Gary Ackerman @garyackerman@qoto.org

Science seeks answers that accurately reflect nature by being grounded in observation, control, logic, and a drive to reduce bias.

The problem with bias: individuals are usually unaware of their biases. This makes recognizing and addressing them incredibly difficult. #BlindSpot

What if I am wrong?

Asking this question leads to better decisions .

A blog post on comparing two approaches to data, evidence, and teaching, now with audio:
https://hackscience.education/2018/09/28/naturalistic-approaches-to-research-and-teaching/

A blog post in using problems to focus learning.
https://hackscience.education/2025/08/24/learning-its-all-about-the-problem/

Problems are essential for learning, not just a teaching technique. They provide context, relevance, and active engagement for students.

Learners must actively use their acquired skills to address problems.

One thing I learned during almost 40 years in education: Problems aren't just exercises; they are the driving force behind meaningful learning.

Problems help learners immediately see the relevance of what they're studying, making the material's importance clear.

For maximum impact, instruction should always begin with a problem that learners need to solve.

I've watched a lot of sports on TV. American football is among the worst.

Ditch dry lectures. Problems are far more interesting and informative than learning outcomes for motivating students. Let challenges drive learning... they work better than outcomes.

“We all know…” is followed by claptrap. *Always* claptrap.

a blog post on curriculum
https://hackscience.education/2025/08/24/authentic-curriculum/

The question "what would happen if…?" has focused human inquiry since our species evolved, driving our curiosity to understand nature through science.

I encountered “infrastructuring” for the first time... the more I think about it the more I like it.

I just realized Ben Folds Five - Song for the Dumped is probably not great office music when you have an open meeting for faculty to drop in for help.

Asking “what works?” isn’t really the way to improve #education

Knowing “things” is of limited use... knowing how things interact... that is useful.