in teaching practices can open giant doors for students, particularly for girls, minority students and English language learners. Veronica is interviewed by Bradley Scott, Ph.D., director of the IDRA South Central Collaborative for Equity. Send comments to
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By the National Health Museum. Includes the "Mystery Spot," which is a collection of online mysteries that revolve around science. Great for English language learners and struggling readers.
Show Notes
* Host Bradley Scott, Ph.D., senior IDRA education associate and director of the IDRA South Central Collaborative for Equity, welcomes guest Veronica Betancourt, M.A., an IDRA education associate and developer of IDRA's Science Smart! model.
* Veronica explains how science is an integral part of everyone's life.
* Veronica discusses the disproportionate number of women working in the science fields and why girls tend to shy away from science in secondary schools.
* Veronica talks about the differences in science instruction at the elementary and secondary levels.
* Veronica notes that when science instruction become too procedural, students often lose a sense of purpose and meaning in what they are doing.
* Veronica outlines IDRA's year-long Science Smart! professional development model.
* Veronica addresses the importance of giving all students equal access to high-level science courses, including minority students and English language learners.
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(October 15, 2007) Nurturing the budding scientists of the 21st Century to explore, discover and expand our universe is a new way of looking at science education. But this is precisely what is needed to shift from traditional science instruction approaches to a broader paradigm that affirms that all students really can learn science. 
