K12Science

K12Science Podcast: What if AI Gets it Wrong?

I was recently reading the February 18, 2026 NSTA Blog, a publication of the National Science Teaching Association.

In this blog I read the section, "From Chalkboards to AI" written by Valerie Bennett and Christine Anne Royce. They wrote an article entitled "What if AI Gets it Wrong? Teaching Students to Detect Errors and Misleading Models."

When teachers intentionally surface AI errors, students learn that:

• Authority does not equal accuracy.
• Confidence is not evidence.
• Scientific knowledge is always provisional.

It may be best to integrate AI literacy with disciplinary practices rather than teaching is as a standalone skill.

I was recently reading the January - February 2026 issue of "Science and Children," a publication of the National Science Teaching Association.

In this issue, I read the section, "Science 101" written by Matt Bobrowsky. He wrote an article entitled "What is Data, and Is Data Science Really Science?"

In the article, Matt addresses three misconceptions about data science:

1. Data refers only to numbers.

2. Data tells the whole story.

3. It's computers, not people, who do data science.

I was recently reading the January - February 2026 issue of "Science Scope", a publication of the National Science Teaching Association. In this issue, I read the section, "Citizen Science" written by Jill Nugent. She wrote an article entitled "Data and Discovery from the Sea to the Science Classroom."

Students can follow in the footsteps of Benjamin Franklin's study of ocean currents, by participating in the citizen science "Global Ocean Surface Ecosystem Alliance Project (GO-SEA)." You can learn more about the project at:

https://goseascience.org

I was recently reading the November-December 2025 issue of "The Science Teacher", a publication of the National Science Teaching Association.

In this issue, I read a featured article written Matthias Fisher, Cody Pritchard, Zhen Xu, and Joshua Rosenberg. They wrote an article entitled, "Finding Your Way into Data Science Education as a Science Teacher."

This is the third podcast in a series of three podcasts on the topics of Data, Data Science, and Data Science Education. In this article, the authors aimed to support science teachers without backgrounds in data science. by addressing three major challenges:

1. The lack of training to teach data science.

2. The difficulty of designing relevant and engaging data science lessons.

3. The challenge of teaching data science with limited technological resources.

In this podcast I address challenge #3 - the challenge of teaching data science with limited technological resources.

I was recently reading the November-December 2025 issue of "The Science Teacher", a publication of the National Science Teaching Association.

In this issue, I read a featured article written Matthias Fisher, Cody Pritchard, Zhen Xu, and Joshua Rosenberg. They wrote an article entitled, "Finding Your Way into Data Science Education as a Science Teacher."

This is the second podcast in a series of three podcasts on the topics of Data, Data Science, and Data Science Education. In this article, the authors aimed to support science teachers without backgrounds in data science. by addressing three major challenges:

1. The lack of training to teach data science.

2. The difficulty of designing relevant and engaging data science lessons.

3. The challenge of teaching data science with limited technological resources.

In this podcast I address challenge #2 - the difficulty of designing relevant and engaging data science lessons.

I was recently reading the November-December 2025 issue of "The Science Teacher", a publication of the National Science Teaching Association.

In this issue, I read a featured article written Matthias Fisher, Cody Pritchard, Zhen Xu, and Joshua Rosenberg. They wrote an article entitled, "Finding Your Way into Data Science Education as a Science Teacher."

This is the first podcast of three podcasts on the topics of Data, Data Science, and Data Science Education. In this article, the authors aimed to support science teachers without backgrounds in data science. by addressing three major challenges:

1. The lack of training to teach data science.

2. The difficulty of designing relevant and engaging data science lessons.

3. The challenge of teaching data science with limited technological resources.

In this podcast I address challenge #1.

I was recently reading the November-December 2025 issue of "The Science Teacher", a publication of the National Science Teaching Association.

In this issue, I read the section, "Career of the Month" written by Luba Vangelova. She wrote an article entitled, "Museum-Based Educator Tammy Cook-Endres."

Museum-based science educators encourage curiosity and hands-on learning about science. Depending on their areas of expertise, they may work with children, adults, or people of all ages. The field of museum education is most suitable for people who have some teaching experience, enjoy working with people, and can inspire a love of science.

I was recently reading the November-December 2025 issue of "Science and Children", a publication of the National Science Teaching Association.

In this issue, I read the section, "Science 101" written by Matt Bobrowsky. He wrote an article entitled, "Q: How Can I Make Science Investigations More Creative?"

Many teachers do not like science fairs, but there are many ways to have a science festival that avoids most of the issues that impact students, teachers, and families. A science fair can be redesignedj to be less stressful and more genuinely educational by shifting the focus from competition to learning.

I was recently reading the November-December 2025 issue of "Science Scope", a publication of the National Science Teaching Association.

In this issue, I read the section, "Scope on the Skies" written by Bob Riddle. He wrote an article entitled, "Is Anyone Home?"

We have always been curious about life beyond Earth, but we still do not have a definitive answer about that life beyond Earth. In a "big picture" sense, what we learn because of our curiosity, our intelligence, and certainly our technology offers us a chance to shape our future and, as educators, to increase our student's curiosity and appreciation for the magnitude of the universe and the possibilities of life beyond Earth.

I was recently reading the November-December 2025 issue of "Science Scope", a publication of the National Science Teaching Association.

In this issue, I read the section, "Citizen Science" written by Jill Nugent. She wrote an article entitled, "Meet the Microbiome."

The human microbiome refers to the microorganisms that live on and in the human body. Colony B is a citizen science project that invites learners to engage in science and contribute to what is known about the human microbiome. Colony B was designed by researchers at McGill University, and it involves sorting and analyzing microbiome data that were gathered as part of the American Gut Project. To learn more about this citizen science project, visit their website at:

https://scistarter.org/education/colony-b-homeschool