Our third conversation  provided a general perspective on how can we get students (and teachers) more effectively engaged with science. This week a little more theory, and some samples of things moving in this direction? What seems to work, not work with the examples? What can we learn from both? About, among other things, intersections between teaching in the humanities and the sciences  (see also comments on Open-ended Inquiry in Science Education (and Education in General)  and on Inquiry and Historical Research in the Literature Classroom ).
- The Privileged Status of Story
- Bridging Gaps: Analyzing Our Students' Metaphors for Composing