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.
This article makes a case for providing multiple types of hands-on resources to support learner inquiry. More specifically, a computer simulation of an electric circuit complemented work with a real circuit to support learners’ conceptual development. When learners had the opportunity to use both simulated and real circuits, less structured guidance seemed to benefit the inquiry process.
This article describes how two inquiry games promoted student science skills in a museum setting while minimizing demands on teachers, fostering collaboration, and incorporating chaperones. Students who played these games engaged in more scientific inquiry behaviors than did students in control groups.
This paper provides an interesting insight into how educators can support learners in coming to understand the nature of matter. Whilst the specific focus is on students’ implicit assumptions and reasoning strategies in a particular domain, the broader discussion exploring the differences between novice and expert thinking is relevant to all educators seeking to support learners to engage with new content.