There is a growing need for citizens to be able to work with data and consider how data is represented. This work employs a design, make, play framework to create data modeling learning experiences for young children and their caregivers in an informal setting. The project develops and tests a curriculum for a workshop series for 5-8 year old children to engage them in playful exploration of data modeling. Children engage in data collection, data representation, and data analysis by drawing on their own experiences of museum exhibitions. The curriculum supports developing children's interest and engagement with data science and data literacy, which are foundational knowledge for a range of STEM careers and disciplines. This project advances efforts of the Innovative Technology Experiences for Students and Teachers (ITEST) program to better understand and promote practices that increase students' motivations and capacities to pursue careers in fields of science, technology, engineering, or mathematics (STEM).
The project is grounded in a theoretical framework for young children's learning that focus on playful exploration, design, and building on children's own experiences and questions. The research examines how the curriculum needs to be designed to support families in data modeling, foster engagement in data modeling by both younger (ages 5-6) and older (ages 7-8) children, and provide evidence of active approaches to learning about STEM. The design and development project tests and investigates the materials using a design-based research framework. Children who participate in the workshop series should increase their confidence in solving problems, taking initiative, and drawing on available resources to pursue their own questions and respond to novel challenges. Data collected includes interviews with participants, artifacts of children's work throughout the series, and an observational instrument to document families' problem solving, persistence, and engagement with data science concepts.
The Detroit Institute of Arts (DIA) contracted RK&A to conduct an evaluation of the Inside|Out program, which brings high-quality reproductions of masterpieces from the museum’s collection to outdoor venues throughout Metro Detroit. Specifically, the objectives of this study were to: 1) gauge the impact of Inside|Out on communities; 2) identify best practices from Inside|Out; and 3) identify how, if at all, Inside|Out can help support the DIA’s strategic plan.
How did we approach this study?
RK&A used a mixed-methods approach for this study which focused on three audiences: DIA staff
The Crowd & The Cloud, a three-year project, developed by Passport To Knowledge and funded by the National Science Foundation, uses multimedia to engage different audiences around citizen science and crowdsourcing. The project team created four episodes of a broadcast television series, which appeared on PBS stations and via PBS.org, an interactive website, and a robust social media presence in an attempt to reach three target audiences: the general public, scientists, and citizen scientists. Rockman et al (REA), an independent educational research and evaluation firm, conducted an external
The Montana Girls STEM Collaborative brings together organizations and individuals throughout Montana who are committed to informing and motivating girls to pursue careers in STEM – Science, Technology, Engineering and Mathematics. The Collaborative offers professional development, networking and collaboration opportunities to adults who offer and/or support STEM programs for girls and other youth typically under-represented in STEM. The vision of Montana Girls STEM is that every young person in Montana has the opportunity to learn about STEM careers and feels welcome pursuing any dream they
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TEAM MEMBERS:
Suzi TaylorRay CallawayCathy Witlock
resourceresearchProfessional Development and Workshops
This multiple case study analysis investigates the perceptions of four science teachers who are repeat attendees at professional development programs coordinated by a university center. Adult learning theory provided a lens to view the motivated participants of the study and each of the five assumptions were present. Findings revealed three themes: (1) these science teachers perceive dual identities as both an educator and a scientist: as a professional educator they are focused on developing new lessons to bring relevant and engaging materials to their students while at the same time they
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TEAM MEMBERS:
Julie R. BokorKent CrippenMary Jo Koroly
To address the need for STEM reform in K-12 schools, this article describes the design and implementation of a rigorous, interdisciplinary science and research program (ISR) in two local high schools (HS-S and HS-H). The ISR, adapted from the successful School for Science and Math at Vanderbilt program, provides seven courses over four years that focus on the development of critical thinking skills and the ability to construct and perform hypothesis-driven research projects. The courses are co-taught by a science teacher (masters or doctoral level) and a Ph.D. scientist. Overall, students in
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TEAM MEMBERS:
Jennifer A. UfnarVirginia L. Shepherd
Dr. Ann Chester, Director of the Health Sciences and Technology Academy (HSTA) in West Virginia was looking for professional researchers interested in working with HSTA's high school-aged participants through community-based participatory research (CBPR) projects. Dr. Alicia Zbehlik, with the Dartmouth Institute for Health Policy & Clinical Practice in New Hampshire, needed to further her research in knee osteoarthritis to support a pilot intervention in her target population. The two met, saw potential benefits to both organizations in forming a partnership, and agreed to undertake a one-year
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TEAM MEMBERS:
Paul Luis SicilianoBethany L. HornbeckSara HanksSummer L. KuhnAlicia J. ZbehlikAnn L. Chester
Educational approaches that provide meaningful, relevant opportunities for place-based learning have been shown to be effective models for engaging indigenous students in science. The Laulima A ‘Ike Pono (LAIP) collaboration was developed to create a place-based inclusive learning environment for engaging local community members, especially Native Hawaiians and Pacific Islanders, in scientific research at a historically significant ancient Hawaiian fishpond. The LAIP internship focused on problem-solving activities that were culturally relevant to provide a holistic STEM research experience
Increased emphasis on K-12 engineering education, including the advent and incorporation of NGSS in many curricula, has spurred the need for increased engineering learning opportunities for younger students. This is particularly true for students from underrepresented minority populations or economically disadvantaged schools, who traditionally lag their peers in the pursuit of STEM majors or careers. To address this deficit, we have created the Hk Maker Lab, a summer program for New York City high school students that introduces them to biomedical engineering design. The students learn the
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TEAM MEMBERS:
Aaron Matthew KyleMichael CarapezzaChristine Kovich
Charles Darwin is largely unknown and poorly understood as a historical figure. Similarly, the fundamental principles of evolution are often miss-stated, misunderstood, or entirely rejected by large numbers of Americans. Simply trying to communicate more facts about Darwin, or facts supporting the principles of evolution is inadequate; neither students nor members of the public will care or retain the information. On the contrary, building facts into a one-on-one conversational narrative creates an memorable opportunity to learn. Here, we create a digital-media, self-guided question and answer
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TEAM MEMBERS:
David J. LampeBrinley KantorskiJohn Pollock
resourceresearchProfessional Development and Workshops
Effective science teaching critically requires content-focused professional development (PD), particularly in life sciences where content evolves rapidly. How subject matter knowledge related to teaching (SCK) is most effectively incorporated into PD has not been investigated. We studied how a professional learning community of high school teachers and scientists co-designing a bioscience curriculum produced the accompanying SCK-focused PD. SCK was level specific but teachers could not generate it alone. Co-designing SCK with scientists was valuable to teachers, as evidenced by significant
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TEAM MEMBERS:
Stephanie TammenRussell FauxKarina MeiriJacque Berri
Designing Our World (DOW) was a four-year NSF-funded initiative in which the Oregon Museum of Science and Industry (OMSI) sought to promote girls’ pursuit of engineering careers through community-based programming, exhibition development, and identity research. The overarching aim of DOW was to engage girls ages 9–14 with experiences that illuminate the social, personally relevant, and altruistic nature of engineering. In addition to programming for girls, the project also included workshops for parents/caregivers, professional development for staff from community partners; and an exhibition