Rosebery, A. S., Ogonowski, M., DiSchino, M., & Warren, B. (2010). "The coat traps all your body heat": Heterogeneity as fundamental to learning. Journal of the Learning Sciences, 19(3), 322–357.
This study makes the case for the ways in which children's everyday experiences are foundational to learning science. The authors argue for the importance of instruction that capitalizes on the diverse experiences and ways of thinking that children bring to the classroom. The article has implications for the design of learning activities in informal settings, where, in the absence of testing pressures, educators might be more free to engage children in "science talk" to support deeper meaning-making.
Nemirovsky, R. (2011). Episodic feelings and transfer of learning. Journal of the Learning Sciences, 20(2), 308–337.
How does a past learning experience get integrated into a present moment? How does a memory make individuals feel about what they are learning now—and then remember it? The influence of a past event or memory can significantly affect the learning going on in a present moment. In this paper presenting a theory of transfer, Nemirovsky argues that past emotions, past physical movements, and cognitive memories—which he calls collectively "episodic feelings"—are evoked in a present moment and contribute to an individual’s learning.
Punter, P., Ochando-Pardo, M. & Garcia, J. (2011) Spanish secondary school students’ notions on the causes and consequences of climate change. International Journal of Science Education, 33(3), 447–464.
This study presents a disappointing account of Spanish secondary school students’ knowledge and understanding of the causes and consequences of climate change. Many of the key factors responsible for climate change are not recognized, whilst significant socioeconomic consequences of climate change, for example, increasing migration and food shortages, are rarely acknowledged.
Pugh, K. J., Linnenbrink-Garcia, L., Koskey, K. L. K., Stewart, V. C., & Manzey, C. (2010). Motivation, learning, and transformative experience: A study of deep engagement in science. Science Education, 94, 1–28.
The relevance of this study to ISE educators lies primarily in the theoretical ideas about what the researchers call “transformative experience” in science education. A transformative experience was defined as one in which students are engaged and actively applying science concepts in their everyday life in new and meaningful ways; it is taking what is learned through formal science instruction and integrating it into everyday life so that students understand the world in a new way.
Roth, W. M., & Van Eijck, M. (2010). Fullness of life as minimal unit: Science, technology, engineering, and mathematics (STEM) learning across the life span. Science Education, 94(6), 1027–1048.
To meet the challenge of facilitating STEM learning in the future, the authors reflect on 20 years of past research to formulate and propose a new unit of analysis—the Total Life of a person—and three attendant concepts: knowledgeability, the disposition of a d´ebrouillard/e, and the collective nature of knowledgeability.
Yeo, J., & Tan, S. C. (2010). Constructive use of authoritative sources in science meaning-making. International Journal of Science Education, 32(13), 1739 –1754.
Presence of authoritative sources in the learning environment could mediate students’ refinement of scientific understanding from everyday knowledge to theoretical knowledge, deconstructed knowledge, reconstructed knowledge, and reflexive knowledge. For effective meaning-making in science the dialectical process needs both abstract knowledge and a meaningful context: meaning made of, for, with authoritative sources.