This study shines light on the complex relationship between student beliefs and student behaviour in the particular context of climate change. Findings indicate that affecting student behaviour is more complicated that simply providing them with information. Rather, their willingness to act is related to their perceptions on the usefulness of such actions.
This article discusses the potential for learner engagement in the contexts of a basketball team and a mathematics classroom. The qualitative analysis centers on three aspects of each context: access to the domain, the integral roles available to learners, and opportunities for self-expression.
Rather than enacting imaginative approaches, some teachers tend to engage in safe but unexciting transmission of science knowledge. This study examined a professional development programme wherein primary school teachers learned the skills and approaches of Dramatic Science. The findings indicate that the programme met its aim of helping teachers become more confident and creative in supporting children’s science learning.
This poster describes the work accomplished by August 2014 for the NSF-funded project "Science of Sharing: Investigating Cooperation, Competition, and Social Interdependence." It was presented at the 2014 AISL PI Meeting in Washington, DC.
This poster was presented at the 2014 AISL PI Meeting in Washington, DC. Using STEM America (USA) is a two-year Pathways project designed to examine the feasibility of using informal STEM learning opportunities to improve science literacy among English Language Learner (ELL) students in Imperial County, California.
This paper is the first report on an extensive ethnographic study of two professional schools of art and design in the United States. The overall purpose of the study is to identify general principles for how to design learning environments that prepare learners to be creative. First, I document the cultural model of teaching and learning held by the faculty and students, and analyze the pedagogical practices used. This studio model is of interest because it emerged naturally in a community of educational practice. I argue that it is distinct from the two cultural models most familiar to
This paper explores how a school-day science and nutrition curriculum, Choice, Control and Change (C3), shaped student thinking, decision making, and actions outside the classroom. The curriculum taught health science content and engaged students in activities focused on analyzing and changing their personal health choices.
In this paper, Paris urges educators to actively value and preserve our multicultural and multilingual society while creating space for growth within and across cultures. This recommended change from culturally responsive pedagogy to culturally sustaining pedagogy entails a shift in both terminology and stance.
This study investigated what exemplary African American science teachers do to develop interest in science among low-income African American elementary students. The researchers found three interrelated approaches: (1) Having a genuine interest—in science, in teaching, and in students’ lives; (2) Scaffolding students’ interest in science; and (3) Offering multiple standpoints—many ways for students to engage.
This article uses critical ethnography and analysis of student talk to refute claims that Haitian children are less than fully engaged in science classrooms. Josiane Hudicourt-Barnes provides examples from a bilingual science classroom to explain cultural differences in language and in students’ understanding of scientific argumentation. Hudicourt-Barnes posits that the Creole talk style of bay odyans is naturally scientific because it uses logic in argumentation. Ultimately, Hudicourt-Barnes proposes, cultural ways of thinking and speaking are good bases for science talk, particularly for
Design-based research (DBR) is a method for testing educational theories while simultaneously studying the process of creating and refining educational interventions. In this article, Sandoval proposes “conjecture mapping” as a technique to guide DBR processes. Conjecture mapping responds to critiques that DBR lacks clear standards and methodological rigor.
Students with strong religious views may adopt a variety of positions on the scientific concept of evolution. The attempts students make to address potential mismatches between their religious and scientific viewpoints influence their learning approaches. This Yasri and Mancy paper presents five ways in which young people reconcile evolution and religion,and discusses the implications for educators.