In this presentation from a workshop on research and practice at the NARST annual conference, presenters presenters discuss: how to identify persistent problems of practice from practitioners' and stakeholders' perspectives; how to develop a collaborative design process that leverages the expertise of practitioners, researchers, subject matter experts in science, and other stakeholders; and how to formulate design goals that foreground supports for implementation, equity and diversity.
What Teachers and Districts Most Need from Research and Researchers: In this presentation from a workshop on research and practice at the NARST annual conference, Dan Gallagher of Seattle Public Schools and Tana Peterman of University of Washington discuss examples of what practitioners need from the education research community.
Since August of 2011, Project iLASER (Investigations with Light And Sustainable Energy Resources) has engaged children, youth and adults in public science education and hands-on activities across the entire length of the U.S.-Mexico border, from the Pacific Ocean to the Gulf of Mexico. The two main themes of Project iLASER activities focus on sustainable energy and materials science. More than 1,000 children have been engaged in the hands-on activities developed through Project iLASER at 20+ sites, primarily in after-school settings in Boys & Girls Clubs. Sites include Boys & Girls Clubs in California (Chula Vista, Imperial Beach, El Centro and Brawley); Arizona (Nogales); New Mexico (Las Cruces); and Texas (El Paso, Midland-Odessa, Edinburg and Corpus Christi). The project was co-funded between the NSF Division of Chemistry (CHE) and the Division of Research on Learning in Formal and Informal Settings (DRL).
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TEAM MEMBERS:
Southwestern CollegeDavid BrownDavid Hecht
resourceresearchProfessional Development, Conferences, and Networks
The Museum of Science and Industry, Chicago (MSI) formed the Institute for Quality Science Teaching (IQST) with the goal of improving science achievement of 4th-8th grade students in the Chicago area by creating a series of courses for teachers who lack the background in science or science teaching to teach effectively. This study was designed to evaluate teachers' increased content knowledge in one IQST course, Get Re-Energized (GRE), which focuses on energy topics. The study discovered improvement for teachers who received the course, and those teachers' students scored higher on energy
The Lemelson Center for the Study of Invention and Innovation at the Smithsonian’s National Museum of American History (NMAH) contracted Randi Korn & Associates, Inc. (RK&A) to conduct a process evaluation for Smithsonian Affiliates’ involvement in Places of Invention (POI), an exhibition funded by the National Science Foundation. Affiliates are working with community partners to create digital content for the Interactive Map featured in the exhibition, and using POI core concepts to create local programming in conjunction with the exhibition. The study sought to understand the successes and
California's Expanded Learning programs are an integral part of young people's education, engaging them in year-round learning opportunities that prepare them for college, career, and life. This strategic plan was developed by the California Department of Education After School Division (ASD)in collaboration with K-12 educators, program practitioners, and support providers.
This portfolio contains the following reports: "Community Science Workshops: A Powerful and Feasible Model for Serving Underserved Youth. An Evaluation Brief"; "Community Science Workshops: Building a Bridge to Science for Urban Youth. A Descriptive Look at CSWs."; "What Do Community Science Workshops Do For Kids? The Benefits to Urban Youth."; and "CSWs by the Numbers: A Statistical Portrait of Community Science Workshops." Community Science Workshops are community-based non-profit programs that offer underserved youth living in low-income, high-minority neighborhoods a fun and safe way to
The National Air and Space Museum (NASM) contracted with Randi Korn & Associates, Inc. (RK&A) to help determine realistic strategies and next steps for scaling up its Science in Pre-K program, a PNC Bank-funded teacher professional development program that supports District of Columbia Public Schools’ (DCPS) preschool teachers in teaching science through exploration and problem solving. How did we approach this project? RK&A prepared two literature reviews—Scaling Up and Distance Education—intended to explore best practices for scaling up non-profit programs and facilitating distance learning
The United States Botanic Garden (USBG) contracted Randi Korn & Associates, Inc. (RK&A) to study visitors’ experiences in the current West Gallery exhibition. However, after an initial meeting, USBG recognized that any changes to the West Gallery should be intentional and done in the context of staff’s aspirations for the whole Garden experience; thus, the study evolved into a more holistic endeavor with two main goals: (1) collect data about visitors’ experiences in the West Gallery exhibition to inform redesign of the Gallery; and (2) study visitors’ experiences in the whole Garden in the
Goodman Research Group, Inc. conducted an external evaluation of WGBH's NOVA scienceNOW (NsN) multimedia project as part of the project’s award from the Advancing Informal STEM Learning division of the National Science Foundation. The evaluation assessed NsN’s effectiveness in meeting its broad goals for its public and professional audiences, including increasing public appreciation for, understanding of, and engagement in or pursuit of science, increasing science cafe organizers’ and speakers’ perceived expertise and skills, and fostering a community of practice among cafe organizers. The NsN
Our goal is to demonstrate an educational model fully commensurate with the demands of the 21st Century workforce, and more specifically, with the emerging “green-tech” economy. We recognize a pressing need creating more sustainable solutions for the (human) built-environment and of stabilizing economic patterns that uphold sustainable systems. to prepare citizens for the challenges of The ASCEND model is designed to encourage these societal shifts, but at the same time, it is an attempt to put theory into practice - activating educational practices aligned with research on human development and cognition. For some time now strong recommendations for apprenticeship learning have emphasized the function of legitimate peripheral participation – the possibility of which becomes more prevalent in robust communities of practice. As compared to top-down approaches (typical of formal education settings) these "learning communities" are seen as being more closely aligned with our natural propensities for learning and cognition. ASCEND represents a design-experiment -an attempt to learn how we can create and sustain opportunities for apprenticeship learning in an interdisciplinary arena at the leading edge of technical innovation. In addition, the ASCEND model introduces and examines the efficacy of “digital storytelling” as an alternative to more traditional forms of apprenticeship learning and as a means to engage and advance this and future generations in STEM. A further goal is to develop innovative measures of assessment commensurate with this new model of apprenticeship learning. Finally ASCEND explore how informal learning organizations (museums, libraries, preserves etc.) can use digital storytelling to develop community-driven programs inclusive of at-risk youth and other hard to reach audiences.
The Global Soundscapes! Big Data, Big Screens, Open Ears Project uses the new science of soundscape ecology to design a variety of informal science learning experiences that engage participants through acoustic discovery Soundscape ecology is an interdisciplinary science that studies how humans relate to place through sound and how humans influence the environment through the alteration of natural sound composition. The project includes: (1) an interface to the NSF-funded Global Sustainable Soundscapes Network, which includes 12 universities around the world; (2) sound-based learning experiences targeting middle-school students (grades 5-8), visually impaired and urban students, and the general public; and (3) professional development for informal science educators. Project educational components include: the first interactive, sound-based digital theater experience; hands-on Your Ecosystem Listening Labs (YELLS), a 1-2 day program for school classes and out-of school groups; a soundscape database that will assist researchers in developing a soundscape Big Database; and iListen, a virtual online portal for learning and discovery about soundscape. The project team includes Purdue-based researchers involved in soundscape and other ecological research; Foxfire Interactive, an award-winning educational media company; science museum partners with digital theaters; the National Audubon Society and its national network of field stations; the Perkins School for the Blind; and Multimedia Research (as the external evaluator).