In this article, Leonie J. Rennie and Terence P. McClafferty, researchers at Curtin University of Technology in Western Austalia, discuss their efforts to study how young children use interactive exhibits designed from 3 to 7 year olds. The authors analyze play and its relationship with learning.
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TEAM MEMBERS:
Leonie J. RennieTerence P. McClafferty
In this article, Janette Griffin of the University of Technology in Sydney discusses a project designed to investigate the applicability of a School-Museum Learning Framework piloted in an earlier study. Implementation of the Framework involved 5th and 6th grade students bringing their own chosen questions or "areas of inquiry" to the museum and students having considerable control over their learning within parameters provided by the teacher.
In this paper, Elena Pol and Mikel Asensio of the Universidad Autonoma de Madrid discuss their research about how visitors perceive different kinds of artistic representations and which elements they interpret from masterpieces. The authors provide an overview of their work in this area, including three studies about artistic style.
In this paper, Nancy T. Haas of the Please Touch Museum discusses Project Explore, a new research initiative that explores learning in children's museums. Project Explore is a collaborative effort of two organizations, PleaseTouch Museum in Philadelphia and Harvard's Project Zero in Cambridge. Using a dual research approach, Please Touch Museum researchers investigated exactly what it is that children are learning and how to best enable or enhance their learning process; while the Project Zero team studied how children engage in exhibits by looking at the Entry Points approach to learning
The article describes the Informal Learning Program (ILP), co-directed by Michael Spock and Deborah Perry, and initially funded by the Joyce Foundation of Chicago. The purpose of the program is to serve as an advocate for and to conduct research on informal learning and on the design and development of public spaces, programs, and exhibits.
Geosciences Careers for Kids and Parents is a Track 1 program by Jim Metzner Productions (JMP) that uses its current communication platforms - the Pulse of the Planet (PoP) radio programs and website and the Kids Science Challenge website - to involve upper elementary children and their parents/caregivers and other adults in learning about geosciences research and careers. JMP's award-winning PoP radio program, which reaches 1,000,000+ listeners weekly, profiles geoscientists and encourages parents to involve their children in the geosciences. The PoP companion pulseplanet.com website provides podcasts of past radio programs and additional resources for engaging learners in the geosciences. On JMP's Kidsciencechallenge.com website, children (8-13 years of age) will find "kid friendly" profiles and videos of geoscientists and their careers, rich resources and interactivity on the sciences and further career activities, presented as part of a project that has already actively engaged thousands of children in learning about and "doing" science. The Pulse of the Planet and Kids' Science Challenge websites receive an average of 9,600 page views daily. PBS television's The News Hour and the PBS education site will feature our video segments on geoscientists featured in PoP programs.
Project LIFTOFF works with local, regional, and national partners to engineer statewide systems for Informal Science Education that inspire: YOUTH to pursue STEM education and careers through increased opportunities for quality, hands-on STEM learning. AFTERSCHOOL STAFF to facilitate STEM learning experiences that contribute to the overall STEM education and aspirations of youth in their programs. PROGRAM ADMINISTRATORS to encourage and support staff in the integration of STEM enrichment into the daily programming. STATE LEADERS to sustain and expand afterschool learning opportunities so that all students have access to engaging STEM experiences outside of the regular school day. Project LIFTOFF is dedicated to the development of the following essential elements of statewide systems for informal science education:
Access to appropriate STEM Curriculum for youth of all ages, abilities, and socio-cultural backgrounds that meets the needs and interests of individual community programs
Systematic STEM Professional Development that matches individual skills in positive youth development with abilities to facilitate discovery and science learning
A diverse Cadres of Trainers who will deliver the professional development, technical assistance and curriculum dissemination in their local communities
Authentic Evaluation of informal science efforts that determine the impacts on youth aspirations and the capacity of youth programs to provide quality STEM experiences
Local STEM education leadership to identify the ways in which collaborative education efforts can advance the development of 21st Century Skills and the preparedness for STEM workforce and higher education
Partnerships in support of youth development and informal science education that convene local, regional, and statewide organizations and stakeholders
To advance national initiatives and states' sySTEM engineering efforts, LIFTOFF coordinates an annual convening, the Midwest Afterschool Science Academy, that brings together national informal science experts, system leaders and youth development professionals to elevate the levels of science after school. The 5th MASA will be in the spring of 2014 in Kansas City, MO
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TEAM MEMBERS:
Missouri AfterSchool NetworkJeff Buehler
