Informal STEM learning experiences (ISLEs), such as participating in science, computing, and engineering clubs and camps, have been associated with the development of youth’s science, technology, engineering, and mathematics interests and career aspirations. However, research on ISLEs predominantly focuses on institutional settings such as museums and science centers, which are often discursively inaccessible to youth who identify with minoritized demographic groups. Using latent class analysis, we identify five general profiles (i.e., classes) of childhood participation in ISLEs from data
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Remy DouHeidi CianZahra HazariPhilip SadlerGerhard Sonnert
This paper presents synthesized research on where XR is most effective within a museum setting and what impact XR might have on the visitor experience.
The National Network for Ocean and Climate Change Interpretation [NNOCCI] is a Community of Practice [CoP] dedicated to advancing the conversation on climate change, based on the principle that wide-scale training with proven communication techniques can change the national discourse around climate change to be more productive, creative, and solutions-focused.
NNOCCI CoP is a network of individuals and organizations in formal and informal education, the social sciences, climate sciences, and public policy. By 2018, the community represented more than 184 institutions in 38 states, and over
Despite the fact that most science learning takes place outside of school, little is known about how engagement in informal science learning (ISL) experiences affects learners’ knowledge, skill development, interest, or identities over long periods of time. Although substantial ISL research has documented short-term outcomes such as the learning that takes place during a science center visit, research suggests that the genuine benefits of informal experiences are long-term transformations in learners as they pursue a “cascade” of experiences subsequent to the initial educational event
The assumptions, expectations, and potential for conducting a research synthesis (or any type of literature review) have evolved significantly in recent decades. With advancements in sophisticated and accessible analytical software, combined with the use of systematic protocols, reviews are increasingly generating results that can advance knowledge and practice. But, while reviews, synthesis or meta-analysis have the capacity to inform practice in unique ways, they are also fraught with their own methodological, ethical, and practical issues.
Drawing on the Addressing Societal Challenges
What does it mean for a museum, science center, or other informal science organization to commit to being a more racially equitable institution by treating equity as seriously as something like budgeting--part of every project, and necessary to the functioning of the organization? This project document shares the organizational change processes, tools, and approaches we developed during the RACE Forward project - an action research project designed to empower cross-organizational groups to spark sustainable change in practices, policies, and dispositions across the organization.
This case
There is a vein of democratic idealism in the work of science museums. It is less about political democracy than epistemological democracy. As a one-time museum educator and a researcher who studies science museums, I have always thought of it in terms of an unspoken two-part motto: “see for yourself–know for yourself.” Although this strain of idealism has remained constant throughout the history of science museums, it has been interpreted differently in different eras, responding (in part) to the social upheavals of the day. In the late 1960s, for example, a new generation of self-described
Science learning occurs throughout people's lives, inside and outside of school, in formal, informal, and nonformal settings. While museums have long played a role in science education, learning in this and other informal settings has not been studied nor understood as deeply as in formal settings (i.e., schools and classrooms). This position paper, written by learning researchers in a science museum engaged in equity and access work, notes that while the researchers consider the ethics of their work regularly and deeply, little formal guidance exists for the ethical challenges they routinely
Few would argue that the national parks provide significant value to both the nation and the world. The question remains though, What is that value and how to measure it? Increasingly, a key indicator of this value is the learning that parks support. However, as we will discuss, even defining what is meant by educational value is challenging, let alone coming up with a park-specific set of metrics to measure this dimension of value of national parks.
Although cooperative, interorganizational networks have become a common mechanism for delivery of public services, evaluating their effectiveness is extremely complex and has generally been neglected. To help resolve this problem, we discuss the evaluation of networks of community-based, mostly publicly funded health, human service, and public welfare organizations. Consistent with pressures to perform effectively from a broad range of key stakeholders, we argue that networks must be evaluated at three levels of analysis: community, network, and organization/participant levels. While the three
Traditionally, programs designed for community audiences are designed by the STEM institution or organization seeking to “serve” a given community, using top-down design processes that are framed by the perspectives of the lead organizations, and typically reinforcing dominant cultural norms in STEM and therefore marginalizing certain audiences. Co-design offers an approach that can lead to more robust and sustainable results by developing programs that are culturally responsive, respectful, and inclusive.
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This is a practice brief produced by CAISE's Broadening