Did the Pandemic Impact the Brains of Our Science Students?

Ian Gotlib, lead author of the study stated, "We know that early adversity and stress can accelerate biological aging and brain maturation. [...]these students face a higher risk of memory and learning problems and may be why we are seeing skyrocketing cases of anxiety and depression among our students since the pandemic. The articles in this special issue provide ideas for teachers to upgrade their knowledge on immunology, gain ideas for infusing immunology into their teaching, and rethink applicability and language of the standards to include scientific phenomena that emerge daily but are not necessarily reflected within NGSS and state standards.

COVID-19: One Year Later

Whether through creative uses of cell phone technology, makeshift lab equipment, or the use of virtual laboratory and virtual field trip events, our students were able to experience science in new and powerful ways. Science teachers adapted and shared their ideas, using social media groups such as Facebook's "NGSS Chemistry Teachers," "NGSS Biology Teachers," and other science teaching groups. All COVID-19 vaccines are free from metals such as iron, nickel, cobalt, lithium, and rare earth alloys, as well as any manufactured products such as microelectronics, electrodes, carbon nanotubes, and nanowire semiconductors.

Equity for All

According to the National Council for Minorities in Engineering, Latinos accounted for only 6.3 percent of the engineering degrees awarded in 2010, and a tiny 1.2 percent of those awarded doctoral degrees. Strategies for an Equitable Science Classroom * Ensure parents have information on the school system and the social services and community resources available to them. * Provide opportunities for small-group work, self-directed learning, peer-group activities, and leadership opportunities. * Closely monitor science discussions. [...]knowing is in the explaining, and when students share their knowledge with each other, then you know they understand the information. * Make your classroom a place where conversations of how bias is reflected in science by the culture is brought to the attention of the students. * "Move toward indigenous (cultural) resources in order to be culturally relevant rather than use resources tied to affluence" (Baker 2016). * Engage students in multi-faceted learning experiences, such as stations that have data to be interpreted, art work to be created, science equipment to be manipulated, and other forms of instruction that taps into the strengths of all students. * Provide opportunities for students to be mentored by university and industry professionals that can engage the students in seeing what it means to do science. * Provide career information that addresses the strengths of the students.