Systematic science teaching. A manual of inductive elementary work for all instructors

In a world where IQ is one of the most important commodities, you want to get as many smart people as you can.” Second, said Rashid, “We have done a very poor job of conveying to kids the value of science and technology as a career choice that will make the world a better place. Engineering and science is what led to so many improvements in our lives. But you talk to K through twelve kids about changing the world and they don't look at computer science as a career that is going to be a great thing. The amazing thing is that it is hard to get women into computer science now, and getting worse. Young women in junior high are told this is a really wretched lifestyle. As a result, we are not getting enough students through our systems who want to be computer scientists and engineers, and if we cut off the flow from abroad, the confluence of those two will potentially put us in a very difficult position ten or fifteen years from now. It is a pipeline process. It won't come to roost right away, but fifteen or twenty years from now, you'll find you don't have the people and the energy in these areas where you need them.” From Richard Rashid at Microsoft in the Northwest to Tracy Koon at Intel in Silicon Valley to Shirley Ann Jackson at Rensselaer on the East Coast, the people who understand these issues the best and are closest to them have the same message: Because it takes fifteen years to create a scientist or advanced engineer, starting from when that young man or woman first gets hooked on science and math in elementary school, we should be embarking on an all-hands-on-deck, no-holds-barred, no-budget-too-large crash program for science and engineering education immediately ...»