This guiding question for this evaluation conducted by ILI was to measure the long term impact of the NYHS SCL program on its participants. The SCL participants also known as Explainers are high school and college students who are paid employees for NYHS. Focus was on knowledge development and skill development specifically critical thinking, and problem solving and transfer of those skills to everyday life. The evaluation also attempted to gauge SCL graduates' perception of science and scientists, influence of the program on career planning, leisure time choices with respect to lifelong
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TEAM MEMBERS:
Martin StorksdieckNew York Hall of ScienceKate Haley-GoldmanMika Cohen Jones
With funding from the National Science Foundation (NSF), four Philadelphia area museums: New Jersey State Aquarium, The Academy of Natural Sciences, The Franklin Institute Science Museum, and the Philadelphia Zoo - collaborated to develop Families Exploring Science Together (FEST), a four-year program designed to provide science experiences that stimulate, encourage, and enrich families' interest, involvement, and learning in science. The museums partnered with community-based organizations in culturally diverse neighborhoods in the Philadelphia/Camden region to offer families a variety of
This white paper is the product of the CAISE Formal-Informal Partnerships Inquiry Group, which began work during a July 2008 ISE Summit organized by CAISE. Their examination of what the authors call "the hybrid nature of formal-informal collaborations" draws on relevant theoretical perspectives and a series of case studies to highlight ways in which the affordances of formal and informal settings can be combined and leveraged to create rich, compelling, authentic, and engaging science that can be systematically developed over time and settings.
This white paper is the product of the CAISE Public Engagement with Science Inquiry Group. It describes how public engagement with science (PES) in the context of informal science education can provide opportunities for public awareness of and participation in science and technology. The term engagement is characterized by mutual learning by publics and scientists rather than a one-way transmission of knowledge from experts to publics.
This white paper is the product of the CAISE Public Participation in Scientific Research Inquiry Group. It describes how public participation in scientific research (PPSR) through informal science education can provide opportunities to increase public science literacy.
Inclusion, Disabilities, and Informal Science Learning, a report by the CAISE Access Inquiry Group, sets forth a framework for changing this inequity. This white paper offers a theoretical framework for thinking about inclusion of people with disabilities in informal science education (ISE), then reviews current practice in museums (broadly defined), in media and technology, and in youth and community programs. While "investigations located a number of projects, initiatives, and organizations that have sought greater inclusion of people with disabilities in ISE," the report concludes, "these
The goal of this Planning Grant is to use program theory as a tool in two informal science education communities and compare the processes and models that result. Program theory is built on the principle that learning and social behavioral change is the result of the cumulative effect of multiple programs, rather than a single experience. The participating communities are the Tucson Association of Museums (TAM) and the Terrific Resources for Environmental Education (TREE) organization in Columbus, Ohio. Each organization will work collaboratively using cross-group program theory and logic modeling to initiate a discussion on program planning and an intra-group evaluation. It is anticipated that this project will result in collaborations between the Tucson and Ohio informal science education communities and the creation of a plan for evaluation of the processes involved with this work.
The University of Pittsburgh Center for Learning in Out-of-School Environments (UPCLOSE) proposes to redevelop its web-site, http://www.informalscience.org, which has become the primary online resource for researchers and practitioners dedicated to dissemination and development of knowledge about informal science and learning. The redesigned site will include more multimedia elements, an expanded research database and an improved search function. The site will be expanded by adding a quarterly Informal Learning Research newsletter (with the American Educational Research Association), conference reporting, interview articles, monthly evaluation tools and tips articles, Informal Science in the News clipping service, Research Toolkit and a listserv. It also will include digitized resources of the Visitor Studies Association. This web-site will support the continued creation of a cumulative body of empirical research and improve connections between research and practice. In so doing, it will foster the continued development of a community of practice in informal STEM education. This project will significantly enhance a major element of the infrastructure for this field.
The SPRY Foundation is requesting funding to organize a conference that will include principal investigators from ISE projects and representatives of the Aging Network to identify strategies to engage older adults in infromal lerning. The conference will present and critique existing programs, discuss new and sustainable models, and encourage the development of a network of ISE providers and organizations that serve older adults. Deliverables include a conference report with recommendations, the "Guide to Including Older Adults in Informal Science Education Programs", post-conference publications and presentations at the Association of Science and Technology Centers Annual Conference and the Annual Meeting of the Southeastern Association of Area Agencies in Aging. Addtionaly, pre-conference surveys will inform the planning process for this innovative meeting.
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TEAM MEMBERS:
Russell Morgan
resourceprojectProfessional Development, Conferences, and Networks
In 1988 and 1989, ASTC offered a seven-day institute for founders of new science centers, funded by the National Science Foundation. The impact of these institutes was profound, making the difference between success and failure for several, and helping many others clarify and strengthen their plans. Since then demand for technical assistance to new science centers has increased rather than decreased. Building on its experience, ASTC proposes a 3-1/2 year multiple-strategy program to provide knowledgeable, supportive guidance to the founders of new science centers. The elements are: (1) a 4-day workshop on how to start a science center; (2) a resource book on starting and operating science centers; (3) a network for new science centers which meets at the ASTC annual conference for mutual support and information sharing; (4) one-day workshops held in Conjunction with the ASTC conference and planned by the steering committee of the New Science Center Network; (5) increased coverage in the ASTC Newsletter; (6) an annual progress report on new science centers; and (7) on-going, individualized technical assistance.
The Franklin Institute Science Museum is planning, implementing, evaluating and disseminating the results of a 2.5 day conference entitled "Museums and New Family. Audiences - Building Relationships." The conference will be held in Philadelphia and involve a total of 75 professionals representing 25 museum/community programs, local community partners, advisers, and community partnership funders. Growing out of several initiatives over the past decade, the primary goal of the conference is to explore how museums and other informal science education organizations can develop and maintain long-term museum/community relationships to engage underserved families in informal STEM activities. Outcomes will include stronger relationships, a set of best practices and guidelines to be disseminated to the field, and the beginnings of a network.
The Liberty Science Center (LSC) will develop "Science Now, Science Everywhere (SNSE)," a three-year project using mobile phones to expand exhibit learning at three LSC exhibits. Goals of the project include conducting intensive research on the capabilities of mobile phones for exhibit learning; developing methods with mobile technology to sustain and expand informal learning beyond the science center; investigating the effectiveness of mobile learning, as a means to engage wider audiences and underrepresented groups in science learning; and inspire new generations of technology users to participate in informal science learning. "SNSE" research will greatly expand upon limited findings on pedagogical and technological issues associated with mobile learning. Results will be disseminated to the field at professional conferences, via the project's website, and at the Association of Science and Technology Centers' RAP Sessions at the Liberty Science Center. An online resource and planned symposia for ISE professionals will be hosted by LSC on the "SNSE" process with review of the research and guidance on how to utilize project prototypes. Collaborators include Caterpillar Mobile, the Center for Mobile Communication Studies at Rutgers University, the Institute for Learning Innovation, and Verizon Communications.