Varelas, M., Pappas, C. C., Tucker-Raymond, E., Kane, J., Hankes, J., Ortiz, I., & Keblawe-Shamah, N. (2010). Drama activities as ideational resources for primary-grade children in urban science classrooms. Journal of Research in Science Teaching, 47(3), 302-325.
ISE professionals can use this article as a source of ideas to guide thinking about what makes a successful dramatic experience for learners. Alternative, physical ways to engage science learners are often the most challenging to envision, effectively execute, and articulate how learning is fostered. The researchers and teachers in this study incorporated drama into science lessons to bring in fun, creativity, thinking, and imagination as part of classroom learning, and showed how the young students collectively represented the scientific world more accurately.
Tsybulskaya, D., & Camhi, J. (2009). Accessing and incorporating visitors' entrance narratives in guided museum tours. Curator: The Museum Journal, 51(1), 81–100.
ISE educators who provide guided tours at museums and similar institutions will be interested in this paper as it addresses how informal educators can assess a visitor's "entrance narrative," or collection of experiences, memories, and knowledge related to the subject matter of the museum, and respond to it in ways that enhance and increase visitors engagement with the subject matter during the tour. Visitors that experienced the entrance narrative mapping technique described here believed it helped them more deeply engage in the subject matter of the tour.
Fields, D., & Enyedy, N. (2013). Picking up the mantle of “expert”: Assigned roles, assertion of identity, and peer recognition within a programming class. Mind, Culture, and Activity, 20(2), 113 – 131.
Fields and Enyedy studied how two students who learned computer programming in an OST program leveraged their skills in the classroom to broker positions as experts in the classroom community. Expert identity is reinforced by the interactions among what students do, how they see themselves, and how others see them.
Knippels, M-C P. J., Severiens, S. E., & Klop, T. (2009). Education through fiction: Acquiring opinion-forming skills in the context of genomics. International Journal of Science Education, 31(15), 2057–2083.
This paper describes a study designed to investigate whether fiction can help students to develop their opinions on socio-scientific issues. The findings suggest that fictional accounts can be effective, but the study did not investigate the quality of the reasoning underlying the opinions, nor their longevity.
Chin, C., & Teou, L.-Y. (2009). Using concept cartoons in formative assessment: Scaffolding students' argumentation.International Journal of Science Education, 31(10), 1307–1332.
Concept cartoons, with characters expressing both scientific viewpoints and common misconceptions, provide a ready stimulus for discussion. In debating the ideas, students articulate their thoughts, challenge each other, propose claims and explanations, and justify their reasoning. However, this study finds that these activities do not happen automatically and need considered support from educators.
Nicolopoulou, A., Barbosa de Sá, A., Ilgaz, H., & Brockmeyer, C. (2009). Using the transformative power of play to educate hearts and minds: From Vyogtsky to Vivian Paley and beyond. Mind, Culture, and Activity, 17(1), 42–58. doi:10.1080/10749030903312512
Through a study of 14 preschool classrooms serving low-income children from diverse ethnic backgrounds, the authors, Nicolopoulou, Barbosa de Sá, Ilgaz, and Brockmeyer, illustrate how carefully incorporating play-based learning into curricula can improve both literacy and social competence skills. The results illuminate how to more deeply engage learners with informal science education.
Dorion, K.R. (2009). Science through drama: A multiple case exploration of the characteristics of drama activities used in secondary science lesson. International Journal of Science Education, 31(16), 2247–2270.
Dorion’s research, exploring the use of drama in science teaching, puts forth the concept of mime and role-play to help students to explore abstract scientific models. In addition, drama may support visualization of complex models. Drama can also change the dynamics within classroom talk and support a sense of community amongst students fostered by collaboration, social interaction, and fun.
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.
Dahlstrom, M. F., & Ho, S. S. (2012). Ethical considerations of using narrative to communicate science. Science Communication, 34(5), 592–617. doi:10.1177/1075547012454597.
Dahlstrom and Ho offer advice on using narrative to communicate about science. They conclude that the rhetorical purpose of the narrative should be thoroughly examined so as not to unfairly influence a reader or listener.
Kapon, S., Ganiel, U. & Eylon, B.S. (2010) Explaining the unexplainable: Translated Scientific Explanations (TSE) in public physics lectures. International Journal of Science Education, 32(2), 245–264.
This paper reports on comparative study of three ‘good’ public science lectures. Based on the analysis, it presents an explanatory framework composed of four clusters of elements: analogical approach, story, knowledge organisation and judicious selection of content. Of particular interest to ISE practitioners engaging in similar public engagement endeavours is the authors’ suggestion that the highest quality presentations use elements from all four clusters.