In the eighth episode of the Idealized Science podcast, Dr. Beckey chats with Dr. Wargo about a 2013 article entitled “Inquiry-Based Instruction and Teaching About Nature of Science: Are They Happening?” by Capps and Crawford. They define inquiry, nature of science, and discuss their similarities and crucial differences before discussing a study that aimed to assess to what extent teachers are really engaging their students in inquiry and explicit teaching about the nature of science. Sadly, the study finds that even our most qualified and motivated teachers fail to teach inquiry and nature of science in way that aligns with the most recent reform pedagogy. Throughout, they discuss the ways in which the ISI is attempting to address these issues. As always, you can find more information or support our mission, please visit us at https://www.idealizedscience.org or on social media via https://linktr.ee/idealizedscienceinstitute.

In the seventh installment of the Idealized Science podcast, Dr. Beckey and Dr. Wargo discuss "Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools," a report published by the National Research Council in 2002. Despite being published over two decades ago, this report remains a relevant and accessible read for all high school STEM teachers.

In this episode of the Idealized Science podcast, Dr. Wargo and Dr. Beckey discuss the age old question of depth versus breadth in education. In particular, they review the 2008 article entitled "Depth Versus Breadth: How Content Coverage in High School Science Courses Relates to Later Success in College Science Coursework" by Schwartz et al. and give recommendations to educators on how to utilize this article's findings.

In the fifth episode of the Idealized Science podcast, Dr. Beckey and Dr. Wargo discuss the vital role argumentation plays in a well-rounded science education. They focus on a paper entitled "Establishing the norms of scientific argumentation in classrooms" by Driver, Newton, and Osborne published in the 2000, but still highly relevant today.

In the fourth episode of the Idealized Science podcast, Dr. Beckey and Dr. Wargo discuss peer instruction -- a simple pedagogical technique that promotes classroom engagement and has been shown to lead to increased learning gains across scientific disciplines. We discuss implementing the technique, the paper entitled Why Peer Discussion Improves Student Performance on In-Class Concept Questions by Smith et al., and point the listener to a step-by-step guide entitled Peer Instruction: Engaging Students One-on-One, All at Once by Crouch et al.

In the third episode of the Idealized Science podcast, Dr. Beckey chats with Dr. Wargo and 6th grade science educator Jeanine Ging about engaging students from 6th to 12th grade in long-term science projects culminating in presentations at an authentic science conference at the high school level. “Long-terms” and authentic science conferences epitomize the Idealized Science framework. For more information, additional educational resources, and to support our mission, please visit us at https://www.idealizedscience.org.

In the second episode of the Idealized Science podcast, Dr. Beckey and Dr. Wargo introduce and contextualize the Idealized Science framework. Idealized Science enables teachers to engage their students in the most recent science education standards that have resulted over decades of educational research. For more information, additional educational resources, and to support our mission, please visit us at https://www.idealizedscience.org.

In the first episode of the Idealized Science Podcast, we discuss a Physics Today article from 2017 entitled The Past and Future of Physics Education Reform (Otero and Meltzer, Physics Today 70 (5), 50–56 (2017)). For more information about the Idealized Science Institute, please visit us at our website.