In 2017, PBS NewsHour produced one of their most complex transmedia series to date. #AmericaAddicted, which focused on the opioid crisis facing communities around the U.S., included 14 broadcast reports, 10 articles on the NewsHour site, four livestreams, three Twitter chats, and more than 200 associated videos and posts on over half a dozen platforms. The different reports take a wide range of perspectives and focus on different aspects of this crisis. Each report is embedded in dense networks of content, with a variety of entry points for audience members, that tell a single overarching
Museum administrators need measurements to prove their museum’s value, to advocate for their institutions, and to improve their performance. The purpose of the two-year Assessing Museum Impact (AMI) pilot research project was to explore in practice the theory that the use of data can help museums improve their impact (effectiveness) and performance (efficiency). The project was designed to assist six mid- sized New England museums to select data using the PIID Sequence and then to use that data strategically. The participants reported positive impacts on their management culture and actionable
Intellectual Merit: Project RESET utilized a responsive teaching approach to engage youth in critical STEM literacy on the topic of climate change. Video recordings of the afterschool program, artifacts from the program, and interviews with youth were analyzed to better understand how youth supported each other’s participation in science discourse. The team outlined four themes of critical STEM literacy (CSL) and identified a “constellation” of knowledge, dispositions, and practices within each of those themes. Finally, Project RESET demonstrated the potential benefits of multi-modal analysis
Youth from non-dominant racial and linguistic backgrounds often have limited access to school science learning opportunities. Afterschool settings may provide learning environments in which they improve science knowledge and construct positive science identities. With this premise, our research team designs and provides a community-based afterschool program that engages resettled Burmese refugee youth in STEM learning. In this paper, we seek to understand how refugee youth utilize their funds of knowledge and what identities were foregrounded in the program. We adapt a micro-ethnographic
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TEAM MEMBERS:
Minjung RyuMavreen Rose Sta. Ana TuvillaCasey Elizabeth Wright
The Science Fairs Under the 'Scope Study's key findings are summarized here on the topics of:
Models And Elements Of Middle School Science Fairs
Science And Engineering Practices
Cost Of Science Fairs
Parent Involvement In Science Fairs
Science Interest And Identity.
We collected data from middle school science fairs held in schools across the country to understand:
What are the basic models and elements of middle school science fairs;
If and how science fairs increase students’ interest in science, technology, engineering or math (STEM) and/or STEM careers
If and how participation in select models of middle school science fairs enhance students’ mastery of the science and engineering practices; and
What costs and resources are required to implement an effective middle school science fair?
In this article we explore how activity design and learning contexts can influence youth failure mindsets through a case study of five youth who described failure as sometimes a good thing and sometimes a bad thing (a perspective we characterize as Failure as Mosaic, described in the article). These youth and their descriptions of failure-positive and failure-negative experiences offer a unique opportunity to identify how experiences can be designed to support learning and persistence. In order to understand differing views of failure among youth, we researched the following questions:
The goal for this research study was to determine the role of the SciGirls gender-equitable strategies on participating youths’ STEM identity changes in 16 participating SciGirls’ programs across the nation. The definition of STEM identity was based on Eccles (2007), Carlone and Johnson (2007) and Calabrese Barton and colleagues (2013). According to these researchers, individuals must have a positive STEM identity in order to persist in STEM careers. This positive STEM identity is affected by an individual’s expectations of success in STEM and the value they see in STEM and STEM careers
This report presents findings of the Latina SciGirls mixed methods study, investigating the experiences of young Latinas participating in informal STEM programs across the U.S. that utilized the SciGirls educational model (including the SciGirls Seven strategies) and augmented with materials and practices intended to better serve Hispanic girls. The project was led by Twin Cities Public Television with funding from the National Science Foundation as an AISL Innovations in Development project. The STEM-related identity framework and research model used to guide this investigation is presented
How can creators of STEM learning media reach underserved parents and children, and support the kinds of playful STEM interactions that are foundational for future STEM learning?
This research report summarizes findings from a pilot study of Cyberchase: Mobile Adventures in STEM, a program that uses mobile text messaging and short videos to encourage hands-on family learning among low-income Latino families.
In the study, 95 mostly Latino families received weekly text messages with video clips from the popular children's series Cyberchase, and fun activities to do with their
This zine summarizes the book "Equity, Exclusion and Everyday Science Learning." It provides an accessible graphic introduction to how inequalities in everyday science learning happen, so that we can get to a place where everyday science learning practices could disrupt and transform social inequities rather than reproducing them.