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  • Date: 01/01/2015
    Resource Category: Research Brief
    To improve science education for culturally and linguistically diverse students, schools and communities can create “mutual benefit partnerships” to identify and address local problems. Through the example of the Chicago River Project, Bouillion and Gomez illustrate how such partnerships can connect formal learning contexts with the rich ways ... »
  • Date: 01/01/2015
    Resource Category: Research Brief
    In order to reframe how learning is organized in traditionally male-dominated areas of STEM education, the authors show how collaborative girl-boy pairs engaged with an “e-textiles” making activity. E-textiles are circuit activities combining needles, fabric, and conductive thread, challenging traditional gender practices related to both sewing ... »
  • Date: 01/01/2015
    Resource Category: Research Brief
    As Maker and Tinkering programs expand, educators are in need of new ways of noticing and capturing learning. In particular, because maker programs are so facilitation-heavy, and physically active, there is a need for ways for educators to monitor learning in situ. In this paper, Bevan, Gutwill, Petrich and Wilkinson explore how jointly negotiated ... »
  • Date: 01/01/2015
    Resource Category: Research Brief
    How does taking photos affect people’s memories of objects in a museum? Henkel compared people’s recall after taking photos and after simply observing museum paintings and objects. People remembered more when they observed than when they took a photo. However, if the photo zoomed in on a specific feature, people remembered the whole object better. ... »
  • Date: 01/01/2015
    Resource Category: Research Brief
    How does taking photos affect people’s memories of objects in a museum? Henkel compared people’s recall after taking photos and after simply observing museum paintings and objects. People remembered more when they observed than when they took a photo. However, if the photo zoomed in on a specific feature, people remembered the whole object better. ... »
  • Date: 01/01/2014
    Resource Category: Research Products
    Calabrese Barton and colleagues examine the beliefs and science practices of two students in a two-year study across settings. The study seeks to answer the question, “What do girls from non-dominant populations do to author themselves into or out of science, in spite of – or because of – their grades?” The study also examines how structures such ... »
  • Date: 01/01/2013
    Resource Category: Research Products
    This paper describes the potential benefits of incorporating art into physics education. Drawing and sculpture provide a way of understanding abstract concepts. The process may also allow educators to “humanize” physics and thus make it more accessible to historically marginalized groups. ... »
  • Date: 01/01/2013
    Resource Category: Research Products
    This 2006 paper reviews the ways in which structured informal learning programs for youth have been characterized in the research literature. The paper synthesizes opportunities for and challenges to research in this domain; it categorizes programs and gives concrete examples of various program types. A proposed Vygotskian research framework is ... »
  • Date: 01/01/2013
    Resource Category: Research Products
    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 ... »
  • Date: 08/01/2011
    Resource Category: Research Brief
    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 ... »

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