This document summarizes lessons learned from implementing Leap into Science: Cultivating a National Network for Informal Science and Literacy (Leap into Science) from 2017-2023.
The following summative report describes overarching evaluation findings from the evaluation of Leap into Science, including future considerations for the Leap into Science program team (program team). The report aims to summarize takeaways from 2018-2023 and report on overall insights pertaining to the core evaluation questions of interest.
The Discovery Center at Murfree Spring will partner with Mid-Cumberland Head Start to launch the SPARK! Head Start program to reach under-resourced early learners, families, and teachers in Rutherford County, Tennessee. Building on its successful STEM programming that integrates science with children's books, the museum will increase connections between science and literacy skills for 132 pre-K children ages three to five, and enhance the capacity of 16 teachers and two administrators within Rutherford County. Head Start will integrate and embed literacy and science process skills through hands-on STEM activities linked to children's literature and best practices. The project will also include programming designed to increase family engagement in STEM at the museum and at partnering Head Start centers.
As part of its overall strategy to enhance learning in informal environments, the Advancing Informal STEM Learning (AISL) program funds innovative research, approaches, and resources for use in a variety of settings. This project will develop a national infrastructure of state and regional partnerships to scale up The Franklin Institute's proven model of Leap into Science, an outreach program that builds the capacity of children (ages 3-10) and families from underserved communities to participate in science where they live. Leap into Science combines children's science-themed books with hands-on science activities to promote life-long interest and knowledge of science, and does so through partnerships with informal educators at libraries, museums, and other out-of-school time providers. Already field-tested and implemented in 12 cities, Leap into Science will be expanded to 90 new rural and urban communities in 15 states, and it is estimated that this expansion will reach more than 500,000 children and adults as well as 2,700 informal educators over four years. The inclusion of marginalized rural communities will provide new opportunities to evaluate and adapt the program to the unique assets and needs of rural families and communities.
The project will include evaluation and learning research activities. Evaluation will focus on: 1) the formative issues that may arise and modifications that may enhance implementation; and 2) the overall effectiveness and impact of the Leap into Science program as it is scaled across more sites and partners. Learning research will be used to investigate questions organized around how family science interest emerges and develops among 36 participating families across six sites (3 rural, 3 urban). Qualitative methods, including data synthesis and cross-case analysis using constant comparison, will be used to develop multiple case studies that provide insights into the processes and outcomes of interest development as families engage with Leap into Science and a conceptual framework that guides future research. This project involves a partnership between The Franklin Institute (Philadelphia, PA), the National Girls Collaborative Project (Seattle, WA), Education Development Center (Waltham, MA), and the Institute for Learning Innovation (Corvallis, OR).
Maker Corps is a program delivered by the Maker Education Initiative (Maker Ed) to increase organizational capacity to develop and deliver maker programing. Since its inception in 2013, the program has grown to support over 100 organizations by providing professional development, connections to a community of other maker educators and individualized support. Over time the program elements have changed in response to feedback from participants, collaboration with evaluators and shifts in focus for Maker Ed’s goals. In the spirit of maker education – tinkering, observing, responding, iterating –
The Katonah Museum of Art (KMA) contracted Randi Korn & Associates, Inc. (RK&A) to evaluate its early childhood program, ArteJuntos/ArtTogether (ArteJuntos), ArteJuntos is a bilingual art and culture-based family literacy program that introduces low-income, educationally at-risk preschool children and their families to the KMA. Using works of art in KMA’s exhibitions, the program connects parents and their children (ages 3-5) to activities that support children’s emergent literacies—observation, oral and receptive language, and critical thinking skills.
How did we approach this study?
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This poster was presented at the 2016 Advancing Informal STEM Learning (AISL) PI Meeting held in Bethesda, MD on February 29-March 2. The Expanding Repertoires project is a collaboration between the Center of Science and Industry (COSI) and The Ohio State University (OSU) to begin the systematic study of science and children's museum programs and practice for preschool dual language learners (DLLs), their families, and the community organizations and early childhood professionals who serve them.
The article discusses a study conducted by the University of Waterloo, reported by researcher Daniela O'Neill, regarding the acquisition of knowledge by children concerning animals when a picture book is read aloud. Topics include a comparison of picture books and vocabulary books, the use of generic language used by mothers when reading aloud, and additional animal facts provided when reading either book.
This report presents a project overview and findings from a formative evaluation of the Ready, Set, School prototype exhibit space at Marbles Kids Museum in Raleigh, NC. This study was conducted by museum staff in consultation with Randi Korn & Associates in May 2013.
Over a period of three weeks in October 2012, Marbles Kids Museum conducted focus groups to support the development of a new school readiness-focused exhibit space and programming. Focus groups included parents of children ages 3-5, preschool and early elementary school educators, and staff from community organizations involved in early childhood education in Wake County, NC. Focus groups addressed the following questions: (1) What does school readiness mean to you? (2) What do you envision or expect in a school readiness exhibit space? (3) What school readiness program possibilities can you
Children feed alphabet letters to a talking baby dragon, drive a New York City fire truck, paint on a six-foot art wall, and crawl through a challenge course in PlayWorks™ at the Children's Museum of Manhattan (CMOM) in New York. Manhattan’s largest public play and learning center for early childhood marries the skills that children need to succeed in kindergarten with fun stuff that kids love. The Institute of Museum and Library Services (IMLS) funded the project through a 2006 Museums for America grant to support the museum as a center of community engagement and lifelong learning. “PlayWorks™ is a joyful place for learning science, math, reading and other things. We incorporate fun and learning into the whole design to create a scaffold of learning. Families come to the museum to supplement preschool experiences,” said Andy S. Ackerman, CMOM’s executive director. The museum also offers parents, sitters, and other care-providers guidance on engaging their children with the exhibit. Based on the concept that children’s learning and personal growth is rooted in play, the 4,000-square-foot space is divided into five learning areas: Language, Math and Physics, Arts and Science, Imagination and Dramatic Play, and Practice Play (for infants and crawlers).
Storyland: A Trip Through Childhood Favorites (Storyland) brings seven beloved picture books to life in a 1,500 square foot exhibition at the Minnesota Children’s Museum (MCM) from September 2011 through early February 2012. Designed and developed by MCM through an IMLS grant, Storyland is aimed at children newborn through 8 years old and the adults in their lives. The books featured in the exhibit include: The Tale of Peter Rabbit (Potter), If You Give A Mouse A Cookie (Numeroff), Chicka Chicka Boom Boom (Martin and Archambault), The Snowy Day (Keats), Tuesday (Wiesner), and Where’s Spot?