Observation is a key skill in science. It is also an important initial skill in early learning. In this paper, Johnston examines the skill of observation in 56 children (4–11 years), asks how it influences other skills in science, and considers how it may be supported. The paper draws attention to that fact that in recent years primary science education has been about the acquisition of conceptual knowledge rather than key skills, and that this balance may not be justified. Of further interest to ISE practitioners is Johnston’s comments that contexts where children can observe natural
In this article, researchers report on the ways that middle school students positioned themselves as agents of change in their community by using the results of their research into local scientific phenomena and advocating for environmental reforms. This article might be of interest to ISE educators who are exploring how their programs can support the emergence of positive science learning identities in their youth participants.
The authors of this article advocate for broad opportunities for young children to engage with the natural environment. In one out-of-school time (OST) program, called Animal Rescuers, children aged 10–12 participated in zoo visits, environmental education activities, and the creation of an online space. This project can give ISE educators insight into how zoos might connect children’s development with issues such as animal and environmental justice.
In a survey, eighth-grade students identified women who were in STEM fields to be significantly more intelligent, less attractive, and more creative than women in non-STEM fields. The students did not indicate that they found a difference between women in STEM fields or non-STEM fields in terms of how organized or how good at their job they were. The authors suggest that the development of these stereotypical views could help explain why women are consistently underrepresented in STEM fields and why women consistently choose professions already dominated by women.
This paper summarizes key design elements for programs for middle-school-aged children, addressing issues of relationships, relevance, reinforcement, real-life projects, and rigor. The authors argue that these five components take into account the intellectual and emotional developmental needs of this age range.
Research shows that between ages 10 and 14, children’s interest in science declines sharply. This study investigates 10- and 11-year-old children’s attitudes toward science and relates it to identity, finding that children show a preference for either school (“safe”) science or what they see as grown-up (“dangerous”) science.
Professionals from the New York Hall of Science (NYSCI), New Knowledge Organization, and faculty from Hunter College developed Wild Minds: What Animals Really Think (WM) as a traveling exhibition with ancillary programs about animal cognition to be presented in both science centers and zoos. The project primary goal is to develop public understanding of the complex concept of animal cognition. Its secondary objective is to encourage sustainable science center-zoo partnership in the communities that host Wild Minds. The Wild Minds science center exhibition consists of discreet stand-alone
Produced by Twin Cities Public Television, St. Paul, MN, and sponsored by the National Science Foundation, SciGirls (SG) is a multimedia project for upper grade-school and middle-school tweens. Weekly half-hour episodes are tied in with web and outreach activities in the fields of science, technology and engineering. Multimedia Research, an independent evaluation group implemented a summative evaluation of the SG Season Two multimedia project. Fifth grade girls (N = 87) viewed three shows over three weeks. They could visit the SG website at any time but were required to visit and play a Pick'm
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TEAM MEMBERS:
Barbara FlaggTwin Cities Public Television
PlanetMania is an iOS and Android mobile app game produced by Maryland Science Center and Eduweb, Inc. in 2012 to accompany the Center's latest permanent exhibit, entitled Life Beyond Earth. Multimedia Research carried out a summative evaluation of the PlanetMania app, focusing on the app's usage in the exhibit, appeal, value and learning outcomes. The evaluation is a pre-post quasi-experimental study in which a sample of 24 9-11 year olds were interviewed prior to and after experiencing the app and exhibit as well as observed during their exposure to the app and exhibit. The app game combines
PERG conducted the formative and summative evaluations of Windows on Earth, a project led by the Center for Earth and Space Science Education (CESSE) at TERC. The project included numerous partners and contributors who focused on the development of the Windows on Earth software, exhibit and website, as well as four museums who participated in the development and evaluation process: Boston's Museum of Science, (MOS), the Smithsonian Air and Space Museum, (A&S), the St. Louis Science Center (SLSC), and the Montshire Museum of Science (MM) in Vermont. The project also coordinated some programming
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TEAM MEMBERS:
Judah LeblangJoan KarpTERC IncJodi Sandler
This exhibition was created to attract and appeal to families with children based on a major strategic planning effort targeting a specific audience. Summative evaluation was commissioned to reflect on the original goals for the exhibition as well as to inform future decisions regarding institutional and exhibition planning for family audiences. Several complementary research methods were used to address a variety of questions about family experiences in Splash Zone: two methods of exit interviews (281 family interviews where parents were asked most of the questions, and 55 interviews with
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TEAM MEMBERS:
Jeff HaywardMonterey Bay AquariumJolene Hart
Ice Planet Earth (IPE) was a three-year NSF-Funded grant, with a focus on building awareness and understanding of polar processes and designed to coincide with the International Polar Year, which took place from March 2007-March 2009. A key feature of the IPE project was the development of 'Ice Worlds', a planetarium style film designed for both general audiences and for students/youth. IPE was a collaboration between the University of New Hampshire, and the following institutions: The Carnegie Museum of Natural History in Pittsburgh; the Houston Museum of Natural Sciences; the Louisiana Art