Jenny Ingber teaches a science course for educators in the Graduate School.
Each September, Bank Street’s Graduate School of Education welcomes new students to the college with a visit from a leading educator who has made a compelling mark in her or his field. These talks comprise the annual Barbara Biber Lectures, and on September 5, science education expert Hubert Dyasi, Ph.D., headlined the event that marked that series’ 18th year.
Dr. Hubert Dyasi with the Graduate School’s Nancy Gropper
Dr. Dyasi is an acclaimed specialist in science education who has championed the role of experiential learning in teaching science. While teaching at the undergraduate and graduate levels at City University of New York, he directed science teacher development programs benefitting the city’s school districts.
In her introductory remarks, Nancy Gropper, Associate Dean for Academic Affairs in the Graduate School, stressed that real science literacy—teaching children to question, explore, and interpret—is essential to the country’s stability and commitment to social justice. She noted that Dr. Dyasi’s approach is “the personification of how Bank Street approaches teaching and learning.”
What’s More Important Than Facts is How We Come to Know Them
In his presentation, Dr. Dyasi unpacked what’s at the heart of science education:
“When we combine laws, principles, and facts, in science we call that theory. But what’s more important than facts is how we come to know them.”
He spoke of the infinite possibilities that emerge when children work their ways through facts and concepts, process them through their own cultural filters and assumptions, and learn to