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For several decades educators have struggled to identify the attributes all sciences have in common. In the popular mind this effort constitutes the importance of teaching “the” scientific method. In the policy maker’s world this pursuit yields standards for all Americans that unify the sciences. For teachers, the quest for unity has typically meant teaching science as process. However, a curriculum that prioritizes what all sciences have in common obscures their vital differences. 
Specific humidity in Hurricane Katrina as it made landfall. Simulating complex atmospheric phenomena challenges both 21st century science and science teaching. Image courtesy of the Emergent Climate Risk Laboratory (ECRL) at Cornell University.
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