To support learning across settings, educators need to develop ways to elicit student interests and prior experiences. McClain and Zimmerman describe how, during outdoor walks at a nature center, families talked about prior experiences with nature, which were mostly from non-school settings. They used the prior experiences to remind, prompt, explain to, and orient one another during shared meaning-making activity.
This paper explores how science-aspiring girls balance their aspirations and achievement with societal expectations of femininity. In-depth interviews revealed two models that the girls tended to follow, termed feminine scientist or bluestocking scientist, and the precarious nature of both of these identities. Archer et al. suggest ways that practitioners can better support girls in their balancing acts.
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.
Data from 15 countries suggest that positive parental attitudes toward science are associated with higher student achievement in science. The findings also indicate that socioeconomic status has no effect on the relationship between parental attitudes and student achievement: Poorer students benefit just as much from positive parental attitudes as richer students.