Just a quick newstip today to call your attention to a few recent papers in science education and science information that might be of interest.

 

• Teaching with simulations to help improve student engagement:

Price, A., Wieman, C., & Perkins, K. (2020). Teachers use simulations for student motivation, content learning, and engagement in science practices. National Science Teaching Association: Teaching with Simulations 

 

• A recent article in Quantitative Science Studies looks at the real-world policy impact of studies of the scientific process and science communication:

Hicks, D., & Isett, K. R. (2020). Powerful numbers: Exemplary quantitative studies of science that had policy impact. Quantitative Science Studies, 1(3), 969-982. https://doi.org/10.1162/qss_a_00060

 

• A look at how students learn to understand graphs, and to use graphs to understand scientific concepts:

Boda, P., Bathia, S., & Linn, M. (2020). Longitudinal impact of interactive science activities: Developing, implementing, and validating a graphing integration inventory. Journal of Research in Science Teaching, https://doi.org/10.1002/tea.21653

 

• Forming and testing hypotheses in the classroom helps college students’ motivation in science classes, helps them learn to feel like a scientist, and ultimately helps them learn:

Starr., C. et al. (2020). Engaging in science practices in classrooms predicts increases in undergraduates' STEM motivation, identity, and achievement: A short‐term longitudinal study. Journal of Research in Science Teaching, 57(7), 1093-1118. https://doi.org/10.1002/tea.21623