Dynamic Patterns Theatre, an independent production company, is bringing a unique educational and entertainment experience to Central Illinois with upcoming performances of QED: A Play by Peter Parnell. Featuring a day in the life of Nobel Laureate Richard Feynman, the show interweaves strands from his professional biography, including the Manhattan project and the Challenger inquiry, and provides a window into many of his personal emotions and challenges, all the while offering several great discussions of physics ideas presented for a general audience. As the first production of a new "Science at the Theatre Series", QED (which stands for quantum electrodynamics, the physics model for which Feynman was awarded the Nobel Prize) will be incorporated with a unique informal educational opportunity along with the traditional theatrical experience for patrons to enjoy. Dynamic Patterns Theatre is collaborating with local physicists and teachers to host an informal forum highlighting aspects of Feynman's life and career and feature science topics discussed in the play. With an interactive format of "Ask a Physicist", patrons will be free to ask the panel any questions they might have about science for a unique opportunity to increase their appreciation for science and how the Universe works, if only just a bit. "My academic background is in physics, so I am personally excited to merge my theatre and science interests into a new cultural event that has not be attempted before in Central Illinois", said Matthew T. Dearing, co-producer of dynamic patterns theatre and director for QED. Richard Feynman is portrayed by Al Scheider, a long-time regional actor from Decatur who has performed in over sixty community theatre productions in thirty-seven years, and has directed theater for twelve years. The supporting role of Miriam Field, a young Caltech student, is played by Lynexia Dawn Chigges, who is an LPN with Memorial Physician Services, and has performed on stages from San Diego to Springfield, Illinois. QED: A Play performs for three weekends in three communities, with the opening on September 13, 14 at 8:00 pm in Springfield at the Hoogland Center for the Arts, September 20, 21 at 7:30 pm in Jacksonville at the Playhouse on the Square, and October 4, 5 at 8:00 pm in Decatur and the Madden Arts Center.
Backyard Mystery is an NSF-funded curriculum, focused on diseases, pathogens and careers, using interactive paper and physical activities. Content is for middle school participants in afterschool settings, like 4-H and other similar venues. The curriculum engages student interest in genetics and genomics and in the bioSTEM workforce. The curriculum storyline is placed in a familiar setting to students--the backyard--and explores fungi, bacteria, viruses and parasites in a way that is engaging fun and informative. It can be tailored to specific audiences, e.g. participants interested in animal science will gain from focusing on the parasite panel. The curriculum is available in two forms: a combined lesson that brings all of the elements together in one session and another in which the content is broken out into three separate lessons. We would like to share this curriculum with facilitators and educators for both out-of-school time and classroom settings. It is available electronically and free to use. We only ask for users to complete a brief survey to give us feedback, which is helpful for NSF.
Roto, an exhibition design and production firm, contracted Randi Korn & Associates, Inc. (RK&A) to conduct a front-end evaluation of Speed, an exhibition being developed for The Science Museum of Virginia (SMV) in Richmond, Virginia. RK&A explored visitors’ thoughts, perceptions, and understandings of exhibition concepts related to speed, defined as change over time. How did we approach this study? RK&A worked closely with Roto to identify the goals and objectives for the Speed exhibition. Findings from the front-end evaluation were designed to help Roto and SMV find common ground between
This paper explains how and why many American museums of science and nature moved away from the traditional content and methods of natural history in the period from 1930 to 1980. It explores diverse motivations for the shift from dead, stuffed displays to live, interactive exhibits, and the consequences of that shift for museums as both educational institutions and as institutions of research. Ultimately, it argues that debates over museums' content and display strategies drew strength from and reinforced a profound transformation in the institutional history of twentieth-century American
In this paper, Sara Gaspar Hernandez discusses how cultural differences between social groups influence vistiors' experienes at science museums. Hernandez discuses methods used at her institution, UNIVERSUM Science Museum in Mexico City, to study, create and sustain exhibits that are respectful of individual and group differences. Findings from an evaluation of an exhibit on eclipses are outlined.
In this article, Linda Snow Dockser, evaluator at the Please Touch Museum for Children, discusses research methods and findings from an evaluation of its "Play: Past, Present, and Future" exhibit. Researchers evaluated how the exhibit theme was interpreted and personalized by the audience and the extent to which the exhibit encouraged adult/child interaction.
In this article, Stephen Bitgood of Jacksonville State University discusses the importance of critical thinking skills and offers ten suggestions for incorporating critical thinking into exhibit design.
This article provides a brief summary of the findings from an evaluation study that examined what Field Museum visitors understand about the scientific research that goes on behind the scenes. Between May and September 1995, Selinda Research Associates conducted over 125 in-depth interviews with visitors, members, and museum staff, for a total of approximately fifty contact hours with respondents.
