hat do students gain from a week at science camp? Youth perceptions and the design of immersive research-orientated astronomy camp. International Journal of Science Education, 31(2), 151–171.
Using Gee’s (2004) notion of ‘affinity spaces’ – places where people collaboratively interact in response to a common interest or affinity – this paper examines how a week-long astronomy camp can shape student self-identities. The paper also examines the design of the camp and notes that it successfully blends the ‘student-led research’ approach with the ‘cognitive-apprenticeship model’.
van der Veen, J. (2012). Draw your physics homework? Art as a path to understanding in physics teaching. American Educational Research Journal, 49(2), 356–407.
This paper describes the potential benefits of incorporating art into physics education. Drawing and sculpture provide a way of understanding abstract concepts. The process may also allow educators to “humanize” physics and thus make it more accessible to historically marginalized groups.
Avraamidou, L., & Osborne, J. (2009). The role of narrative in communicating science. International Journal of Science Education, 31(12), 1683–1707.
In this paper, the authors advocate the use of narrative (fictional written text) as a way of making science meaningful and accessible. They note that conventional scientific language can be off-putting to learners, but that content delivered through a story or narrative format can be more familiar and more memorable. This paper will be of interest to ISE educators exploring different modes of science engagement.
Wong, S. L. & Hodson, D. (2009). From the horse’s mouth: What scientists say about scientific investigation and scientific knowledge. Science Education, 93(1), 1–22.
ISE professionals should find this paper useful in understanding how scientists view the nature of science (NOS). Through interviews, the researchers have enabled a view of science as a flexible, creative and continually developing knowledge enterprise, in contrast to the regimented, experiment-driven scientific method that is most often taught in schools. The authors believe that teaching authentic NOS will certainly aid in enthusing students to learn science and take initiatives in scientific problem solving.