Heather King

Why do Finnish students have an edge in science? Reading between the lines Questioning the Draw-A-Scientist Test Moving into, or away from, science? A Learning Research Agenda for Natural History Institutions Practitioners’ perceptions of their science engagement practices Making the unthinkable thinkable How urban girls negotiate school science The benefits of fieldwork Identifying with science? Young people’s choices for further study in STEM Teaching families the skills of inquiry Museum visits as part of teaching sequences A science communication collaboration between a science center, college, and industry Teachers’ feelings about teaching about climate change Identifying research themes for public engagement in natural history museums Working in partnership with young people to develop museum resources Teacher concerns around practical work and inquiry-based science Moving beyond outcome-based evaluation in education A review of Internet-based science learning resources Supporting learners with special needs to ensure equity for all How teachers’ beliefs about field trips affect their practices What questions do students ask scientists? Supporting the use of concept cartoons Is learning science like learning a language? A focus on PCK for teacher education Studying interest generated by engineering design activities Exploring the factors affecting student engagement with science What makes public lectures effective? Supporting STEM teaching and learning of visually impaired students International comparison of student interest and enjoyment in science A focus on inquiry and supporting English language learners: results from a PD intervention Sources of inspiration for STEM decisions Environmental beliefs and willingness to take action Visual and spatial thinking in science Supporting opinion-forming skills Informal sector internships foster professional identity development for teacher candidates Seven recommendations for supporting adolescent learners Dramatic Science Using small group discussions in science teaching Students’ understanding of the causes and consequences of climate change Identifying implicit assumptions to support learning Researcher-teacher co-design: Can it work? Does the authenticity of an object matter? Using narrative to communicate science Student views of an out-of-school, university lab science enrichment programme Examining the skill of observation in young children Relating culture to prior knowledge Designing professional development for inquiry-based science teaching Using drama to understand science Socioscientific issues and moral sensitivity Early childhood teacher beliefs about learning science Record keeping to support inquiry Current trends in science teacher professional development Toward successful collaborations between museum and schools Separating science learning into concepts and language Do personality attributes affect a student’s motivation to learn science? Public understanding of and sense of responsibility for global climate change Compatible or in conflict? Negotiating religious and scientific viewpoints The value of both talking and writing for learning to argue in science Science camps and student identities in science Developing pedagogical connections among ideas, experiences, and concepts Pre-service teachers’ understanding of climate science Children’s use of repertoires to engage with socioscientific issues The need for museum programs for people with dementia and their caregivers Reflections from scientists about their career choices: Key influences and significant factors Designing practical work to reduce cognitive load and increase learning Zoo visitors’ understanding of animal biology and conservation Native American perceptions of scientists Bridging the gap between formal and informal contexts The nature of collaborative inquiry using computer-based tools Re-thinking learning in science Democratic participation and scientific literacy What makes girls want to study physics? Museum educators learn by doing Beliefs about action for climate change: Key influences and implications The meaning of science inquiry: what do teachers think? Providing a real-world purpose for learning Defining technology Using the Visitor-Identity Model Moving away from pencil-and-paper tests Assessing learning in the outdoors The importance of learning about risk Professional development through school-based communities of practice Connecting in-school and out-of-school learning experiences The role of teacher self-efficacy beliefs in the success of PD Matching exhibit designer intentions with visitor experience Argumentation as part of lab work The importance of drawing in the learning process Negotiating the discourse of socio-scientific issues Comparing novice and expert inquiry: What help do novices need? The impact of teachers on students’ science interest Learning from hobbyists to understand science learning An understanding of neuroscience for science educators The impact of gender on young people’s STEM choices Museums less influential than Internet on civic science literacy Can drawings represent a child’s thinking? The effect of science museums on academic achievement A framing narrative for collaborative partnerships supporting research and learning in informal science institutions The effect of parents’ attitudes on student achievement in science Teaching through place to promote cultural and biotic diversity and well-being Impact on science identities over time Contrasting perspectives on equity work Computer-based toolkit extends inquiry across settings