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Science isn’t “settled:” Disrupting canonical science to engage more students

November 3, 2014 | Media and Technology, Public Programs, Exhibitions, Informal/Formal Connections
Bang, Warren, Rosebery, and Medin explore empirical work with students from non-dominant communities to support teaching science as a practice of inquiry and understanding, not as a “settled” set of ideas and skills to learn.

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TEAM MEMBERS

  • BB 2015 leaves2
    Bronwyn Bevan
    Author
    Exploratorium
  • Kerri Wingert
    Author
    University of Washington

    • Citation

    Resource Type: Research Brief
    Discipline: Education and learning science | General STEM | Nature of science
    Audience: Elementary School Children (6-10) | Middle School Children (11-13) | Youth/Teen (up to 17) | Educators/Teachers | Museum/ISE Professionals
    Environment Type: Media and Technology | Public Programs | Museum and Science Center Programs | Exhibitions | Informal/Formal Connections | K-12 Programs

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