Science Memes

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Welcome to c/science_memes @ Mander.xyz!

A place for majestic STEMLORD peacocking, as well as memes about the realities of working in a lab.

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Don't throw mud. Behave like an intellectual and remember the human.
Keep it rooted (on topic).
No spam.
Infographics welcome, get schooled.

If you are here asking: "Is this a science meme?"

Probably, yes. We use the Dawkins definition of meme: a replicating idea, not just an image macro with a fact on it. A good post here doesn't need to teach you something. It needs to make you ask something: who, what, where, when, and especially why or how.

Science isn't a filing cabinet of facts, it's a conversation. For example, a photo of an eel or other localized wildlife counts because most people never see one, and wonder is the first step of inquiry. A car meme counts if it makes you curious about what's under the bonnet. If you want to talk about something you noticed in the world, chances are someone else wants to talk about it too.

We moderate for vibe, not category. Pruning is light, especially where a post creates interesting discussion. Experimenting is encouraged.

See the pinned paper on Shitposting as Public Pedagogy if you want the academic case for why this works.

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What would you do? (mander.xyz)

submitted 2 months ago by fossilesque@mander.xyz to c/science_memes@mander.xyz

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[–] definitemaybe@lemmy.ca 8 points 2 months ago* (last edited 2 months ago)

I don't have time to get into the full 13 (? iirc) steps of Liljedahl's Thinking Classrooms approach, but it's exactly designed to meet the needs of students like you. Some highlights:

Students are randomly assigned to a new group of 3 daily
All students work on vertical whiteboards, or equivalents
The teacher presents a math task that starts easy-ish, but requires some work/thought to figure out
If 30% of students in the room understand the task, then it will quickly trickle between groups
The teacher circles exemplars of great thinking; students are not allowed to erase these until the next debrief
The teacher regularly cycles back to get students to explain their work to the class, showcasing and explaining the bits the teacher circled
Start over with a more advanced task/"next step"

It's an incredibly effective teaching method for secondary math. And there's clear motivation every step of the way for what you're doing and why it matters.

And the teacher only explains about 5-10% of the material; everything else is explained by the students as the carefully curated progression of activities guides them through discovering the math themselves.