Dahlstrom and Ho offer advice on using narrative to communicate about science. They conclude that the rhetorical purpose of the narrative should be thoroughly examined so as not to unfairly influence a reader or listener.
Brewer and Ley surveyed 851 participants in a U.S. city and revealed relationships among demographic characteristics, religious beliefs, political views, and trust in multiple forms of science communication sources.
This paper discusses a modification of the Delphi technique as a tool for bridging research and practice. The technique was used to build consensus among a variety of stakeholders on the subject matter of a proposed Ph.D. study, but it could also be used to identify a focus for other research or collaborative projects.
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.
In this review paper, Oliver calls for greater cross-pollination between neuroscience research and educational practice. She asks, “What can educators learn from an understanding of educational neuroscience?”
Argumentation has become an increasingly recognized focus for science instruction---as a learning process, as an outcome associated with the appropriation of scientific discourse, and as a window onto the epistemic work of science. Only a small set of theoretical conceptualizations of argumentation have been deployed and investigated in science education, however, while a plethora of conceptualizations have been developed in the interdisciplinary fields associated with science studies and the learning sciences. This paper attempts to review a range of such theoretical conceptualizations of