Inspiring minds: How big questions can build students’ epistemic insight and improve attitudes towards STEM
Journal article
Lawson, F., Hunt, M., Goodwin, D. and Colley, S. 2020. Inspiring minds: How big questions can build students’ epistemic insight and improve attitudes towards STEM. School Science Review. 378, pp. 59-64.
| Authors | Lawson, F., Hunt, M., Goodwin, D. and Colley, S. |
|---|---|
| Abstract | 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 ages14–16 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. |
| Keywords | Epistemic Insight; Inspiring minds; Widening participation; Informal science learning; STEM education |
| Year | 2020 |
| Journal | School Science Review |
| Journal citation | 378, pp. 59-64 |
| Publisher | ASE |
| Official URL | https://www.ase.org.uk/resources/school-science-review/issue-378/inspiring-minds-how-big-questions-can-build-students |
| Publication dates | |
| Sep 2020 | |
| Publication process dates | |
| Accepted | Jun 2020 |
| Deposited | 01 Sep 2022 |
| Accepted author manuscript | License All rights reserved File Access Level Open |
| Publisher's version | File Access Level Restricted |
| Output status | Published |
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https://repository.canterbury.ac.uk/item/917wx/inspiring-minds-how-big-questions-can-build-students-epistemic-insight-and-improve-attitudes-towards-stem
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Accepted author manuscript
| Inspiring minds SSR Repo copy.pdf | ||
| License: All rights reserved | ||
| File access level: Open | ||
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