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Mail & Guardian
20-05-2025
- Science
- Mail & Guardian
AK NPC and SADTU joint training programme for science club practitioners at Cape winelands and Overberg schools
In the first school term of 2025, the South African Democratic Teachers Union (SADTU) held meetings with AK NPC to discuss the advancement of science and science education in schools and how these two organisations could collectively assist schools to provide learners greater exposure to science and technology. After deliberations between members of AK NPC and SADTU , it was decided to respond to the many calls for assistance to develop science clubs from the stakeholders (subject advisors, education officials, principals and science teachers) of two Western Cape Education Department (WCED) districts, namely Cape Winelands and Overberg. This initiative stems from the members of Advancing Knowledge NPC's long-standing involvement in establishing science clubs at schools in these districts. For example, in 2004 the first science club competition was arranged at Cape Winelands Education District Office in Worcester where science clubs from more than 20 schools (including primary and secondary schools) participated. The science club competition has since been held annually in Worcester and in the year 2025, AK NPC will be hosting its 21 st annual science club competition . The members of Advancing Knowledge NPC annual STEM Roadshows to rural schools across the country mostly consisted of teachers from Cape Winelands and Overberg schools. The road shows formed part of the national Department of Science, Technology and Innovation's National Science Week during which time science shows, science exhibitions and science club activities were held for learners and teachers who were continuously encouraged to develop science clubs at their schools. In 2024, Advancing Knowledge NPC held a training programme for science club practitioners of the West Coast and teachers from Cape Winelands and Overberg region served as facilitators in the training to share their experiences as champions of science clubs. Prof Shaheed Hartley as Director of Advancing Knowledge NPC together with Garden Cities Archway Foundation (GCAF) and Western Cape Education Department (WCED) have to date constructed a total of 28 brand new science laboratories (14 primary and 14 secondary) at Cape Winelands and Overberg districts schools – a further 4 science laboratories are currently constructed in Overberg. This two-day training was held on 15 and 16 May 2025 at Bonnievale Primary School near Swellendam. A total of 65 teachers from 33 schools of the two education districts attended the training on each day. The training programme was opened by SADTU representatives Jonita Philander and Russel Sampson who encouraged teachers to use the skills and knowledge gained over the two days to establish their science clubs. Prof Shaheed Hartley (Director AK NPC) provided an overview of the establishment of science clubs in the two districts, provided teachers with a guide on how to create and advance science clubs at their schools and how to successfully sustain the science activities conducted in the science club. Safety precautions and procedures when working with science activities were especially emphasised. Teachers were divided into three groups to attend the three parallel sessions prepared for the science club training namely physics, chemistry and technology. One of the venues was the science laboratory (STEM TLC) built by the partnership between AK NPC, GCAF and WCED. The training programme was alternated over the two days to allow everyone to attend each of the three parallel sessions. In each session teachers were faced with demonstrations of interesting activities by experienced facilitators and then allowed hands-on participation in the activities ready-made to be transferred into their science clubs. The three sessions were led by facilitators Mark Ogilvie (York Road PS) and Dr Gillian Arendse (iThemba Labs) in physics, Robert Solomon (CPUT) in technology and Gert Marero (Ashton HS) in chemistry. They were supported by co-facilitators and experienced science club practitioners Danie Burger (AK NPC), Analida Malies (Dagbreek PS), Evelyn Johnson (Bonnievale PS), Joanne Lindeboom (Oker PS), Abigail Joseph (Langeberg HS), Devon Espin and Recobin Conradie (Ashbury PS), Mira Snyman (Le Chasseur PS), Lucinda van Wyk (Kenwyn PS), Saadiqah Fraden, Yura Joubert and Somila Dlakavu (AK NPC interns) and Melissa Petersen (AK NPC projects coordinator). The 2-day programme was an opportunity for science and other interested teachers to participate in training on how to establish a science club from scratch and/or to renew, reinvigorate and advance existing initiatives in this regard. Teachers were taken by hand and showed how to start with elementary science experiments, investigations, exhibitions and activities and to expand on it in terms of the level of difficulty and complexity. During the training emphasis was laid on safety and the use of elementary everyday products to illustrate science concepts, principles and procedures. All three sessions had teachers 'oohing and aahing' while cheering and applauding the flow of engaging activities and outcomes that challenged their scientific knowledge and understanding. This was interspersed with the regular controlled huge explosions and loud bangs, and a spectrum of coloured flames as Gert Marero and his chemistry colleagues took teachers to areas of greater possibility, while Mark and Robert's teams took turns to fetch water rockets from the school's upper-story roof. A final session consisting of a science show by Dr Gillian Arendse (iThemba Labs) and members of the AK NPC team of facilitators