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resource research Conferences
Meeting Overview for the CAISE Convening on Sustainability Science and Informal Science Education, February 6th and 7th, 2012
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TEAM MEMBERS: CAISE
resource research Media and Technology
Presentation on NSF grant DRL-0540418 (""QUEST: Exploring our Natural World"") presented at the CAISE Convening on Organizational Networks, November 17th, 2011."") presented at the CAISE Convening on Organizational Networks, November 17th, 2011.
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TEAM MEMBERS: Sue Ellen McCann
resource research Community Outreach Programs
Presentation on NSF grant DRL-0840333 (""National Science Festival Network"") presented at the CAISE Convening on Organizational Networks, November 17th, 2011."") presented at the CAISE Convening on Organizational Networks, November 17th, 2011.
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TEAM MEMBERS: Loren Thompson Ben Wiehe
resource research Public Programs
Presentation on NSF grant DRL-0917614 (""Communicating Ocean Sciences Informal Education Network: Scientists Working Together to Promote Ocean Literacy"") presented at the CAISE Convening on Organizational Networks, November 17th, 2011.
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TEAM MEMBERS: Catherine Halversen
resource research Public Programs
Presentation on NSF funded Nanoscale Informal Science Education Network (DRL-0940143), presented at the CAISE Convening on Organizational Networks, November 17th, 2011.
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resource research Public Programs
Presentation on NSF grant DRL-1113648 "Creating Communities of Learners for Informal Cognitive Science Education" presented at the CAISE Convening on ISE Organizational Networks, November 17, 2011.
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resource research Professional Development, Conferences, and Networks
Workshop hosted by the National Academies from January 18-19, 2012 exploring urban sustainability with Houston, TX as a model.
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TEAM MEMBERS: Marina Moses
resource research Media and Technology
Report from the U.S. Department of Education's Sustainability Education Summit, September 20-21, 2010, Washington, D.C
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TEAM MEMBERS: U.S. Department of Education
resource research Public Programs
Museum educators have a longstanding presence in museums and play a significant role in the institutions' educational agenda. However, research on field trips to science museums has predominantly explored teachers' and students' perspectives with little acknowledgment of the museum educators who develop and implement the educational programs the students experience. This study sought to describe instruction undertaken in, and goals driving, science museums' lessons through observations of museum educators followed by conversations with them immediately afterwards. Findings showed the ways in
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TEAM MEMBERS: Lynn Tran
resource research Media and Technology
Concepts and findings from research on identity development are employed to better understand why current science teacher preparation programs are failing to prepare teachers who are able and choose to implement the vision for science education articulated in professional standards. Identity theory is used as a theoretical lens to make sense of and better address some of the unique challenges of becoming a reform-minded science teacher, a professional identity that does not reflect the common norm in the profession; these challenges include the emotional risk and possible need for “repair work
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TEAM MEMBERS: April Luehmann
resource research Media and Technology
This case study explores the affordances a weblog (blog) offered to “Ms. Frizzle,” an urban middle school science teacher and exceptional blogger, to support her professional identity development. The 316 posts she wrote over 1 school year were systematically analyzed and triangulated with data from e-mail exchanges and interviews with Ms. Frizzle and her colleagues. Ms. Frizzle used her blog to tell stories of herself and her classroom, reflect on her practice, work through dilemmas, solicit feedback, and display competence, among other things. By doing so, she was able to wrestle with many
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TEAM MEMBERS: April Luehmann
resource research Media and Technology
Many attempt to address the documented achievement gap between urban and suburban students by offering special programs to enrich urban students’ academic experiences and proficiencies. Such was the case in the study described by DeGennaro and Brown in which urban students participated in an after-school technology course intended to address the ‘‘digital divide’’ by giving these youth supported experiences as technology users. However, also like the initial situation described in this study, instructional design that does not capitalize on what we know about urban education or informal
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TEAM MEMBERS: April Luehmann