Inspiring Minds: How Big Questions Can Build Students' Epistemic Insight and Improve Attitudes towards STEM

This article examines the impact that an 'epistemically insightful' approach to informal science learning can have on students' attitudes, aspirations and perceptions of STEM subjects. It uses interim findings from a research and outreach project, including sustained Saturday activity...

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Bibliographic Details
Published inSchool science review Vol. 102; no. 378; pp. 59 - 64
Main Authors Lawson, Finley, Hunt, Megan, Goodwin, Daniel, Colley, Stefan
Format Journal Article
LanguageEnglish
Published Association for Science Education 01.09.2020
Subjects
Active Learning
Adolescents
Epistemology
Foreign Countries
Informal Education
Inquiry
Learner Engagement
Outreach Programs
Questioning Techniques
Residential Programs
Science and Society
Scientific Attitudes
Scientific Principles
STEM Education
Student Attitudes
Summer Programs
United Kingdom (England)
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Summary:This article examines the impact that an 'epistemically insightful' approach to informal science learning can have on students' attitudes, aspirations and perceptions of STEM subjects. It uses interim findings from a research and outreach project, including sustained Saturday activity programmes for ages 14-16 and residential summer schools for ages 15-19, designed to create confident scholars who can engage with difficult philosophical questions raised by current technological advances. The Inspiring Minds project at Canterbury Christ Church University, Kent, UK, delivers informal science learning in schools and informal settings based on an epistemic insight-led approach to STEM outreach and education.
ISSN:0036-6811