How and why students develop productive science learning identities is a key issue for the education community (see Bell et al, 2009). Carlone, Scott, and Lowder describe the changes in the science identities of three students as they move from fourth to sixth grade. The authors discuss the processes — heavily mediated by race, class, and gender — by which the students position themselves, or are positioned by others, as being more or less competent learners in science.
Mobile technology can be used to scaffold inquiry-based learning, enabling learners to work across settings and times, singly or in collaborative groups. It can expand learners’ opportunities to understand the nature of inquiry whilst they engage with the scientific content of a specific inquiry. This Sharples et al. paper reports on the use of the mobile computer-based inquiry toolkit nQuire. Teachers found the tool useful in helping students to make sense of data from varied settings.
The Dimensions of Success (DoS) observation tool defines and provides rubrics (with levels 1-4) for 12 dimensions that were developed to measure STEM program quality in out-of-school time. This technical report summarizes the development of the instrument and findings from our initial study that included 284 observations in the field across 58 STEM programs in two geographic regions (New England and the Midwest). Data were collected by 46 trained observers who observed in pairs. This report is the initial step in developing a validity argument for the instrument.
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TEAM MEMBERS:
Ashima Mathur ShahCaroline WylieDrew Gitomer
The Dimensions of Success observation tool, or DoS, pinpoints twelve indicators of STEM program quality in out-of-school time. It was developed and studied with funding from the National Science Foundation (NSF) by the Program in Education, Afterschool and Resiliency (PEAR), along with partners at Educational Testing Service (ETS) and Project Liftoff. In 2014, a technical report was released, describing the tool and its psychometric properties (http://www.pearweb.org/research/pdfs/DoSTechReport_092314_final.pdf). The DoS observation tool focuses on understanding the quality of a STEM activity in an out-of-school time learning environment and includes an explanation of each dimension and its key indicators, as well as a 4-level rubric with descriptions of increasing quality. Today, over 700 people have been trained to use the DoS tool, and over 12 state networks have adopted DoS to measure the quality of their afterschool STEM programming.
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TEAM MEMBERS:
Program in Education, AfterschoolDr. Ashima ShahDrew Gitomer
The article focuses on children's makerspaces and the maker movement in Canada. Topics include the Nova Scotia government's idea to distribute 3D printers to libraries to create public makerspaces, which are collaborative meeting places that blend craft and high technology to foster do-it-yourself (DIY) solutions, the Maker Club in Kitchener, Ontario owned by entrepreneur Cam Turner and his son Owen, and the organization Scoperta, maker Jim Akeson's version of the organization Curiosity Hacked.
The article discusses the Maker Faires, a hybrid of science fairs, craft shows, and county fairs where people come to display what they have created and talk about what they learned. The faires are designed for people who work in places such as shops, garages, kitchen tables, schools, or science clubs, while they invent and innovate with new technologies, science, engineering, art performance and various crafts. The events' impact on economic development and education is mentioned.
The article focuses on the uTEC Maker Model, a maker education model that aims to help adults recognize behaviors they may only usually see in spurs. Topics discussed include using the item as intended by the inventor whose creative approach we trust, repurposing an item to use it in a different way than the inventor intended, and experimenting with an idea, invention, musical sound or video technique.
The article presents a brief overview of the Maker Movement and its connections to public libraries, focusing on the experiences of the Louisville Free Public Library of Louisville, Kentucky. Introductory details are given describing the movement, linking it to the expansion of community work spaces equipped with advanced machinery such as robotics tools and 3D printers. Several examples of maker-based organizations, subcultures, and resources are then given.
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TEAM MEMBERS:
Nicole DixonMichael WardEric Phetteplace
resourceprojectProfessional Development, Conferences, and Networks
AccessComputing is a NSF-funded Broadening Participation in Computing alliance with the goal of increasing the participation and success of people with disabilities in computing fields. AccessComputing is in its 10th year of funding. It supports students with disabilities from across the country in reaching critical junctures toward college and careers by providing advice, resources, mentoring opportunities, professional contacts, and funding for tutoring, internships, and computing conferences. For educators and employers, it offers institutes and workshops to build awareness of universal design and accommodation strategies, and to aid in recruiting and supporting students with disabilities through the development of inclusive programs and education on promising practices.
This longitudinal study examined whether premedical students’ educational orientation contributed to their chances of completing a STEM degree. Two different orientations were tested; a narrow one grounded by interests in obtaining status and a more expansive orientation grounded by interests in engaging with a broader set of learning goals and communities. The primary source of data came from the Cooperative Institutional Research Program’s 2004 Freshman Survey (TFS) and 2008 College Senior Survey (CSS). The main analyses included 613 students who reported interest in pursuing a medical
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TEAM MEMBERS:
Mitchell ChangMichael SohKevin EaganSylvia Hurtado
Concord Evaluation Group (CEG) conducted an evaluation study to learn about the Future City’s impact on students as well as to discover ways to enhance Future City for future implementation. In addition to exploring the program’s impacts, with this study we also had an opportunity to explore potential differences between students who compete at their Regional competitions only versus students who make it to the National competition. In collaboration with DiscoverE, CEG developed four surveys to collect feedback from students, parents, educators, and engineer mentors. These data collection
The World Biotech Tour (WBT) is a multi-year initiative that will bring biotechnology to life at select science centers and museums worldwide. The program, supported by the Association of Science-Technology Centers (ASTC) and Biogen Foundation, is scheduled to run from 2015-2017, with the 2015 cohort in Belgium, Japan, and Portugal. The WBT will increase the impact and visibility of biotechnology among youth and the general public through hands-on and discussion-led learning opportunities. Applications are now open for the 2016 cohort! Learn more and submit an application at http://www.worldbiotechtour.org/become-a-stop
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TEAM MEMBERS:
Association of Science-Technology CentersCarlin Hsueh