Science isn’t “settled:” Disrupting canonical science to engage more students

November 3rd, 2014 | RESEARCH

Bang, Warren, Rosebery, and Medin explore empirical work with students from non-dominant communities to support teaching science as a practice of inquiry and understanding, not as a “settled” set of ideas and skills to learn.


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Team Members

Bronwyn Bevan, Author, Exploratorium
Kerri Wingert, Author, University of Washington

Related URLs

Full Text


Audience: Educators | Teachers | Elementary School Children (6-10) | Middle School Children (11-13) | Museum | ISE Professionals | Youth | Teen (up to 17)
Discipline: Education and learning science | General STEM | Nature of science
Resource Type: Research Brief | Research Products
Environment Type: Exhibitions | Informal | Formal Connections | K-12 Programs | Media and Technology | Museum and Science Center Programs | Public Programs