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resource research Public Programs

Makerspaces in the Early Years: A Literature Review

The aim of this review of the literature is to identify what we already know about the engagement of children aged under eight in makerspaces. Given the limited literature in the area, the review takes a broader look at makerspaces for older children where relevant. This is not a systematic review; its aim is not to offer an exhaustive account of all of the research conducted in the area. Rather, this narrative review provides an introduction to key aspects of research on makerspaces and enables the identification of themes dominant in the field, and those areas where more research is needed
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TEAM MEMBERS: Jackie Marsh Kristiina Kumpulainen Bobby Nisha Anca Velicu Alicia Blum-Ross David Hyatt Svanborg Jónsdóttir Rachael Levy Sabine Little George Marusteru Margrét Elísabet Ólafsdóttir Kjetil Sandvik Fiona Scott Klaus Thestrup Hans Christian Arnseth Kristín Dýrfjörð Alfredo Jornet Skúlína Hlíf Kjartansdóttir Kate Pahl Svava Pétursdóttir Gísli Thorsteinsson University of Sheffield
resource research Public Programs

Community Collaboration and Empowerment

Community collaboration and empowerment was identified by the GENIAL organizers as an important theme to include in the Summit. Informal STEM learning (ISL) organizations strive to engage Latino audiences in their science, technology, engineering, and math (STEM) programming on a long-term basis and recognize the importance of understanding the needs, motivations, interests, and challenges of the diverse Latino community in the context of STEM participation. An effective way to collaborate with a community is to involve them as equal partners in the co-development of ISL experiences. A key
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TEAM MEMBERS: Salvador Acevedo Paul Dusenbery Exploratorium
resource research Museum and Science Center Programs

Itty Bitty Science: Collaborative of Early Science Learning Museums Partner with Head Start to Promote Science

This article focuses on the efforts of the Collaborative for Early Science Learning (CESL), a group of six museums led by the Sciencenter in Ithaca, New York, that partner with their local Head Start programs to provide training for teachers and opportunities for family engagement. These efforts address the gap between children’s readiness to explore science through everyday experiences and adults’ support. CESL believes that hands-on professional development (PD) opportunities for teachers and families can reduce adult discomfort with facilitating science programming and increase their
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TEAM MEMBERS: Michelle Kortenaar Victoria Fiordalis Miriam Krause Laurinda Willard Cheryl Juarez Melissa Thomas Zoe Peters Carrie Jubran Allison Sribarra
resource research Public Programs

Early Wins and Lessons Learned: How the Bay Area STEM Ecosystem Engages Families

In this case study, we highlight the work of the Bay Area STEM Ecosystem, which aims to increase equity and access to STEM learning opportunities in underserved communities. First, we lay out the problems they are trying to solve and give a high level overview of the Bay Area STEM Ecosystem’s approach to addressing them. Then, based on field observations and interviews, we highlight both the successes and some missed opportunities from the first collaborative program of this Ecosystem. Both the successes of The Bay Area STEM Ecosystem--as well as the partners’ willingness to share and examine
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TEAM MEMBERS: Linda Kekelis Kara Sammet
resource research Public Programs

Head Start on Engineering: Teachers, Informal STEM Educators, and Learning Researchers Collaborating to Engage Low-Income Families With Engineering

The Head Start on Engineering project engages parents and children in a multicomponent family engineering program that includes professional development for teachers, workshops for parents, take-home family activity kits, home visits, classroom extensions, and a culminating field trip to a science center. Throughout their lives, children from low socioeconomic backgrounds and traditionally underserved and under-resourced communities face significant barriers to engaging with engineering and science (Gershenson 2013; Orr, Ramirez, and Ohland 2011). Supporting learning and interest
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TEAM MEMBERS: Scott Pattison Gina Navoa Svarovsky Ivel Gontan Pam Greenough Corrie Marcie Benne Shannon Weiss Veronica Nunez Smirla Ramos-Montañez