rounded off proceedings. The overriding idea of the training was for teachers to translate the gained knowledge and skills to their learners in a science club at their schools and for the science club to participate in the science club competition of the two districts. The Cape Winelands-Overberg Science Club Competition will take place on 02 October 2025 at the Cape Winelands Education District Offices in Worcester. EVALUATION The following are some of teachers' perceptions of science club training expressed in their evaluations: This science club training added so much value to my development as a science club practitioner because I did not learn this stuff at university. There was a lot of concepts and information that I did not know before but now I can share this new knowledge with my learners in the science club and in my science lessons. I learnt that science is fun. The practical activities done increased my skills and knowledge. I have learnt to teach a concept in a variety of ways to learners especially practically so that they can explore especially in the science club. A science club is the first thing I will start with my learners. I need to let them do things on their own but also guided by me. Thank you SADTU and AK NPC. This was the best workshop for me to attend. More please. Yes new knowledge and skills were gained but also how to use everyday products and materials for experiments. Absolutely loved this training. It was exciting, exhilarating, scary, fun, entertaining and knowledge-bearing. Oh so much knowledge and skills on how to do experiments using simple products that you get everywhere. I cant wait to implement this in my science club but also for NST (natural science and technology). I can't wait for the booklets that you guys are going to e-mail us so that we can do some of the experiments. In the meantime I have so many videos that I took of every activity I witnessed. Thanks Prof and the guys, this was well worth attending. If only all the workshops could have this kind of entertaining and interactive basis instead of the boring meetings that one is forced to attend. You guys kept our attention and concentration, not because you asked us but because we wanted to be part of everything that was happening. We did not want to miss anything. The information we received was sometimes overwhelming. I can understand the limited time we worked with but you actually needed 2 days for each of the physics, chemistry and technology sessions. I look forward to receiving further information by e-mail. Yes it emphasised that one can practice a kaleidoscope of experiments in a variety of ways while having fun. It made us look at it from the viewpoint of our 'naughty learners' who push the boundaries due to curiosity. Even after having a science club for the past ten years, this has opened by eyes to new presentation techniques. Yes it made me more excited to do more science in class as well as the STEM club. I want to expand our club more and make it more fun. Learners nowadays must learn in a more practical manner given our large class numbers. This workshop just kickstarted that element for me. Organisations that want to contribute and partner in this initiative to empower and capacitate science clubs to build a critical mass of future STEM practitioners in rural schools are encouraged to make contact with the Director of AK NPC, Prof Shaheed Hartley (
Yahoo
16-05-2025
- Science
- Yahoo
Bonus Books: April showers bring new weather books
Spring brings flowers and showers, and thankfully, books. Here's a new crop to keep little readers engaged and learning as they celebrate their world. Teachers, don't miss 'Here is a Book.' It is timeless. by Ruth Spiro, illustrated by Kat Uno (Charlesbridge, ages birth – 3) and 'How to Explain Climate Science to a Grown-Up' by Ruth Spiro, illustrated by Teresa Martinez (Charlesbridge, ages 4 – 8) For kiddos who can't get enough of science and weather, these books will be read again and again. 'Baby Loves Meteorology' is a board book and part of the wonderful 'Baby Loves Science' series. It beautifully talks to the youngest scientists in simple terms without talking down to them, which is no small feat. 'How to Explain Climate Science to a Grown-Up' is in a delightful format and it is a great way to help kids understand that adults don't know everything. In fact, some are unlearning things as science progresses and gives us new information – and kids can help. by Kelly Anne McLellan, illustrated by Javiera Mac-lean (Callisto Publishing) Good details in a chapter book format like this one can help emerging readers feel empowered as they learn to read for content. But they don't have to know that. For many kids, nonfiction rules, and this is likely to become a 'carry around' book that they can work through on their own, learning and succeeding along the way. by Shannon Anderson, illustrated by Jaclyn Sinquett (Feeding Minds Press, ages 4 – 8) OK, teachers, this is a great hands-on science book, but get ready for your students to start asking about things like how to secure grant funding for their school hydroponic garden system. This is such a fun story (with a bit of encouragement for kids who have moved to a new school) and it shows kids that determination and teamwork can make all sorts of things grow. by Laurel Goodluck, written by Steph Littlebird (Simon & Schuster Books for Young Readers, ages 4 – 8) Get this one and add it to your home library, your classroom and anywhere else you can find. It also makes a wonderful gift from a child to one of those fierce aunties that fill a role only they can. This is a beautiful celebration of a special relationship, a championing of the importance of Indigenous wisdom and a joyful acknowledgement of chosen family. by