This study, conducted in New Zealand, is an analysis of the questions that students in their final year of high school were anticipated asking, and asked, during a visit to a biomedical research institute. The analysis highlights, along with the interview findings, the ways in which students developed an understanding of biomedical research, saw science as a process, and acknowledged a commonality of values between themselves and the scientists. This study will be of interest to ISE educators who facilitate interactions between students and scientists and who organize opportunities for
Informal science programs have potential for engaging audiences from non-dominant communities in unique ways. This article investigates specific elements of programs that African American mothers participating in this study preferred for their elementary-aged girls. For ISE educators, this research points out several elements to address when planning programs for African American audiences, including practical issues and content delivery methods, many of these elements could perhaps be applied more broadly for other non-dominant populations.
This paper reports on comparative study of three ‘good’ public science lectures. Based on the analysis, it presents an explanatory framework composed of four clusters of elements: analogical approach, story, knowledge organisation and judicious selection of content. Of particular interest to ISE practitioners engaging in similar public engagement endeavours is the authors’ suggestion that the highest quality presentations use elements from all four clusters.
This article was written in the context of the science education reforms of the 1990s, such as the AAAS Project 2061, the NSTA science scope and sequence, and the NRC’s national standards for science education. While the researchers note that this reform movement was broad, progressive, and inclusive, they contend that, at the time of writing, it was being implemented in narrow and conventional ways: focusing on conceptual knowledge as the most important outcome, and opportunities to engage in practices of “real sciences” as the means to this end. This approach, they claimed, failed to appeal
Explanation and argument are often confused or blended in science education literature and policy documents, a problem the authors have noticed and attempted to address in this paper. The authors believe that distinguishing between the two is important for educators so that students are taught to accurately construct their own explanations and arguments and identify them in others, as both are abilities necessary for the creation and justification of new science knowledge. The authors describe the features of explanation and argument, the differences between them, and where they overlap.
The authors question what enables groups to collaboratively engage in design product development by investigating ""shared epistemic agency"" in a qualitative case study.
Visual and spatial thinking is an integral part of doing and learning science: explanations of complex (often nonvisible) phenomena involve visual and symbolic modes as well as text. To bring about meaningful learning, we need to find out how best to combine semantic content with visual representations.
This study utilized digital media in the form of still photographs and video-clips of students’ visits to a science centre to stimulate recall of the visit and to explore the extent to which students were cognitively engaged, specifically looking at the meaning they constructed. Students were asked what was happening in the clip or photo, how the exhibit “worked” what they thought the exhibit was trying to show them, and whether or not they enjoyed the exhibit. The study found that the visits to science centres were highly memorable experiences for students and that students were highly
If you are using or considering using video as a research tool in informal settings, this paper provides multiple perspectives on approaches to video-clip selection, video data analysis, video data management and sharing, and the ethics of using video. It raises fundamental questions that can guide your use of video in informal settings.
A review of 94 studies indicates that small group science discussions function more purposefully and understanding improves most when leadership is strong, specific roles are allocated, and clear tasks set. A diversity of views is important, while single sex (generally friendship) groups work best. Training in leadership and argumentation is recommended.
In this paper, the authors advocate the use of narrative (fictional written text) as a way of making science meaningful and accessible. They note that conventional scientific language can be off-putting to learners, but that content delivered through a story or narrative format can be more familiar and more memorable. This paper will be of interest to ISE educators exploring different modes of science engagement.
Dorion’s research, exploring the use of drama in science teaching, puts forth the concept of mime and role-play to help students to explore abstract scientific models. In addition, drama may support visualization of complex models. Drama can also change the dynamics within classroom talk and support a sense of community amongst students fostered by collaboration, social interaction, and fun.