Editorials
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Thanks to everyone who donated to Science in School via our website; we were overwhelmed by the positive response. With your help and the support of our advertisers, we have been able to print and distribute Issue 21, as those of you who are reading this in print will realise. The battle is not yet won, however: we need support from all of you to help us to continue printing your favourite science-teaching journal – and to provide it to you free of charge.
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I am delighted to announce that our publisher, EIROforum, has agreed to fund Science in School for a further two years, with enough money to cover the online production. We are also making every effort to continue printing your favourite science-teaching journal, for you to read on the train, refer to again and again, or share with colleagues, students and friends – but we need your help.
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Durante los últimos cinco años hemos publicado 350 artículos, sobre temas que van desde la física de partículas a la astronomía, pasando por el cambio climático, los terremotos y la espectrometría de masas, la evolución, la biodiversidad y la diabetes. Muchos de estos artículos han sido traducidos para su publicación en nuestra web – produciendo otros 788 artículos en 28 idiomas europeos.
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Life in space – scientists and lay people alike are intrigued by this possibility. Recently, astronomers have found a planet orbiting a star that entered the Milky Way from another galaxy. Does that whet your appetite for space travel? Why not discuss what we would need to live on another planetary body and get your students to design a space habitat?
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This issue of Science in School is rather special: it’s now five years since Science in School was launched, in March 2006.
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Welcome to the seventeenth issue of Science in School
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Do men and women share the same sense of humour? Perhaps, but their brains react differently to it, as Allan Reiss explains in this issue’s feature article. Of course, people differ not only in their humour but also in many other ways, including skin colour, hair thickness and the ability to digest starch or lactose. What is the genetic basis of such differences, and could they have been evolutionary adaptations to a changing environment? Jarek Bryk tells us how scientists investigate these questions.
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Welcome to the sixteenth issue of Science in School
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Progress in science can be sporadic. For nearly 40 years, no human has visited the Moon, but interest in lunar exploration is now growing, as Adam Baker reports. If a trip to the Moon sounds daunting, why not take a deep breath and explore the deep seas instead: hydrothermal vents and cold seeps?
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Have you ever wondered who is behind Science in School? We would like to present our publisher, EIROforum: a collaboration between seven European inter-governmental scientific research organisations. |
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In this issue, a common theme is the nature of science and how to teach it. Pierre Léna, interviewed in our feature article, believes that when teaching science “it’s important to convey the idea that science is a human and collective adventure, not a lonely and national activity”. For him, it is essential to exploit children’s curiosity. Science teacher Jörg Gutschank agrees: “the point is not to know but to question, and to look for ways to solve problems”.
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Health and disease are themes that run through this issue of Science in School. In our feature article, Alan Leshner describes his varied career, including his involvement in a major campaign to show that schizophrenia is a brain disease and not a result of environment. In contrast to this concern with the public awareness of mental illness, Sabine Hentze deals with illness on a personal scale – counselling patients and families affected by genetic diseases.
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