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?”
This paper reports on a study examining the reflections of 37 scientists and engineers regarding significant experiences in childhood that may have influenced their career choices. Commonalities across the responses include motivational teachers, informal advising and mentoring from family members and teachers, opportunities to tinker and build models and independent explorations of science both in and out of school.
This study identifies the elements of natural pedagogical conversations during an internship in a science laboratory. It offers ISE practitioners insight into how scientists teach science in their labs, how youth interns initiate learning, and describes productive conversational forms that may impact their own work with youth.
Out of 85 scientists and graduate students interviewed, 65% state that their initial interest in science occurred before middle school, particularly for those in physics-related fields. The interest was attributed as self-interest (45%) or intrinsic motivation. However, a large proportion discuss initial experiences related to school- or education-based experiences, including enrichment activities (40%) and family (15%).
ISE professionals can use this study as a guide to help them in understanding the uses of social networking sites (SNS). The author maintains that SNS provide a space that allows the public to become better acquainted with the work of scientists, stimulating transparency and accountability, and that encourages the public to become active contributors to scientific research and debate.
The internet allows sharing of digital data, code, and research articles so that not only scientific results but also the underlying supports and the paths of reasoning are publicly available. It is an opportunity for the public to learn about and participate in “computational and data-driven” citizen science. Informal science educators and communities can facilitate citizen engagement in this work by creating learning experiences that give citizens the skills needed to gain entry into the data of their interest, by working with professional societies to find and create outlets for this study
In this study, researchers compared two different forms of inquiry, guided and open. The authors found that open inquiry was more effective than guided inquiry in building students' understanding about scientific procedures. For example, students engaged in open inquiry gained insights into the ways that scientists need to adjust their studies as new information or problems arise. The findings of this research will be of interest to ISE educators who are integrating inquiry-based instruction into their programs.
This paper argues that comic books, comic strips, and other sequential art covering scientific concepts and stories about scientists can be used to good effect for science learning, especially for grounding scientific fact in social contexts. The paper includes a rich list of existing comics that practitioners can use in classes and programs for ISE audiences.
Combining science and literacy is becoming a common teaching strategy, which builds on the importance of professional scientists’ use of reading, writing, and speaking in their work. This paper consists of descriptions of efforts of three elementary teachers to teach literacy through science. The authors’ purpose was to theorize how and why to integrate literacy practices with scientific inquiry, to provide examples for educators, and to provide considerations for implementation, all of which may also be useful for informal educators.
In this paper, the authors describe the process and results of an innovative three-partner project that involved students, scientists, and ISE educators in developing resources for a young audience.