In the American Association for the Advancement of Science’s “Science in the Classroom” project, graduate students annotate journal articles from Science for pedagogical use in secondary and post-secondary classrooms. Authors approve the annotations and editors of the magazine curate the annotations. This amazing collaborative effort to advance scientific understanding is built on top of open annotation infrastructure.
Whether it be in a high school physics classroom or a journal club in a university biology laboratory, collaborative web annotation has the potential to transform how science is taught and practiced. Students can both become more literate about scientific subjects and scientific knowledge production as well as contribute valuably to the scientific record themselves.
In our most recent educator webinar, we discussed using Hypothesis in the science classroom with high school biology teacher and tech coach, Brian Bennett, Craig Whippo, professor of biology at Dickinson State University in North Dakota, and Elba Serrano, professor of biology at New Mexico State University. Our own neuroscientist in residence, Maryann Martone, moderated the conversation.
- Brian Bennett, Elkhart Community Schools (Indiana)
- Jeremy Dean, Hypothesis
- Maryann Martone, UCSD & Hypothesis (moderator)
- Elba Serrano, New Mexico State University
- Craig Whippo, Davidson State University (North Dakota)
- Contact Jeremy Dean or follow him on Twitter
- Sign up for Hypothesis
- Hypothesis Education Portal
- Hypothesis Teacher Guide
- Previous Hypothesis education webinars
- Climate Feedback is an organization of climate scientists that uses annotation to fact-check the news on climate change
- AAAS Science in the Classroom is a project that uses annotation to help students develop the skills and habits to engage with scientific papers and discourse
- Hypothesis User Support