This poster was presented at the 2016 Advancing Informal STEM Learning (AISL) PI Meeting held in Bethesda, MD on February 29-March 2. The project is producing twenty videos of scientists and engineers presenting their research that are closely aligned with one hundred scientific inquiry and engineering design-based experiments and lesson plans.
This poster was presented at the 2016 Advancing Informal STEM Learning (AISL) PI Meeting held in Bethesda, MD on February 29-March 2. In this project, Twin Cities Public Television (TPT) will produce Latina SciGirls, a fourth season of the Emmy Award-winning television and transmedia project SciGirls.
The overall purpose of the Kinetic City (KC) Empower project was to examine how informal science activities can be made accessible for students with disabilities. The premise of this project was that all students, including those with disabilities, are interested in and capable of engaging in science learning experiences, if these experiences are accessible to them. Drawing on resources from Kinetic City, a large collection of science experiments, games, and projects developed by the American Association for the Advancement of Science (AAAS), the project researched and adapted five after
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TEAM MEMBERS:
Bob HirshonLaureen SummersBabette MoellerWendy Martin
This poster was presented at the NSF AISL PI meeting in Washington D.C. in 2014. The poster describes the impact of Be A Scientist and explores Iridescent's strategic vision.
This IMLS-funded study sought to examine the impact of educator-facilitation on engineering attitudes and self-efficacy of children in Design Challenges activities. Using a quasi-experimental design with statistically comparable pre- and post-experience groups, researchers collected observation, interview, and survey data to address the following research questions:
1. Do visitors’ perceptions of engineering activities improve as a result of the facilitated Design Challenges experience?
2. What aspects of the interactions between museum educators and Design Challenges visitors contribute
Afterschool programs have emerged as a dynamic and vibrant setting for innovative STEM education and there has been rapid growth in this field over the past few years. Although many of the statewide afterschool networks are collecting data from afterschool providers in their states on afterschool STEM programming, this report offers the first national look at availability and access to afterschool STEM programs and parental attitudes and expectations for such programs. The America After 3PM survey is the most comprehensive study of how school-age children in the United States spend their after
This article from "The Atlantic" describes ways that teachers are integrating hands-on and experiential STEM learning into the classroom, which include collaboration with informal learning environments through creative field trips.
Twenty-four Learning Labs in libraries and museums across the country are engaging America’s youth in learning settings where they gain skills and following their passions. A new publication, Learning Labs in Libraries and Museums: Transformative Spaces for Teens, describes these innovative teen spaces. The report details the research behind the labs, the practices that support meaningful learning, and the impacts of a movement that grew with support from the Institute of Museum and Library Services and its private partner, the John D. and Catherine T. MacArthur Foundation.
This poster, presented at the 2014 AISL PI Meeting, shows the impact of an afterschool program that brought hands-on, inquiry-based science to ELL students in a low SES area of Southern California. Data sources included observation of lessons, interviews with students, and collection of student work Results demonstrate a shift in student thinking around students' internalization of becoming a scientist and who is capable of being a scientist.
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TEAM MEMBERS:
University of California, IrvineLauren Shea
resourceresearchProfessional Development, Conferences, and Networks
This presentation was part of the "Twist and Shout: Using physical movement in STEM education" session at the 2014 ASTC Conference in Raleigh, NC. The session shared, showcased, and compiled creative new ways to incorporate physicality into the learning process.
The Exhibit Designs for Girls' Engagement (EDGE) PI poster provides the background for the research, the research questions, the steps we are taking to answer those questions, our audience and deliverables, and the challenges we've faced in the first year.
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TEAM MEMBERS:
ExploratoriumToni DancstepVeronica Garcia-Luis