The main objective of the CONNECT project is to develop an innovative pedagogical framework that attempts to blend formal and informal learning, proposing an educational reform to science teaching. The project will create a network of museums, science centres and schools across Europe, to develop, apply and evaluate learning schemes by pointing to a future hybrid classroom that builds on the strengths of formal and informal strategies. The proposed approach will impact upon the fields of instructional technology, educational systems design and museum education. It will explore the integration
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TEAM MEMBERS:
Sofoklis SotiriouEleni ChatzichristouStavros SavasNikolaos OuzounoglouLynn DierkingSalmi Hannu SakariAvi HoffsteinSherman Rosenfeld
In the past decade, we have seen an increased focus on measuring the impact of zoos, aquariums, and other free-choice learning environments on the conservation-related knowledge, attitudes and behavior of the visiting public. However, no such studies have been conducted on the impact of such environments on the staff working in these facilities – the very staff that in turn interact with the public on a daily basis. Clearly these interactions are recognized as being important; for example, the thousands of staff employed by Disney’s Animal Kingdom are regularly provided with conservation
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TEAM MEMBERS:
Amy GroffDonna LockhartJacqueline OgdenLynn Dierking
Zoos and aquariums have shifted their focus over recent years, taking a much more active role in wildlife conservation and in promoting conservation learning among their visitors. Research in these settings provides a valuable foundation for the emerging field of non-captive wildlife tourism. In particular, valuable lessons regarding the potential impact of wildlife encounters on visitors' conservation attitudes and behaviour can be drawn from research in zoos and aquariums. This paper explores those aspects of wildlife encounters that appear to contribute most to conservation learning. These
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TEAM MEMBERS:
R. BallantyneJ. PackerK. HughesLynn Dierking
Although educators widely use school gardens for experiential education, researchers have not systematically examined the evaluative literature on school-gardening outcomes. The author reviewed the U.S. literature on children’s gardening, taking into account potential effects, school-gardening outcomes, teacher evaluations of gardens as learning tools, and methodological issues. Quantitative studies showed positive outcomes of school-gardening initiatives in the areas of science achievement and food behavior, but they did not demonstrate that children’s environmental attitude or social
This article explores the roots of the citizen science movement. It uses several ongoing projects as examples, including the Audubon's Christmas Bird Count, research into bee colony collapse, and nanotechnology programs. The article concludes by providing guidance for the development of future citizen science projects, focusing on an increased dialogue between traditional and informal science education.
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TEAM MEMBERS:
Michael MuellerDeborah TippinsLynn Bryan
Mueller, Tippins, and Bryan's contrast of the current limitations of science education with the potential virtues of citizen science provides an important theoretical perspective about the future of democratized science and K-12 education. However, the authors fail to adequately address the existing barriers and constraints to moving community-based science into the classroom. We contend that for these science partnerships to be successful, teachers, researchers, and other program designers must reexamine questions about traditional science education and citizen-science programs and attend to
Mueller, Tippins, and Bryan (2012) presented a new conceptualization of citizen science that is meant to facilitate emerging trends in the democratization of science and science education to produce civically engaged students. This article reviews some relevant trends in the field of citizen science, for clarity here referred to as public participation in scientific research (PPSR), and presents overlooked styles and outcomes of PPSR. Education efforts should seize the opportunity to emphasize the key and distinct roles students can play in both the science and the values elements that inform
The article looks at so-called Maker spaces, areas of public libraries devoted to helping patrons work together and learn by offering tools, access, and training to create ideas and objects. The spaces' focus on learning through play is emphasized. Other topics include incorporating 3-D (three-dimensional) printing and mentoring.
The article presents information on library makerspace models in the U.S. that allow patrons to create, build, and craft using technology, including ideas related to deliberate opportunism, collaboration, and centralization and development. The author looks at strategies used at Allen County Public Library (ACPL) in Indiana, the Cleveland Public Library in Cleveland, Ohio, and the DeLaMare Science and Engineering Library at the University of Nevada in Reno, Nevada.
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TEAM MEMBERS:
Travis GoodAmerican Library Association
Modern zoological gardens have invested substantial resources in technology to deliver environmental education concepts to visitors. Investment in these media reflects a currently unsubstantiated belief that visitors will both use and learn from these media alongside more traditional and less costly displays. This paper proposes a model that identifies key factors theorized to influence the likelihood of visitors engaging in technology-delivered media. Using data from two case studies of large National Science Foundation-funded projects in zoos, the authors argue key factors in predicting
The article discusses the growing interest and excitement over Makerspaces referred to as places where design and entrepreneurial ideas are allowed and where technology and construction equipment are available in an area dedicated to play. It cites the launching of Techbridge in 16 schools in California where U.S. Department of Education officials participated on a lively discussion on how Maker activities with the Departments pursuit of science, technology, engineering and mathematics (STEM) and Common Core goals. It notes how the physical and digital nature of the spaces are reminiscent of
The article discusses the promotion of creative thinking at school libraries through Makerspace, a space in which students, teachers and librarians can take advantage of multiple learning styles. Individuals who are users of this space may be considered non-conformists, radicals and misfits. They use the Using, Tinkering, Experimenting and Creating (uTEC) Maker Model which guides them to the creative and inventive processes.
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TEAM MEMBERS:
David LoertscherLeslie PreddyBill Derry