The authors of this study argue that it is a mistake to ignore non-serious talk, jokes, and other aspects of speaking that may be considered “off-topic” and therefore irrelevant to science learning. Instead, laughter plays an important role in mediating classroom (and laboratory and shop) processes and the learning that emerges, which is the focus of this study.
In this study, researchers investigated how student-generated questions could operate to advance scientific argumentation and understanding in a middle school classroom by illuminating prior knowledge, highlighting inconsistencies, and identifying and evaluating evidence, among other things. This article might be relevant to ISE educators who use or want to use student questioning to advance students' scientific reasoning in structured educational programs.
This brief is from the report’s Executive Summary: Many researchers and research funders want their work to be influential in educational policy and practice, but there is little systematic understanding of how policymakers and practitioners use research evidence, much less how they acquire or interpret it. By understanding what does shape policymakers’ and practitioners’ decision making and the role of research evidence in those decisions, the research community may be able to improve the likelihood that their work will be used to directly inform policy and practice.
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TEAM MEMBERS:
S. R. NelsonJ. C. LefflerB. A. Hansen
resourceresearchMuseum and Science Center Programs
In this paper, Rhoads argues that exposure to museum resources and exhibitions can greatly benefit people with dementia—that is, those suffering the loss or decline of memory and other cognitive abilities. She calls for museums to think beyond their current offerings and develop tailored programs for people with dementia and their caregivers.
This article provides a summary of computer tools and environments designed to support collaborative inquiry learning. It offers ISE practitioners an informative introduction to computer-based tools and activities currently available in classrooms and, by identifying the ways in which such tools support inquiry, may help readers to reflect on how their own activities support inquiry.
Educators have long been urged to facilitate inquiry as a way of enhancing learners’ understanding of science beyond that of basic concepts and skills. But in what ways do educators themselves understand the nature of inquiry and specifically the key terms of hypothesis and experiment? In this study, the authors report on a study examining 12 secondary-school teachers’ understanding of inquiry and related terms, and also their use of such practices in their everyday teaching. The findings indicate that ambiguity exists amongst teachers regarding key terms in contemporary reform documents.
This study explores the role of out-of-school time (OST) programming, which if completed over a long period of time, may influence Latina/o adolescents’ trajectory towards college. The author explores the academic achievement of Latina/o students from varied learning backgrounds to better understand the relationship of academic progress with students’ culture, identity, and experience.
To acquire skills associated with decision-making on socioscientific issues, students need to understand the concepts of risk. Teaching about risk involves acknowledging the uncertainty and limitations of scientific knowledge. This study explores the ways in which risk may be addressed in science education.
Brooks uses Vygotskian theory to explain how drawing helps children to construct meaning and share their ideas with others. She argues that drawings help to bridge the gap between observation-bound thinking and more abstract, symbolic (i.e., scientific) thinking. The article offers ISE practitioners a clear introduction to Vygotskian theory and highlights the importance of drawing and visualisation when conducting inquiries and making sense of new concepts.
Annotated, integrated, illustrated practical instructions result in higher levels of performance on task; lower completion time, task difficulty, and perceived cognitive load; higher relative efficiency score and post-test scores than the conventional instructions; and makes practical work instructions easier to understand for students with no prior knowledge of the subject matter.
This paper synthesizes almost two decades of studies of inquiry-based science instruction. Findings show that students’ learning gains increase when teachers emphasize a student-centred approach. The results of this study can guide ISE educators’ incorporation of inquiry-based instruction into programs for students and teachers.
This study presents an interesting cross-national analysis of young people’s preferences, expectations, and perceptions of ability regarding STEM subjects. It finds that gender plays a significant role in students’ choices regarding STEM study and careers on the basis of comparison of students from four countries using the data from PISA, the international cross-comparison study. This study provides ISE educators with an insight into young people’s thinking regarding STEM. It also suggests possible strategies that may be implemented by ISE initiatives for greater gender equity in STEM.