Brewer and Ley surveyed 851 participants in a U.S. city and revealed relationships among demographic characteristics, religious beliefs, political views, and trust in multiple forms of science communication sources.
This paper discusses a modification of the Delphi technique as a tool for bridging research and practice. The technique was used to build consensus among a variety of stakeholders on the subject matter of a proposed Ph.D. study, but it could also be used to identify a focus for other research or collaborative projects.
This presentation was shared at the 2014 Association of Science-Technology Centers (ASTC) annual meeting in Raleigh, NC. It describes how proposers can submit competitive proposals to the National Science Foundation (NSF) Advancing Informal STEM Learning (AISL) program in FY 2014. The presentation describes strategies for submitting competitive proposals to the to the NSF AISL program via solicitation 14-555/
The Association of Zoos and Aquariums’ (AZA) Conservation Education Committee (CEC) supports the appropriate use of living animals in zoos and aquariums as an important and powerful educational tool to advance a conservation agenda. EC leaders and scholars see the need for a zoo and aquarium social science research framework to help those in the education and conservation communications field understand how they can contribute to a greater body of knowledge. This report represents the CEC’s determination to view zoo and aquarium social science research as a collective endeavor that values and
The publication of the National Academies of Science consensus study, Learning Science in Informal Environments (2009), was an important marker in the history of informal STEM learning (ISL). With five years hindsight, we pause to reflect how far ISL has come as a field, what we have achieved, and what the future might hold. The impetus to do so came via our participation on a panel at a symposium at the 2014 NARST Meeting in Pittsburgh, PA. Our session was framed by overarching questions about the kind of research currently being conducted in ISL--and for what purpose. Some of the specific
WGBH received funding to develop and create NOVA Labs, an online environment that provides teen audiences with an online research lab, educational content, and the opportunity to engage with authentic data, tools, and processes to investigate scientific questions. This work has begun with the development of a first pilot lab, called The Sun Lab. NOVA Education created and launched this lab in early summer 2012. Examining the site in its pilot form, the Lifelong Learning Group (LLG) engaged in a formative evaluation to support refinements and improvements in the design of subsequent NOVA Lab
NOVA Labs (www.pbs.org/nova/labs) is a web-based platform designed for use by educators, students, and teens to engage learners with authentic data, processes, and tools of working scientists. The present evaluation study sought to investigate the outcomes achieved by users of the third NOVA Labs platform developed: Cloud Lab. The intended outcomes identified for student users were that they would: • Be able to successfully work with the real data provided in the Cloud Lab; • Demonstrate ability to interpret and use scientific data and tools; • Engage with real scientific data through the
NOVA Labs (pbs.org/nova/labs) is a free digital platform that engages teens and lifelong learners in activities and games that foster authentic scientific exploration. From building RNA molecules and designing renewable energy systems to tracking cloud movements and learning cybersecurity strategies, NOVA Labs participants can take part in real-world investigations by visualizing, analyzing, and playing with the same data that scientists use. Each Lab focuses on a different area of active research. But all of them illustrate key concepts with engaging and informative videos, and guide participants as they answer scientific questions or design solutions to current problems. Supporting pages on each Lab site explain the purpose and functions of the Lab, help teachers incorporate it into their classrooms, foster collaboration between users, and help users make connections to the broader world of STEM. Users are encouraged to explore potential career paths through “Meet the Scientists” profiles, and to obtain information about local and national STEM resources.
This poster was presented at the 2014 AISL PI Meeting in Washington, DC. Madison Area Technical College, in collaboration with the Institute for Chemical Education at the University of Wisconsin-Madison, the American Chemical Society (ACS) and area science centers and museums will create a national program to disseminate the Fusion Science Theater (FST) model which directly engages children in playful, participatory, and inquiry-based science learning of chemistry and physics topics.
This poster was presented at the 2014 AISL PI Meeting in Washington, DC. The Community Collaborative Rain, Hail and Snow (CoCoRaHS) network is an existing backyard citizen science project that is enhancing the research efforts of scientists and promoting climate literacy among the public by engaging volunteers in precipitation-monitoring activities.
The mission of the New Mexico Informal Science Education Network (NM ISE Net) is to provide opportunities and resources for informal educators to work together to impact science teaching, science learning, and science awareness throughout the state of New Mexico. The NM Museum of Natural History and Science leads NM ISE Net with support from NM EPSCoR.
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TEAM MEMBERS:
New Mexico Museum of Natural HistorySelena ConnealyCharlie Walter
This poster was presented at the 2014 AISL PI Meeting in Washington, DC. It describes "EESIP", a collaborative research project between the Cornell Lab of Ornithology and UC Davis, aimed at Exploring Engagement and Science Identity through Participation in citizen science.
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TEAM MEMBERS:
Cornell Lab of OrnithologyTina Phillips