Bernard Bevan
Biographic Data
| ID | 827757 |
|---|---|
| NAME | Bernard Bevan |
| GIVEN NAMES | Bernard |
| FAMILY NAME | Bevan |
| SIGNATURE | BEVAN B |
| AFFILIATIONS | University of Washington |
| ORCID | 0000-0002-9417-3361 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1939 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 2 |
Food for thought
Science communication aims to equip the public to become critical consumers of, advocates for, and sometimes producers of science. However, many studies suggest that audiences participating in such programs already benefit from strong cultural messages and social resources that encourage their engagement with science. The field is thus seeking to develop new models of science communication that can engage those who do not already seek out science…
The trouble with STEAM and why we use it anyway
As an emerging field of theory, research, and practice, STEAM (Science, Technology, Engineering, Arts, and Mathematics) has received attention for its efforts to incorporate the arts into the rubric of STEM (Science, Technology, Engineering, and Mathematics) learning. In particular, many informal educators have embraced it as an inclusive and authentic approach to engaging young people with STEM. Yet, as with many nascent fields, the conceptualiz…
The Main Course Was Mealworms
The authors share an emerging analytical approach to designing and studying STEAM programs that focuses on how programs integrate the respective epistemic practices-the ways in which knowledge is constructed-of science and art. They share the rationale for moving beyond surface features of STEAM programs (e.g. putting textiles and electronics on the same table) to the discipline-specific ways in which participants engage in creative inquiry and p…
United States of America
“I See Students Differently”
With the expansion of maker programs in school and out-of-school settings, investigating the connections between making and learning are important for many reasons, not least to build the evidence base needed by educators committed to its practice. In this paper, we argue that, as a relatively new area of inquiry, studies of making can benefit from close dialogue between researchers and the practitioners who have both pioneered and continue to de…
Broadening Perspectives on Broadening Participation
Many professionals in the field of science communication have argued that our work too often tends to be designed for people like ourselves—those already interested in, comfortable with, and engaged with science. Thus, our work, ostensibly intended to broaden who engages with STEM, may in fact be exacerbating rather than reducing disparities with regard to who has access to and makes use of designed (versus everyday) opportunities for science eng…
Learning Through STEM-Rich Tinkering: Findings From a Jointly Negotiated Research Project Taken Up in Practice
The Maker Movement has taken the educational field by storm due to its perceived potential as a driver of creativity, excitement, and innovation (Honey & Kanter, 2013; Martinez & Stager, 2013). Making is promoted as advancing entrepreneurship, developing science, technology, engineering, and mathematics (STEM) workforce, and supporting compelling inquiry-based learning experiences for young people. In this paper, we focus on making as an educativ…
Broadening Views of Learning
This article describes efforts to develop educators, in both formal and informal settings, who possess theories of teaching and learning that not only encompass but, perhaps, depend on bridging institutional and contextual boundaries. It describes the experiences of The Exploratorium, a museum in San Francisco, King's College London, and the University of California Santa Cruz, in a National Science Foundation-funded project. The article begins w…
The Chinantec and Their Habitat
History of Spanish Architecture
The Chinantec
The Main Course Was Mealworms
The authors share an emerging analytical approach to designing and studying STEAM programs that focuses on how programs integrate the respective epistemic practices-the ways in which knowledge is constructed-of science and art. They share the rationale for moving beyond surface features of STEAM programs (e.g. putting textiles and electronics on the same table) to the discipline-specific ways in which participants engage in creative inquiry and p…
History of Spanish Architecture
History of Spanish Architecture
The Chinantec
The Chinantec and Their Habitat
Broadening Views of Learning
This article describes efforts to develop educators, in both formal and informal settings, who possess theories of teaching and learning that not only encompass but, perhaps, depend on bridging institutional and contextual boundaries. It describes the experiences of The Exploratorium, a museum in San Francisco, King's College London, and the University of California Santa Cruz, in a National Science Foundation-funded project. The article begins w…
Learning Through STEM-Rich Tinkering: Findings From a Jointly Negotiated Research Project Taken Up in Practice
The Maker Movement has taken the educational field by storm due to its perceived potential as a driver of creativity, excitement, and innovation (Honey & Kanter, 2013; Martinez & Stager, 2013). Making is promoted as advancing entrepreneurship, developing science, technology, engineering, and mathematics (STEM) workforce, and supporting compelling inquiry-based learning experiences for young people. In this paper, we focus on making as an educativ…
United States of America
“I See Students Differently”
With the expansion of maker programs in school and out-of-school settings, investigating the connections between making and learning are important for many reasons, not least to build the evidence base needed by educators committed to its practice. In this paper, we argue that, as a relatively new area of inquiry, studies of making can benefit from close dialogue between researchers and the practitioners who have both pioneered and continue to de…
Broadening Perspectives on Broadening Participation
Many professionals in the field of science communication have argued that our work too often tends to be designed for people like ourselves—those already interested in, comfortable with, and engaged with science. Thus, our work, ostensibly intended to broaden who engages with STEM, may in fact be exacerbating rather than reducing disparities with regard to who has access to and makes use of designed (versus everyday) opportunities for science eng…
The trouble with STEAM and why we use it anyway
As an emerging field of theory, research, and practice, STEAM (Science, Technology, Engineering, Arts, and Mathematics) has received attention for its efforts to incorporate the arts into the rubric of STEM (Science, Technology, Engineering, and Mathematics) learning. In particular, many informal educators have embraced it as an inclusive and authentic approach to engaging young people with STEM. Yet, as with many nascent fields, the conceptualiz…
The Main Course Was Mealworms
The authors share an emerging analytical approach to designing and studying STEAM programs that focuses on how programs integrate the respective epistemic practices-the ways in which knowledge is constructed-of science and art. They share the rationale for moving beyond surface features of STEAM programs (e.g. putting textiles and electronics on the same table) to the discipline-specific ways in which participants engage in creative inquiry and p…
Food for thought
Science communication aims to equip the public to become critical consumers of, advocates for, and sometimes producers of science. However, many studies suggest that audiences participating in such programs already benefit from strong cultural messages and social resources that encourage their engagement with science. The field is thus seeking to develop new models of science communication that can engage those who do not already seek out science…
Political science (8 works) · Pedagogy (7 works) · Sociology (7 works) · Computer Science (5 works) · Engineering (5 works) · Engineering ethics (4 works) · Geography (4 works) · Psychology (4 works) · Public relations (4 works) · Climate Change Communication and Perception (3 works)