Through this review of research on public engagement with science, Feinstein, Allen, and Jenkins advocate supporting students as “competent outsiders”—untrained in formal sciences, yet using science in ways relevant to their lives. Both formal and informal settings can be well suited for work in which students translate scientific content and practices into meaningful actions.
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.
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?”