The purpose of this paper is to present a conceptual framework for initiatives focused on supporting learning across settings in the domains of science, technology, engineering, and mathematics (STEM). The conceptual framework emerges from ecological perspectives on learning that suggest a need to consider how learning develops across settings, through a range of supportive interactions and relationships (Barron, 2006; Bronfenbrenner, 1979). The framework presents initial design principles for organizing learning opportunities that connect people to practices in multiple settings. It also
The school field trip constitutes an important demographic market for museums. Field trips enlist the energies of teachers and students, schools and museums, and ought to be used to the best of their potential. There is evidence from the literature and from practitioners that museums often struggle to understand the needs of teachers, who make the key decisions in field trip planning and implementation. Museum personnel ponder how to design their programs to serve educational and pedagogical needs most effectively, and how to market the value of their institutions to teachers. This paper
The development and use of the Web by science-technology museums, mass media, and other informal science learning resource centers to enable remote public access to their resources and expand their educational outreach programs has grown enormously over the past decade. Similarly, many "open source" learning and education portals are rapidly growing into major free global lifelong learning resources. At the same time, U.S. student achievement in science in middle and high schools continues to be lag far behind that of students in many developed countries, and many American K-8 science teachers
Ecologically oriented citizen-science experiences engage the public in learning while facilitating the achievement of robust scientific program goals. Evaluation of learning outcomes has become increasingly prioritized, requiring citizen-science program managers to understand key issues in evaluation. We argue that citizen science can have other, more far-reaching community-level outcomes, which have received less attention but warrant consideration for continued programmatic improvement.
This paper argues that DR K-12 grantees can enhance the long-term consequences of their work by using insights from research on dissemination. In education and other fields, studies of dissemination have identified processes by which research knowledge reaches (or fails to reach) the practitioners and policymakers who could use it.
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TEAM MEMBERS:
Community for Advancing Discovery Research in Education (CADRE)Brenda Turnbull
The article discusses the Science, Technology, Engineering and Mathematics: Information, Technology and Scientific Literacy (STEM-ALL) for ALl Learners project of Emporia State University, Kansas. The project is an interdisciplinary program for teaching information, technology and scientific-literacy that brings STEM content into Master of Library Science curriculum. It aims to create an Information, Technology and Scientific Literacy Certificate for educators to earn across degree programs.
The article focuses on the establishment of the YOUMedia Network at Saint Public Library in Saint Paul, Minnesota. The digital learning laboratory operates within the guidelines of Hanging Out, Messing Around and Geeking Out (HOMAGO) which provides teenagers access to technology and art such as sewing machines, makerspace, and recording studios. The library partnered with Parks and Recreation Department, Saint Paul Neighborhood Network and the Science Museum of Minnesota's Youth Science Center.
The article presents the makerspaces in libraries where informal, collaborative learning can occur through hands-on creation using any combination of technology, industrial arts and fine arts not readily available for home use. It cites the underlying goal of a makerspace to encourage innovation and creativity via the use of technology and offer a place where everything can be nurtured. It notes a growing interest in design thinking afforded by makerspaces.
The article offers the authors' insights on a two-event in the Faculty of Information's symposium series at the iSchool @ Toronto on Creative Making in Libraries and Museums. Topics discussed include museums and cultural libraries, the development of makerspaces in a library and use of three-dimensional (3D) printing, and the open source, portable digital file distribution tool LibraryBox. The symposium featured librarian Jason Griffey, professor Matt Ratto, and MakerKids founder Andy Forest.
The article discusses the efforts of U.S. science museums to act as resources for science teachers in states that have adopted the Next Generation Science Standards (NGSS). Topics discussed include professional development activities offered for teachers by museums, the role of Anthony "Bud" Rock and the nonprofit organization he serves as chief executive officer (CEO) of, the Association of Science-Technology Centers, and the impact of teacher development on student achievement.
This study explores the characteristics of after-school program activities at a charter school in the Southeast US highlighting students' experiences with and gains from these after-school program activities. A qualitative case study design was employed to understand students' views and opinions regarding the activities and their learning trajectories. Study data were collected through formal and informal observations, one-on-one semistructured interviews, and field notes. The study's findings indicated that such activities emphasize open-ended and collaborative scientific investigations in
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TEAM MEMBERS:
Alpaslan SahinMehmet AyarTufan Adiguzel