Project LIFTOFF works with local, regional, and national partners to engineer statewide systems for Informal Science Education that inspire: YOUTH to pursue STEM education and careers through increased opportunities for quality, hands-on STEM learning. AFTERSCHOOL STAFF to facilitate STEM learning experiences that contribute to the overall STEM education and aspirations of youth in their programs. PROGRAM ADMINISTRATORS to encourage and support staff in the integration of STEM enrichment into the daily programming. STATE LEADERS to sustain and expand afterschool learning opportunities so that all students have access to engaging STEM experiences outside of the regular school day. Project LIFTOFF is dedicated to the development of the following essential elements of statewide systems for informal science education:
Access to appropriate STEM Curriculum for youth of all ages, abilities, and socio-cultural backgrounds that meets the needs and interests of individual community programs
Systematic STEM Professional Development that matches individual skills in positive youth development with abilities to facilitate discovery and science learning
A diverse Cadres of Trainers who will deliver the professional development, technical assistance and curriculum dissemination in their local communities
Authentic Evaluation of informal science efforts that determine the impacts on youth aspirations and the capacity of youth programs to provide quality STEM experiences
Local STEM education leadership to identify the ways in which collaborative education efforts can advance the development of 21st Century Skills and the preparedness for STEM workforce and higher education
Partnerships in support of youth development and informal science education that convene local, regional, and statewide organizations and stakeholders
To advance national initiatives and states' sySTEM engineering efforts, LIFTOFF coordinates an annual convening, the Midwest Afterschool Science Academy, that brings together national informal science experts, system leaders and youth development professionals to elevate the levels of science after school. The 5th MASA will be in the spring of 2014 in Kansas City, MO
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TEAM MEMBERS:
Missouri AfterSchool NetworkJeff Buehler
We are a non-profit, open access journal dedicated to publishing high quality scientific research articles from high school students. Our mission is to promote the advancement of high school education by displaying the research conducted by students across the country and the schools in which their research was performed. Our journal is developing a blog in which students can conduct peer review of each other's articles and teachers can exchange ideas on how to improve their programs. Schools with advanced science curriculum can contribute ideas and curriculum to schools with less developed programs, thus increasing the overall quality of science education in this program. We are requesting members of the Informal Science community, whose programs involve laboratory research, to submit articles to our journal.
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TEAM MEMBERS:
Ravi Dinakar
resourceprojectWebsites, Mobile Apps, and Online Media
SETAC is funded by the Lifelong Learning Programme of the European Union and emerges out of the need to undertake specific action for the improvement of science education. It regards science education as among the fundamental tools for developing active citizens in the knowledge society. SETAC draws on the cooperation between formal and informal learning institutions, aiming to enhance school science education and active citizenship looking further into the role of science education as a lifelong tool in the knowledge society. On the day of the project’s conclusion, 31 October 2010, after two years of work SETAC contributes the following products and results to the field: 1. “Quality Science Education: Where do we stand? Guidelines for practice from a European experience” This is the concluding manifesto that presents the results of the SETAC work in the form of recommendations for practitioners working in formal and informal science learning institutions; 2. “Teaching and Learning Scientific Literacy and Citizenship in Partnership with Schools and Science Museums” This paper constitutes the theoretical framework of the project and innovative ways of using museums for science education and develop new modes of linking formal and informal learning environments; 3. Tools for teaching and learning in science: misconceptions, authentic questions, motivation. Three specific studies, leading to three specific reports, have been conducted in the context of the project, looking in particular into notions with an important role in science teaching and learning. These are on: Children’s misconceptions; Authentic questions as tool when working in science education; Students’ attitudes and motivation as factors influencing their achievement and participation in science and science-related issues; 4. Activities with schools: SETAC developed a series of prototype education activities which were tested with schools in each country. Among the activities developed between the partners, two have been chosen and are available on-line for practitioners to use and to adapt in their own context. These are: The Energy role game, a role game on Energy invites students to act in different roles, those of the stakeholders of an imaginary community, called to debate and decide upon a certain common problem; MyTest www.museoscienza.org/myTest, which aims to encourage students to engage in researching, reflecting and communicating science-oriented topics; 5. European in-service training course for primary and secondary school teachers across Europe. The training course is designed in such a way as to engage participants in debate and exploration of issues related to science education and active citizenship. The course is open to school teachers, headteachers and teacher trainers from all EU-member and associate countries. Professionals interested can apply for a EU Comenius grant. All the products of the project as well as information about the training course are available at the project website, some of them in more than one languages: www.museoscienza.org/setac
The institution is The Ohio State University at Lima, the university partners are the University of North Carolina at Greensboro and Fayetteville State University. It's About Discovery is a unique partnership to engage students and teachers in critical thinking skills in STEM content areas. The Ford Partnership for Advanced Studies (PAS) new science curriculum is the foundation for the project which will include over 700 students and 20-25 teachers. While the primary focus is on students, throughout the life of the project all teachers will participate in professional development focusing on the PAS units to ensure the quality teaching and understanding of the content. Technology will be integrated throughout the program to enable students to create inquiry based projects across state lines and for teachers to continue their professional development opportunities. Community partners will serve as mentors, host field trips, and engage in on-line conversations with students. An interactive website will be created for both teachers and students. The focus is on 8th grade science as it relates to STEM careers, 9th grade physical science and 10th science and mathematics. We are implementing a new Ford PAS curriculum module, Working Towards Sustainability, which comprises of four modules: We All Run on Energy, Energy from the Sun, Is Hydrogen a Solution? and The Nuclear Revolution. Teachers across states will engage in a new professional development model. Students will create projects through on-line conversations. A website will be created for project participants and the ITEST community. These hands-on, inquiry-based learning experiences engage students and prepare and encourage them to pursue science, engineering, and technology in high school and beyond. All PAS curricula use real world experiences, open-ended problems and result in real world applications. Assessments are on-going and inquiry driven. Teamwork and on-line resources and research are built into the curriculum design. The evaluation consists of a multi-method pre-post design. Teachers complete a Pre Survey at the beginning of the program and then again at the end of the school year. Students complete a Pre Survey at the beginning of the school year and a post survey at the end of the school year. In addition, teachers share students' scores on curriculum assessments completed throughout the year, including student scores on the Comprehensive Adult Student Assessment System's (CASAS) Assessment of Critical Thinking in Science writing tasks.