This poster was presented at 2017 Campus Office of Undergraduate Research Initiatives (COURI) Symposium, El Paso, TX.
One of the principal challenges of the partnership of scientists and high school students are the existent barriers of language between them (Kim & Fortner, 2007). In other words, since scientists are usefully deemed as characters with higher power, status, and knowledge, students may feel nervous or intimidated, especially when scientists speak jargons and complex language. The best educators have a magical way of engaging their audiences with compelling stories. Even the
This poster was presented at 2017 Campus Office of Undergraduate Research Initiatives (COURI) Symposium, El Paso, TX.
Purpose & Problem - According to some existing results identified in the literature, the partnership between high school students and scientist involves several challenges, such as time management, lack of equipment, communication barriers, organization, complexity of the scientific language and scientist availability. The purpose is to address these problems and identify effective ways that can enhance the partnership between the scientist and high school students during
This poster was presented at 2017 Campus Office of Undergraduate Research Initiatives (COURI) Symposium, El Paso, TX.
This study introduces cogenerative dialogues as a pedagogical tool to enhance the communications between students and engineers in a university internship environment. High school student interns worked with engineers for 7 months and were invited to conduct cogenerative dialogues with engineers regularly and discuss any issues, concerns, positives happened in the internship in order to improve their learning experience.
This poster was presented at 2017 Campus Office of Undergraduate Research Initiatives (COURI) Symposium, El Paso, TX. It describes the Work With a Scientist (WWASP) program, in which scientists and high school students engage in co-generative dialogues.
This resource list was produced by the GENIAL (Generating Engagement and New Initiatives for All Latinos) project, which convened Informal Science Learning (ISL) practitioners, community leaders, policymakers, researchers, and others focusing on generating engagement and new initiatives for Latinos.
The starting point of the Evaluating Evaluation project was our impression that despite the substantial resources that are spent on the summative evaluation of museums and galleries the research has little impact and largely remains ineffectual.
With support from the Wellcome Trust and the Heritage Lottery Fund, we set out to see why this seems to be the case and to explore whether there are ways in which the impact of summative evaluations on knowledge and practice might be enhanced. To this end, we reviewed a substantial number of reports, undertook a range of interviews and held two
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TEAM MEMBERS:
Maurice DaviesChristian Heath
resourceresearchProfessional Development, Conferences, and Networks
The CADRE Early Career Guide offers advice from experienced DR K-12 awardees on becoming a successful researcher in the field of STEM education. The guide also profiles a support program, the CADRE Fellows, for doctoral students in STEM education research.
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TEAM MEMBERS:
Jennifer StilesCatherine McCullochCommunity for Advancing Discovery Research in Education (CADRE)
This report introduces a framework to support learning in library and museum makerspaces. The framework demonstrates how we can create the conditions for ambitious learning experiences to unfold within the making experience.
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TEAM MEMBERS:
Children's Museum of PittsburghInstitute of Museum and Library ServicesPeter Wardrip
Science educators in the United States are adapting to a new vision of how students learn science. Children are natural explorers and their observations and intuitions about the world around them are the foundation for science learning. Unfortunately, the way science has been taught in the United States has not always taken advantage of those attributes. Some students who successfully complete their K–12 science classes have not really had the chance to “do” science for themselves in ways that harness their natural curiosity and understanding of the world around them.
The introduction of
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National Academies of Sciences, Engineering, and Medicine
This White Paper is based on proceedings from the National Living Laboratory Workshop: High School Research Experiences in Living Laboratory - a convening of professionals who wished to share resources and explore opportunities to involve high school students in the Living Laboratory model.