Science is a way of knowing about the world. At once a process, a product, and an institution, science enables people to both engage in the construction of new knowledge as well as use information to achieve desired ends. Access to science—whether using knowledge or creating it—necessitates some level of familiarity with the enterprise and practice of science: we refer to this as science literacy.
Science literacy is desirable not only for individuals, but also for the health and well- being of communities and society. More than just basic knowledge of science facts, contemporary
Developing the ability to read and critically assess science-themed media reports is of great importance, given the media’s pervasive and powerful influence on people’s beliefs and behaviours. This study examines a technique designed to develop high school students’ critical reading abilities. Findings suggest a progression from blind belief toward the ability to draw conclusions based on scientific information.
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
This report addresses findings from the Bilingual Exhibit Research Initiative (BERI), a National Science Foundation-‐funded project (NSF DRL#1265662) through the Advancing Informal STEM Learning (AISL) program. This Pathways (planning grant) project was a 3-‐year project designed to better understand current practices in bilingual exhibitions and Spanish-‐speaking visitors’ uses and perceptions of bilingual exhibitions. Responding to a lack of extensive evaluation or audience research in informal science education (ISE) bilingual interpretation, the Bilingual Exhibit Research Initiative
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?
The proposers will organize and conduct the first of what is hoped will become an Annual Symposium on Children's Science Books that will focus national attention on this important and overlooked channel for science literacy. This first two day symposium will involve 75 editors, authors, librarians and educators in an intensive exploration of science books intended as independent or collateral reading materials for children at home, classroom or library. A national advisory committee will help shape the symposium's content. Professional and popular articles and a book will disseminate the results of the meeting. This project will explore an often-overlooked area of popular science education, and will involve science researchers committed to participating in improving popular education and communication in science. NSF support will be supplemented by university funds and income from the symposium.
Indian River State College (IRSC) will develop a digital literacy program to help build interest in scientific inquiry; ability to locate STEM resources in digital format; and scientific and digital literacy skills among up to 7,500 learners at IRSC's Adult Education Career Pathways, the Center for Media and Journalism Studies, the Career Pathways Initiatives Program, STEM baccalaureate programs, and the Upward Bound Math/Science program. The project will feature the use of new presentation apps in a small group or peer-led environment delivered using face-to face, synchronous, and asynchronous methods. The program will also have an instructional/application track for library employees with supplementary content for the user. Formal and informal assessments of learning will measure the acquisition of knowledge and curriculum strength.