Chrissy Metz and Bradley Collins, illustrated by Lisa Fields (Flamingo Books, ages 4 – 8) Big feelings are very real and this gentle book lets little (and big) kids know that it's OK to talk about them, even in their prayers. Whether children feel brave or scared, sad or frustrated, this sweet story affirms kids wherever they are. by Elisha Cooper (Abrams Books for Young Readers, ages 4 – 8) From Caldecott Honor Winner Elisha Cooper, the frame-worthy pages of this story help readers understand how a book is born, from the imagination and work and creativity of the author and illustrator, to the teamwork (and coffee) of the publishing team, and all the way across the roads to the schools and libraries where a story that didn't exist comes to be held in the hands of children who read it and make it part of who they are. It is simply wonderful. New products for sleeping, gifting and on-the-go with baby Dance, laugh and sing with the Fraggles Giving children the best: We all have a role Your guide to things to do in Asheville and WNC this week This article originally appeared on Asheville Citizen Times: Bonus Books: Love for the earth and each other
Associated Press
13-05-2025
- Entertainment
- Associated Press
Science-2-U Founder Rereleases Book to Champion Immersive Education among Youth
05/12/2025, Lakewood, California // PRODIGY: Feature Story // Jill Wilcox, a longtime science educator and founder of Science-2-U, has re-released her engaging children's book, Wego: The Wonderful Silkworm. Originally launched in 2006, the book is now making a refreshed debut to reach a new generation of early learners. This move reflects Wilcox's desire to spark curiosity in biology and natural sciences through imaginative storytelling. Additionally, Wilcox plans to write a series of life science books, exploring various life cycles across different species. The book allows readers to follow the friendly protagonist, Wego, as he guides them through a silkworm's life cycle, from egg to caterpillar, then cocoon to moth. The story is told from Wego's point of view, allowing one to see a silkworm's biological transformation through its eyes. This perspective-based storytelling captures children's attention and helps them understand complex biological concepts better, as it feels personal, playful, and easy to grasp. Wego is filled with vivid illustrations and simple explanations, making it an ideal resource for parents, teachers, and caregivers to introduce science to their little ones in a fun and meaningful way. Wego was initially written as a classroom tool, inspired by Wilcox's silkworm class for young students. Testing it for years with her homeschool science groups, she saw how much children loved the story and how effectively it engaged them in scientific thinking. The author re-released the book due to her broader vision of cultivating a genuine excitement for science in children. 'Science isn't just something you learn from a textbook. Science is everything. It's our bodies, our food, our planet. Once kids see how it's all connected to their daily lives, they stop thinking of it as schoolwork and start seeing it as a way to understand the world,' Wilcox says. This philosophy has guided Wilcox's work as an educator and entrepreneur in the homeschool space. She began her career by working in environmental toxicology across the public and private sectors. In 1998, she pivoted and leveraged a bachelor's degree in Biology and years of experience in natural sciences to launch Science-2-U. Here, she serves as a high school-level instructor teaching science to homeschool students from kindergarten through 12th grade. Science-2-U is a hands-on, lab-based education service providing students with real-world scientific experiences. Wilcox and her team of educators rent dedicated classroom spaces where homeschoolers can attend in-person science sessions using authentic lab equipment such as microscopes, graduated cylinders, and Van de Graaff generators. These lessons align with state curriculum standards to ensure high school students receive coursework recognized by competitive universities. In addition to core science education, Science-2-U offers specialized programs like an Urban and Wilderness Survival course for high school students. This innovative offering teaches teens practical, real-world skills such as navigation, shelter-building, and resource management. The program ends in a field trip where students test their survival knowledge in a natural setting. 'When you see a kid have that 'aha' moment, when they truly understand something and it clicks, it's magic,' says Wilcox. 'That excitement motivates us to keep doing what we do. I've seen children hating science at first and then falling in love with it after getting their hands dirty, doing real labs, and seeing how science actually works.' Science-2-U also fills a critical gap for parents. Many homeschool families find science intimidating, especially at higher grade levels requiring specialized knowledge and lab materials. The program serves as a comprehensive solution to this problem. Wilcox is currently exploring the possibility of expanding Science-2-U to bring her hands-on science education model to homeschool communities across the country. She's open to conversations with educators and entrepreneurs interested in expanding the program to new regions. Whether through her book, curriculum, lesson plans, or teaching philosophy, Wilcox's mission remains to bring immersive science learning to the forefront. Media Contact Name: Jill Wilcox Email: [email protected] Source published by Submit Press Release >> Science-2-U Founder Rereleases Book to Champion Immersive Education among Youth
Japan Times
12-05-2025
- Science
- Japan Times
Japanese universities expanding female quotas in science
