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resource evaluation Public Programs
The attached document describes the results of evaluation of affective and cognitive impact of the Fusion Science Theater show model. Affective gains were measured by post-show questionnaires and cognitive gains were measured by having audience members vote for their prediction to the investigation question before and after the "lesson" of the show. Appendix includes instruments.
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TEAM MEMBERS: Madison Area Technical College Dr. Joanne Cantor
resource research Public Programs
These posters about the Nanoscale Informal Science Education Network were presented at the 2014 AISL PI Meeting in Washington, DC.
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TEAM MEMBERS: Museum of Science, Boston Vrylena Olney
resource research Public Programs
This poster presented at the 2014 AISL PI Meeting describes an outdoor informal science learning project that trains volunteer naturalists to lead environmental programs for middle school students.
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TEAM MEMBERS: University of Southern Mississippi Kristy Daniel (Halverson)
resource research Public Programs
Poster for the 2014 AISL PI Meeting about the Hubbard Brook Research Foundation's Forest Science Dialogues project.
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TEAM MEMBERS: Hubbard Brook Research Foundation Sarah Garlick
resource research Public Programs
Marcellus Matters: Engaging Adults in Science and Energy, grant # DRL1114670, poster for the 2014 AISL PI Meeting poster session on August 21, 2014.
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TEAM MEMBERS: Penn State University, Marcellus Center for Outreach and Research Terry Z. Noll
resource project Public Programs
This project takes advantage of the charismatic nature of arachnids to engage the public in scientific inquiry, dialogue, and exploration. The project has two specific programs: (1) The development, implementation, and assessment of an informal museum event entitled 'Eight-Legged Encounters' which now has more than 25 associated activity stations. These activities encompass stations relating to (a) classification and systematics (e.g., 'What is an Arthropod', 'Create a Chelicerate', and 'Assemble an Arachnid'), (b) spider-specific stations focused on silk (e.g., 'Build a Burrow', 'Cribellate vs. Ecribellate Silk', 'Weave a Web', and 'Catch a Moth'), and (c) research related stations (e.g., 'Microscope Madness' and 'Community Experiment'). In addition, there is a stand-alone module entitled the 'Path of Predators' that includes an activity booklet and eleven stations that walk participants through the eleven living arachnid orders. Each stations has original artwork backdrops, clay sculptures, trading cards, and collectible stamps (participants place stamps on a phlylogenetic tree depicting the current hypothesis of evolutionary relationships among the eleven orders). Most stations have live animals and prizes are given to participants that complete their stamp booklet. 'Eight-Legged Encounters' has been hosted at the Nebraska State Museum (Morrill Hall) twice, with record-breaking attendance (>800 people in
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TEAM MEMBERS: University of Nebraska-Lincoln Eileen Hebets
resource research Media and Technology
This poster describes a new, online, citizen science project that is being developed to study bat behaviors using archived videos.
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TEAM MEMBERS: Western Kentucky University Shannon Trimboli
resource research Public Programs
This guide provides techniques, tips, and best practices for citizen science practitioners who seek assistance in evaluating outcomes from their projects.
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TEAM MEMBERS: Tina Phillips Marion Ferguson Matthew Minarchek Norman Porticella Rick Bonney
resource research Public Programs
There is a growing demand from educators and policymakers for definitions, measures, and guidelines of design that capture the qualities of making as a learning process. The articles that comprise this dissertation respond to this demand, mapping the practices and perspectives of the maker community to foundational theories of the learning sciences. Theoretically, the work is based in the communities of practice framework. In adopting this approach, I am able to distinguish what making is as a learning process, through the identification of the core learning practices of the making community
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TEAM MEMBERS: Lisa Jill Brahms
resource research Media and Technology
This paper provides a brief overview of the ideas and principles underlying the connected learning movement, highlighting examples of how libraries are boosting 21st-century learning and promoting community development by partnering with a range of organisations and individuals to incorporate connected opportunities into their programmes. The connected learning movement supports interest-driven, peer-supported, and academically oriented learning for youth by promoting the core values of equity, participation, and social connection. By connecting formal and informal learning organisations with
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TEAM MEMBERS: Ake Nygren
resource research Public Programs
Poster for 2014 AISL PI Meeting. The State University of New York (SUNY) and the New York Academy of Sciences (NYAS) are collaborating to implement the SUNY/NYAS STEM Mentoring Program, a full scale development project designed to improve the science and math literacy of middle school youth.
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TEAM MEMBERS: State University of New York Kristian Breton
resource research Media and Technology
The availability of mobile and stationary devices opens up new challenges to support users in several contexts. Here we present a multi-device environment to support cooperation among museum visitors through games. In particular, we present a design and the associated implementation for using a combination of PDAs and public displays to enhance the learning experience in a museum setting by using game playing interactions. The basic assumption is to use the mobile devices for individual game play, and the situated displays for synchronized public views of shared game play; the individual game
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TEAM MEMBERS: Riccardo Dini Fabio Paterno Carmen Santoro