Presentation slides and narration for the NARST 2022 Annual Conference. In this presentation we summarize findings from our interviewed with undergraduate STEM majors who identify as Latine, homing in on the ways in which they characterize "STEM" and "STEM people" and their descriptions of K-12 experiences that contributed to their characterizations of these concepts.
This presentation "Revealing Impacts: How does one long-term, statewide field trip program influence a community's learning ecosystem?" was shared as showcase at the 2021 Connected Learning Summit (https://app.clowdr.org/conference/clsummit2021/) held virtually from July 7-30, 2021.
In the showcase session, we shared details of an NSF funded collaborative project between the Gulf of Maine Research Institute, Oregon State University and TERC to understand how a longstanding, statewide field trip program, LabVenture, influences a community’s learning ecosystem. The project uses the construct
This paper discusses findings from the use of the Wise Guys and Gals (WGG) Observation of WGG Youth Protocol in a blended learning environment. The protocol was used to assess youth engagement when completing blended engineering design challenges at two Boys and Girls Clubs. WGG is a project funded through a grant from the National Science Foundation and which brings blended learning design challenges to middle school aged learners in informal STEM (science, technology, engineering, and mathematics) settings. This paper explores the feasibility of using the observation protocol to collect data
Through an iterative design process involving museum educators, learning scientists and technologists, and drawing upon our previous experiences in handheld game design and a growing body of knowledge on learning through gaming, we designed an interactive mystery game called Mystery at the Museum (the High Tech Whodunnit), which was designed for synchronous play of groups of parents and children over a two to three hour period. The primary design goals were to engage visitors more deeply in the museum, engage visitors more broadly across museum exhibits, and encourage collaboration between
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TEAM MEMBERS:
Eric KlopferJudy PerryKurt SquireMing-Fong JanConstance Steinkuehler
This evaluation instrument was developed for Exploring Physics, an extra curricular program for 5-7 grade students, with a focus on female students. It is part of an NSF funded program entitled Promoting Young Women in the Physical Sciences.
How can professional learning for out‐of‐school staff be organized to promote equity in STEM learning? This is the question a group of out-of‐school educators and educational researchers gathered to discuss at the Exploratorium on January 30‐31, 2015. The meeting was sponsored by the Research+Practice Collaboratory, an NSF-‐funded project that develops and tests new models for integrating research and practice perspectives for the improvement of science and mathematics education. Four big ideas for supporting equity-oriented facilitation emerged from the group's discussions: (1) Seeing
This document was shared in the session “Math Phobia and Science Centers: Some International Perspectives” at the 2004 Association of Science-Technology Centers (ASTC) Conference in San Jose, California. It explores math phobia as a cultural (and specifically English-speaking) phenomenon, using examples from his experiences in France and working with the Tuyuka, an indigenous population in Brazil. He links math phobia to a disconnect between math as a part of everyday life and math as a formal process disconnected from one's experiences.