Devine-Wright, P., Devine-Wright, H., & Fleming, P. (2004). Situational influences upon children’s beliefs about global warming and energy. Environmental Education Research, 10(4), 493–506.
This study highlights the ways in which individuals’ beliefs and their perceptions of self-efficacy can affect their attitudes toward global climate change. Individuals with personal philosophies favoring active cooperation and participation seem more likely to see the value in taking action to fight climate change.
Byrne, J., Ideland, M., Malmberg, C., & Grace, M. (2014). Climate change and everyday life: Repertoires children use to negotiate a socio-scientific issue. International Journal of Science Education, 36(9), 1491–1509. doi:10.1080/09500693.2014.891159
The premise underlying this paper by Byrne, Ideland, Malmberg, and Grace is that citizenship should not be regarded as a privilege — and responsibility — only of adulthood. Children, too, can be actively engaged as citizens. In their study, Byrne and colleagues examined the interpretive repertoires of children engaged in discussions about socioscientific issues. They found that the children used productive argumentation to negotiate complex issues and propose solutions.
Tatalovic, M. (2009). Science comics as tools for science education and communication: A brief, exploratory study. Journal of Science Communication, 8(4), 1-17.
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.
Medin, D. L., & Bang, M. (2014). The cultural side of science communication. Proceedings of the National Academy of Sciences of the United States of America, 111, 13621–13626. doi:10.1073/pnas.1317510111
What do images communicate about humans’ place in nature? Medin and Bang posit that the artifacts used to communicate science—including words, photographs, and illustrations—commonly reflect the cultural orientations of their creators. The authors argue that Native Americans traditionally see themselves as part of nature and focus on ecological relationships, while European Americans perceive themselves as outside of nature and think in terms of taxonomic relationships.
Yasri, P., & Mancy, R. (2014). Understanding student approaches to learning evolution in the context of their perceptions of the relationship between science and religion. International Journal of Science Education, 36(1), 24–45. doi:10.1080/09500693.2012.715315
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.
Mallya, A., Mensah, F. M., Contento, I. R., Koch, P. A., & Calabrese Barton, A. (2012). Extending science beyond the classroom door: Learning from students’ experiences with the Choice, Control, and Change (C3) curriculum. Journal of Research in Science Teaching, 49(2), 244–269.
This paper explores how a school-day science and nutrition curriculum, Choice, Control and Change (C3), shaped student thinking, decision making, and actions outside the classroom. The curriculum taught health science content and engaged students in activities focused on analyzing and changing their personal health choices.
Hampp, C., & Schwan, S. (2014). The role of authentic objects in museums of the history of science and technology: Findings from a visitor study. International Journal of Science Education, Part B: Communication and Public Engagement. doi:10.1080/21548455.2013.875238
Objects define museums: The collection, maintenance, and display of objects are the central functions of museum practice. But does it matter whether the objects on display are authentic? Investigators Hampp and Schwan's findings suggest that visitors learn as much from non-authentic objects as from authentic ones, but that aspects of authenticity shape visitors’ emotional experiences of museum objects.
Boyes, E., & Stanisstreet, M. (2012). Environmental education for behaviour change: Which actions should be targeted? International Journal of Science Education, 34(10), 1591–1641.
This study shines light on the complex relationship between student beliefs and student behaviour in the particular context of climate change. Findings indicate that affecting student behaviour is more complicated that simply providing them with information. Rather, their willingness to act is related to their perceptions on the usefulness of such actions.
Evans, M. S. (2012). Supporting science: Reasons, restrictions, and the role of religion. Science Communication, 34(3), 334–372. doi:10.1177/1075547011417890
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.
Polman, J. L., Newman, A., Saul, E. W., & Farrar, C. (2014). Adapting practices of science journalism to foster science literacy. Science Education, 98(5), 766–791
Polman, Newman, Saul, and Farrar reflect on six years of work with a science journalism program for teens that fosters a version of science literacy centered on developing fluency in the application and use of science in personal life.