In this paper, we present the DeepTree exhibit, a multi-user, multi-touch interactive visualization of the Tree of Life. We developed DeepTree to facilitate collaborative learning of evolutionary concepts. We will describe an iterative process in which a team of computer scientists, learning scientists, biologists, and museum curators worked together throughout design, development, and evaluation. We present the importance of designing the interactions and the visualization hand-in-hand in order to facilitate active learning. The outcome of this process is a fractal-based tree layout that
The overarching purpose of the Climate Literacy Zoo Education Network is to develop and evaluate a new approach to climate change education that connects zoo visitors to polar animals currently endangered by climate change, leveraging the associative and affective pathways known to dominate decision-making. Utilizing a polar theme, the partnership brings together a strong multidisciplinary team that includes the Chicago Zoological Society of Brookfield, IL, leading a geographically distributed consortium of nine partners: Columbus Zoo & Aquarium, OH; Como Zoo & Conservatory, St. Paul, MN; Indianapolis Zoo, IN; Louisville Zoological Garden, KY; Oregon Zoo, Portland, OR; Pittsburgh Zoo & PPG Aquarium, PA; Roger Williams Park Zoo, Providence, RI; Toledo Zoological Gardens, OH, and the organization Polar Bears International. The partnership leadership includes the Learning Sciences Research Institute at the University of Illinois at Chicago, and the Earth System Science Center at Pennsylvania State University. The partnership is joined by experts in conservation psychology and an external advisory board. The primary stakeholders are the diverse 13 million annual visitors to the nine partner zoos. Additional stakeholders include zoo docents, interpreters and educators, as well as the partnership technical team in the fields of learning innovations, technological tools, research review and education practice. The core goals of the planning phase are to a) develop and extend the strong multidisciplinary partnership, b) conduct research needed to understand the preconceptions, attitudes, beliefs, and learning modes of zoo visitors regarding climate change; and c) identify and prototype innovative learning environments and tools. Internal and external evaluations will be conducted by Facet Innovations of Seattle, WA. Activities to achieve these goals include assessments and stakeholder workshops to inventory potential resources at zoos; surveys of zoo visitors to examine demographic, socioeconomic, and technology access parameters of zoo visitors and their existing opinions; and initial development and testing of participatory, experiential activities and technological tools to facilitate learning about the complex system principles underlying the climate system. The long-term vision centers on the development of a network of U.S. zoos, in partnership with climate change domain scientists, learning scientists, conservation psychologists, and other stakeholders, serving as a sustainable infrastructure to investigate strategies designed to foster changes in public attitudes, understandings, and behavior surrounding climate change.
The Center for Children and Technology (CCT) at Education Development Center, Inc., a nonprofit international research and development organization (cct.edc.org), conducted the formative evaluation of the second year’s implementation of the Be A Scientist! (BAS) project, which is managed by Iridescent—a nonprofit afterschool STEM program (www.iridescentlearning.org). The goal of the BAS project is to provide high-quality afterschool science and engineering courses to underserved families in New York City and Los Angeles. The program specifically targets second graders and their families
Goodman Research Group, Inc. (GRG) served as the external evaluator of the three-year NSF-funded Science Festival Alliance (SFA), a collaborative started by the University of California San Diego, the MIT Museum (Cambridge, MA), the University of California San Francisco, and The Franklin Institute (Philadelphia, PA). The focus of the SFA over its first three years was helping establish and sustain science festivals in each of these four cities. The Alliance’s long-term goal is to facilitate the creation of a growing network of festivals and a community of science festival practitioners. To
This research addresses the importance and benefits of informal science learning which complement formal science learning in school. Informal science learning is not fully developed and is a relatively new idea in Malaysia. Most of the researches in the field of science teaching and learning are focused on the formal learning environment in school hours. However, this research has an added value for the field of science teaching since the focus is on informal science learning environment. Informal science learning is not yet explored by any other local universities in Malaysia, thus, this research will lead to the existence of Informal Science Learning Centre in long term mission. Although the existence of the National Science Centre and Petroscience KLCC provide informal environment for science learning, nevertheless, it is argued that those two places has a weak foundation in integrating educational learning theories into the informal science activities offered in these two places. This research will provide a strong theoretical foundation of designing the informal science learning because the informal science learning in this study will be developed by using rigorous research methodology which comprise of action research method and case study design in order to translate the Multiple Intelligence Theory as informal science learning practices.
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TEAM MEMBERS:
Mohd Ali SamsudinZurida IsmailAnna Christina AbdullahNooraida YakobSalmiza SalehMaznah Ali