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.
At first glance, public knowledge of climate science appears encouraging. When prompted, most people can correctly identify some of the contributors to climate change. But they are much less likely to do so when they are not shown a checklist of possible causes. This study examined public understanding of two commonly used terms: “global warming” and “climate change.” The findings have important implications for informal science educators seeking to develop effective programmes and exhibitions on climate science.
Would religious Americans impose a ten-year moratorium on scientific research? Of 62 interviewees, 60 responded negatively. Interestingly, respondents employed reasoning skills alongside their religious beliefs, complicating the common belief that scientific and religious values cannot co-exist in the same person.
Students with strong religious views may adopt a variety of positions on the scientific concept of evolution. The attempts students make to address potential mismatches between their religious and scientific viewpoints influence their learning approaches. This Yasri and Mancy paper presents five ways in which young people reconcile evolution and religion,and discusses the implications for educators.
In this study, researchers investigated levels of awareness of and responsibility for global climate change in two groups of children. The researchers argue that understanding the nature of beliefs, and how they may be modified by particular influences, is important if educators are to challenge the status quo, in which “the majority of individuals do not believe that they are responsible for or can engage in any actions which will be environmentally efficacious” (Uzzell, 2000, p. 314).
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?”