Current empirical research in science and technology studies provides new and different views of science and scientists that contrast markedly with the mythical views that underlie many curricular efforts geared toward increasing scientific literacy. If descriptions of science and scientists that emerge from science and technology studies are legitimate, considerable implications arise for educational aims guiding science instruction, learning experiences directed toward those educational aims, and resources that support those learning experiences and educational aims. In this paper, we (a)
This paper uses a possible selves theoretical framework to examine whether and how adolescent girls' images of themselves as future scientists change during their transition from high school to college. Forty-one female high school graduates from diverse ethnic and socioeconomic backgrounds, who had enrolled in an intensive math and science program while in high school, participated in interviews focused on their perceptions of factors that influenced their career plans over time. Participants suggested that career-related internships and intensive academic programs, especially those that
Summer science programs held in university research facilities provide ideal opportunities for pre-college students to master new skills and renew, refresh, and enrich their interest in science. These types of programs have a positive impact on a student's understanding of the nature of science and scientific inquiry and can open a youngster's eyes to the many possible career opportunities in science. This paper describes a study of high school students enrolled in the Summer Science Academy program at the University of Rochester that investigates the program's impact on students' knowledge of
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TEAM MEMBERS:
Kerry KnoxJan MoynihanDina Markowitz
This poster presents an outline of the Setting the Agenda for Giant Screen Research workshop held September 18, 2013. It will be presented at the 2014 AISL PI Meeting in Washington, DC.
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TEAM MEMBERS:
Giant Screen Cinema AssociationMary Nucci
This article describes the software architecture of an autonomous, interactive tour-guide robot. It presents a modular and distributed software architecture, which integrates localization, mapping, collision avoidance, planning, and various modules concerned with user interaction and Web-based telepresence. At its heart, the software approach relies on probabilistic computation, on-line learning, and any-time algorithms. It enables robots to operate safely, reliably, and at high speeds in highly dynamic environments, and does not require any modifications of the environment to aid the robot's
The article reviews the strikingly divergent viewpoints of intellectuals—scientists and non-scientists—about “Science” and “Technology.” It shows that while scientists implicitly accept the difference between “Science” and “Technology,” to non-scientists that difference is irrelevant. The most important differences between “Science” and “Technology” that lie in their relative scales, outputs and accuracy of predictions are highlighted. The complexity of and difficulty in trying to quantify the contribution of science and technology to economic growth are discussed. Views of science and
Studying metacognition brings with it many challenges. The challenge of researching metacognition is exacerbated when research, (a) moves from clinical or highly structured settings, those associated with much research in this field, to more naturalistic contexts with less structure, and (b) begins in previously unexplored settings and social contexts with little, if any, existing literature related its study within such settings. We use the metaphor of 'prospecting' to characterise a qualitative methodology that employed a hermeneutic dialectic process to explore the metacognition of parents
The author expresses his opinion on the benefits of informal science resources and introduces article topics in this issue, which include school partnerships with local scientists, collaborations with community partners, and family science events.
The theme of ICLS 2014 is “Learning and Becoming in Practice.” By focusing on learning and becoming, we aim to foreground the ways that learning entails becoming a certain kind of person. By focusing on learning and becoming in practice, we aim to foreground the ways that learning processes are situated within different kinds of practices. Three kinds of practices encompass a range of contexts and processes in which people learn: by engaging in the epistemic practices of disciplines, by participating in sociocultural practices, and by engaging in design. Two additional practices we highlight
In 2007, Carnegie Corporation of New York joined with the Institute for Advanced Study to create a commission, comprised of some of our nation’s most distinguished mathematicians, scientists, educators, scholars, business leaders, and public officials, to assess not only the current state of math and science education in the U.S. but also how to enhance the capacity of our schools and universities to generate innovative strategies across all fields that will increase access to high-quality education for every student in every classroom.
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TEAM MEMBERS:
Carnegie Corporation and the Institute for Advanced Study
Since 2008, Natasha Ray, New Haven Healthy Start Consortium Coordinator and physician researchers from the Yale Robert Wood Johnson Clinical Scholars Program (YRWJFCSP) have partnered on a series of research projects to address maternal health issues in New Haven, CT. During these partnerships, Natasha Ray, Kenn Harris, Director of New Haven Healthy Start and community research faculty from the YRWJFCSP reflected on what they experienced as best practices in community partnered research. An opportunity arose between these two long standing research partners to gain a greater understanding of
Children's museums represent one of the fastest growing segments of the museum community; however, the evidence base to demonstrate the learning value of these institutions has not kept pace. With funding from the Institute of Museums and Library Services (IMLS), the Association of Children’s Museums (ACM) and the University of Washington’s Museology Graduate Program (UW Museology) are partnering to generate a field-wide research agenda for children’s museums, an agenda that will identify and prioritize the most pressing evidence needed by the field to articulate and demonstrate the distinct