How does focusing on “community science literacy” change the role of an informal science learning center?
This poster was presented at the 2019 NSF AISL Principal Investigators meeting.
The goal of this three-year project is to leverage NSF’s investment in both SciGirls and computer science education by engaging 8-13 year-old girls in computational thinking and coding through innovative transmedia programming which inspires and prepares them for future computer science studies and careers.
Field stations across the United States provide learning opportunities to the general public through their outreach programming. With approximately 78% and 98% of the US population living within 60 and 120 miles of a field station, respectively, stations have the potential to be key providers of informal STEM education. We surveyed a sample of US biological field stations and asked them to describe their outreach programming and goals. Our findings indicate that field stations prioritize outreach by dedicating personnel and fiscal resources, but such initiatives are highly variable in
Building the capacity of public libraries and library staff to deliver engaging, inspirational, and educational STEM programs has the potential to transform the STEM education landscape across the country. What started in libraries some years ago as independent experiments in STEM programming has become a national STEM movement.
STAR Library Network (STAR Net) is a national program led by the Space Science Institute’s National Center for Interactive Learning (NCIL). STAR stands for Science-Technology Activities and Resources. NSF funds this Broad Implementation Phase 2 program. Core
This poster, which was presented in Alexandria, VA at the CAISE AISL PI meeting in February 2019, summarizes the LabVenture informal learning experience and the research challenge of leveraging a learning ecosystem frame to understand effects this statewide program may have had over its 14+ years at the student, teacher, school, and community levels.
This poster, which was presented in Alexandria, VA at the CAISE AISL PI meeting in February 2019, summarizes the Remake Making professional development program for makerspace facilitation.
NASA's Universe of Learning provides resources and experiences that enable diverse audiences to explore fundamental questions in astronomy, experience how science is done, and discover the universe for themselves. Using its direct connection to science and science experts, NASA's Universe of Learning creates and delivers timely and authentic resources and experiences for youth, families, and lifelong learners. The goal is to strengthen science learning and literacy, and to enable learners to discover the universe for themselves in innovative, interactive ways that meet today's 21st century needs. The program includes astronomical data tools, multimedia resources, exhibits and community programs, and professional learning experiences for informal educators. It is developed through a unique partnership between the Space Telescope Science Institute, Caltech/IPAC, the Jet Propulsion Laboratory, the Smithsonian Astrophysical Observatory, and Sonoma State University.
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TEAM MEMBERS:
Denise SmithGordon SquiresKathy LestitionAnya BifernoLynn Cominsky
This workshop series, convened by the Kavli, Rita Allen, Packard and Moore Foundations, was intended to view the entire system of people who support scientists’ engagement and communication efforts in order to explore how this system can be most effective and sustainable. The discussions examined where this system is thriving, the limits people within the system face and what can be done to ensure their efforts are commensurate with the demand for quality communication and engagement support.
Conducted over four closely scheduled workshops in late 2017 and early 2018, the convenings brought
Conducting qualitative research in any discipline warrants two actions: accessing participants and eliciting their ideas. In chemistry education research, survey techniques have been used to increase access to participants and diversify samples. Interview tasks (such as card sorting, using demonstrations, and using simulations) have been used to elicit participant ideas. While surveys can increase participation and remove geographic barriers from studies, they typically lack the ability to obtain detailed, thick description of participant ideas, which are possible from in-person interviews
BioEYES, a nonprofit outreach program using zebrafish to excite and educate K–12 students about science and how to think and act like scientists, has been integrated into hundreds of under-resourced schools since 2002. During the week-long experiments, students raise zebrafish embryos to learn principles of development and genetics. We have analyzed 19,463 participating students’ pre- and post-tests within the program to examine their learning growth and attitude changes towards science. We found that at all grade levels, BioEYES effectively increased students’ content knowledge and produced
This article shares the results and reflections on the research process conducted by the Maloka Interactive Museum (https://www.maloka.org/) regarding the implementation of the policy that extends the school day in public schools in Bogotá. Based on ethnographic observations, focus groups and interviews with the participants, the text concludes that the communication and education process about science and technology can be understood as a social practice of knowledge exchange among heterogeneous participants whose intention is to promote transformations within their specific settings.
This
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TEAM MEMBERS:
Gonzalo PeñalozaLina QuijanoSigrid FallaSara Marquez
In this research study, we explore the ways that youth engage in “interest signaling”, actions youth undertake that communicate their needs in ways that motivate adults and peers to mobilize resources to support them. We highlight how interest signaling is a key factor driving the process of brokering – signals are critical mechanisms for adults to understand what youth interests and expertise are, and, thus, be able to act as effective learning brokers. Through observing after-school digital media-making programs, and interviews we conducted with focal youth, program staff, and other support