Wadman, M., deProphetis Driscoll, W. & Kurzawa, E. (2009). Creating communicative scientists. A collaboration between a science center, college, and science industry. Journal of Museum Education, 34(4), 41–54.
In this paper, the authors describe the process and results of an innovative three-partner project that involved students, scientists, and ISE educators in developing resources for a young audience.
Nasir, N. S., & McKinney de Royston, M. (2013). Power, identity, and mathematical practices outside and inside school. Journal for Research in Mathematics Education, 44(1), 264–287.
This article discusses intellectual activities in African American culture that privilege mathematical thinking. The mathematical thinking in these activities is often not valued in the classroom. The authors argue for a shift from a deficit view of the cultural activities of non-dominant groups to an additive perspective that values the cultural wealth of these groups and uses that wealth to support student identity and learning.
Morag, O., & Tal, T. (2012). Assessing learning in the outdoors with the Field Trip in Natural Environments (FiNE) framework. International Journal of Science Education, 34(5), 745–777.
Despite increasing interest in the potential of outdoor learning experiences, limited research has focused on identifying “good” outdoor education practice. In this paper, the authors propose a theoretically based practical framework for assessing field trips in nature parks and other outdoor settings. The framework focuses on four aspects of field trips: preparation, pedagogy, activity, and outcomes.
Fallik, O., Rosenfeld, S., & Eylon, B-S. (2013). School and out-of-school science: A model for bridging the gap. Studies in Science Education, 49(1), 69–91. doi:10.1080/03057267.2013.822166
This paper describes a model developed by education researchers seeking to bridge the gap between formal and informal learning contexts. The model matches organisational, cognitive, affective, and social-environmental aspects of learning with four key design principles to create 16 practical steps to help formal and informal educators communicate and cooperate more effectively.
Sharples, M., Scanlon, E., Ainsworth, S., Anastopoulou, S., Collins, T., Crook, C., Jones, A., Kerawalla, L., Littleton, K., Mulholland, P., & O’Malley, C. (2014). Personal inquiry: Orchestrating science investigations within and beyond the classroom. Journal of the Learning Sciences. Doi: 10.1080/10508406.2014.944642
Mobile technology can be used to scaffold inquiry-based learning, enabling learners to work across settings and times, singly or in collaborative groups. It can expand learners’ opportunities to understand the nature of inquiry whilst they engage with the scientific content of a specific inquiry. This Sharples et al. paper reports on the use of the mobile computer-based inquiry toolkit nQuire. Teachers found the tool useful in helping students to make sense of data from varied settings.
Bouillion, L. M., & Gomez, L. M. (2001). Connecting school and community with science learning: Real world problems and school-community partnerships as contextual scaffolds. Journal of Research in Science Teaching, 38(8), 878–898. doi:10.1002/tea.1037
To improve science education for culturally and linguistically diverse students, schools and communities can create “mutual benefit partnerships” to identify and address local problems. Through the example of the Chicago River Project, Bouillion and Gomez illustrate how such partnerships can connect formal learning contexts with the rich ways communities experience science outside of school.
Tran, N. A. (2011). The relationship between students’ connections to out-of-school experiences and factors associated with science learning. International Journal of Science Education, 33(12), 1625-1651.
How do students make connections between in-school and out-of school contexts? In this study involving the analysis of questionnaire responses of 1014 11th and 12th graders, the author found that out-of-school experiences are positively associated with the learning outcomes of science learning achievement, science interest, and self-efficacy. However, the analysis also showed that connections made by teachers to out-of-school experiences negatively correlated with student achievement.
Feinstein, N. W., & Meshoulam, D. (2013). Science for what public? Addressing equity in American science museums and science centers. Journal of Research in Science Teaching, 51(3), 368–394. doi:10.1002/tea.21130
Feinstein and Meshoulam’s study examines the nature of equity work in museums and science centres across the U.S. Based on 32 interviews with leaders from 15 informal science education organisations, the authors identified two different perspectives, client and cooperative, each with its own strengths and implications for informal science education.
Nasir, N. S., & Hand, V. (2008). From the court to the classroom: Opportunities for engagement, learning, and identity in basketball and classroom mathematics. Journal of the Learning Sciences, 17(2), 143–179. doi:10.1080/10508400801986108
This article discusses the potential for learner engagement in the contexts of a basketball team and a mathematics classroom. The qualitative analysis centers on three aspects of each context: access to the domain, the integral roles available to learners, and opportunities for self-expression.
Watermeyer, R. (2010). Social network science: pedagogy, dialogue, deliberation. Journal of Science Communication, 9(1), 1–9.
ISE professionals can use this study as a guide to help them in understanding the uses of social networking sites (SNS). The author maintains that SNS provide a space that allows the public to become better acquainted with the work of scientists, stimulating transparency and accountability, and that encourages the public to become active contributors to scientific research and debate.