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.
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.
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 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.
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.
Seakins, A., & Dillon, J. (2013). Exploring research themes in public engagement within a natural history museum: A modified Delphi approach. International Journal of Science Education, Part B: Communication and Public Engagement, 3(1), 52–76.
This paper discusses a modification of the Delphi technique as a tool for bridging research and practice. The technique was used to build consensus among a variety of stakeholders on the subject matter of a proposed Ph.D. study, but it could also be used to identify a focus for other research or collaborative projects.
Miller, J. D. (2010) Adult science learning in the internet era. Curator: The Museum Journal, 53(2), 191–208.
Focusing on where people find information about issues relevant to civic society, the author of this paper concludes that, in contrast to the Internet and related information technologies, informal science institutions are less impactful on civic science literacy. The implications of his findings are that in the Internet era an informal science institution's in-house presentation of intriguing phenomena may not be sufficient to supporting an engaged scientifically literate citizenry.
Ideland, M., Malmberg, C., & Winberg, M. (2011): Culturally Equipped for Socio‐Scientific Issues? A comparative study on how teachers and students in mono‐ and multiethnic schools handle work with complex issues, International Journal of Science Education, 33(13), 1835-1859
This paper contributes to a growing body of literature examining ways of supporting teaching and learning of socio-scientific issues (SSIs). Comparing experiences in two schools—one with a monoethnic student population, the other multiethnic—the study finds that both groups of students struggle with meaningful engagement in SSIs.
Ratinen, I. J. (2013). Primary student-teachers’ conceptual understanding of the greenhouse effect: A mixed method study. International Journal of Science Education, 35(6), 929–955. doi:10.1080/09500693.2011.587845
The findings of this study suggest that pre-service teachers do not adequately understand key concepts in climate science. They see the greenhouse effect as a problem, not as a natural phenomenon. By contrast, they inaccurately see chlorofluorocarbons as key contributors to global warming. The practical implication is that training programmes for teachers—and indeed for other learners—need to explain key terms more effectively. These programmes must also emphasize the links among causes, consequences, and solutions.