Universities in Japan are increasingly introducing admission quotas for female applicants at science and engineering faculties in order to raise the number of women in science. The initiative, under which a certain number of admission slots are set aside exclusively for female applicants, is aimed at correcting a persistent gender imbalance in science-related fields, but it also raises concerns over discrimination against male students. According to the education ministry, female quotas were adopted at 30 national and public universities in their science and engineering faculties this spring — more than double the 14 universities that had such system in the previous year. One of the universities that is riding on the wave of the trend is Institute of Science Tokyo, which was launched last October through a merger of Tokyo Institute of Technology and Tokyo Medical and Dental University. Before the merger, the former Tokyo Institute of Technology introduced female quotas in the 2024 academic year with a total of 58 slots, which were offered apart from the general admission slots. This spring, female quotas in science and engineering faculties at the merged school were raised to 149. Shimane University introduced a female quota of six for the Faculty of Materials for Energy in the 2023 academic year, and another 20 for the Interdisciplinary Faculty of Science and Engineering in the 2025 academic year. 'There's still a widespread misconception that engineering faculties are dirty, dangerous, and not a place for women,' lamented Tsuyoshi Mihara, dean of the Faculty of Materials for Energy. Mihara has visited high schools in Shimane Prefecture and elsewhere to introduce his university to female students. 'By establishing female quotas, we can send a strong message that these faculties are welcoming to women,' he said. Increasing the number of female students has a positive impact on all science and engineering faculties, Mihara said. 'Women who enter engineering faculties with strong determination tend to be proactive in classes and show leadership.' He also noted that female students' pragmatic approach in selecting future careers, considering factors like marriage and child-rearing, is inspiring for male students. Restrooms for women have been made spacious and bright at Shimane University's Faculty of Materials for Energy. | Shimane University / via Chugoku Shimbun Shimane University is also improving facilities to be more appealing to female students. A new building for the Faculty of Materials for Energy, completed in February, features larger restrooms and stylish furniture. Bright colors have been chosen for walls and chairs in classrooms. Meanwhile, Hiroshima University will introduce female quotas in the 2026 academic year at three of its faculties — the School of Science, the School of Engineering, and the School of Informatics and Data Science — with a total of 37 slots set aside for female applicants. The university has been working for nearly 20 years to increase the number of women in science-related departments by holding science workshops for female high school students or offering opportunities for them to interview women in science. However, these measures have done little to increase the number of female applicants. Tsutomu Mizuta, dean of the School of Science who served as head of the admission office until the end of March, said holding promotional events alone was not enough to increase the number of female applicants amid a strong impression that it's unusual for women to go into engineering. 'It may seem drastic, but a female quota system is necessary to break through that bias,' Mizuta said. In response to opinions that adopting female quotas would constitute discrimination against male students, Mizuta stressed that it is important to dispel misunderstandings that female students are getting preferential treatment because of their gender. 'It's not a system that gives women a leg up unfairly — we still strictly assess their academic standards,' he said. 'We want to make that point clear.' Hiroshima University will introduce female quotas in the 2026 academic year at three of its faculties. | Chugoku Shimbun According to a 2024 survey by Kawaijuku, a major prep school for university entrance exams, more than half of the surveyed high school students supported the female quota system, but the rate of support declined from the previous year, suggesting a persistent sense of inequality regarding the system. The survey was conducted online among first- and second-year high school students in November and December and received valid responses from 3,762 students. Asked how they felt about introducing female quotas in science-related faculties where the ratio of female students is low, 56% supported the idea, while 44% were opposed. The support rate dropped by 8.7 percentage points from the previous survey conducted in January 2023. In the free-response section, there were around 500 comments opposing the initiative, compared with only about 100 comments supporting it. Reasons for opposition included 'Equal opportunities should be given in entrance exams regardless of gender' and 'This could end up reinforcing gender discrimination.' Supportive comments included 'More women in science will bring diverse perspectives' and 'It will broaden opportunities for women.' An official at Kawaijuku said universities need to go beyond simply establishing female quotas in admissions. 'They must promote the benefits of increasing the number of women more clearly, including those during and after their university education.' This section features topics and issues covered by the Chugoku Shimbun, the largest newspaper in the Chugoku region. The original article was published April 18.
