Data are the workhorses of the scientific endeavor and their use is rapidly evolving (Haendel, Vasilevsky, and Wirz 2012). Ask almost any scientist about their work, and the conversation will involve the data they collect and analyze. The use of data in science is often captured in science classrooms as an ill-defined link between math and science that may not reflect authentic data practices (Tanis Ozcelik and McDonald 2013). Students often find themselves collecting data to confirm obvious conclusions within highly structured labs, and data become a way for students to demonstrate the
Please join us in celebrating Citizen Science Day, which falls this year on Saturday, April 14th. This issue of Connected Science Learning is dedicated to highlighting effective citizen science programs that involve classroom students in collecting data for research scientists, while also engaging them in key STEM (science, technology, engineering, and math) content and practices. Students get a “front row seat” to what scientists do and how scientists work, plus develop the reasoning skills and practices used by scientists.
The National Center for Science & Civic Engagement (NCSCE) contracted RK&A, Inc. (RK&A) to conduct a summative evaluation of Partnership Champions: SENCER-ISE and Professional Development Through Mentoring to Enhance Learning Environments (Partnership Champions), an IMLS-funded project. Partnership Champions builds upon NCSCE’s SENCER-ISE initiative, which supports ten cross-sector partnerships between museums and higher education institutions. With the addition of Partnership Champions, five past SENCER-ISE partners take on the role of mentors to a new group of partners.
In Fall 2016, RK&A
Science in the Learning Gardens (henceforth, SciLG) program was designed to address two well-documented, inter-related educational problems: under-representation in science of students from racial and ethnic minority groups and inadequacies of curriculum and pedagogy to address their cultural and motivational needs. Funded by the National Science Foundation, SciLG is a partnership between Portland Public Schools and Portland State University. The sixth- through eighth-grade SciLG curriculum aligns with Next Generation Science Standards and uses school gardens as the milieu for learning. This
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TEAM MEMBERS:
Dilafruz WilliamsHeather Anne BruleSybil Schantz KelleyEllen A. Skinner
resourceresearchMuseum and Science Center Programs
Learn about how a university-based teacher preparation program, public schools, and local science-focused museums implement an ecological approach to STEM learning in Chicago.
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TEAM MEMBERS:
Daniel BirminghamLara SmetanaHeidi RouleauJenna Carlson
resourceresearchProfessional Development, Conferences, and Networks
In our efforts to sustain U.S. productivity and economic strength, underrepresented minorities (URM) (for the purpose of this paper defined as persons of African American, Hispanic American, and Native American racial/ethnic descent), provide an untapped reservoir of talent that could be used to fill technical jobs. Over the past 25 years, educational diversity programs have encouraged and supported URM pursuing STEM degrees. Yet, their representation in STEM still lags far behind that of White, non-Hispanic men.
To understand the reasons why this is occurring, the American Association for
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TEAM MEMBERS:
Yolanda S. GeorgeVirginia Van HorneShirley M. Malcom
The purpose of this paper is to provide an overview of the issues of scientific literacy in a dozen countries, as well as the actions taken to address the distinct problems they face. It also presents some experiments that are conducted there.
This dossier was produced as part of Les Journées internationales de la culture scientifique – Science & You, held in Montreal on May 4th, 5th and 6th, 2017.
This paper examines STEM-based informal learning environments for underrepresented students and reports on the aspects of these programs that are beneficial to students. This qualitative study provides a nuanced look into informal learning environments and determines what is unique about these experiences and makes them beneficial for students. We provide results of a qualitative research study conducted with the Mathematics, Engineering, Science Achievement (MESA) program, an informal learning environment that has proven to be effective in recruiting, retaining and encouraging
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TEAM MEMBERS:
Cameron DensonChandra Austin StallworthChristine HaileyDaniel Householder
This article introduces a special issue focused on investigating the role of learners’ self-identification with disciplinary endeavors (e.g., science-related investigations, interpretations of historical events) in relation to the design of and their participation in learning environments. Over the past decade there has been a growing body of research focused on how learners’ ideas about themselves as social actors in activities mediate participation within and across learning environments and how the development of learners’ disciplinary identities can be a productive goal of educational
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TEAM MEMBERS:
Philip BellKatie Van HorneBritte Haugan Cheng
Out-of-school settings promise to broaden participation in science to groups that are often left out of school-based opportunities. Increasing such involvement is premised on the notion that science is intricately tied to “the social, material, and personal well-being” of individuals, groups, and nations—indicators and aspirations that are deeply linked with understandings of equity, justice, and democracy. In this essay, the authors argue that dehistoricized and depoliticized meanings of equity, and the accompanying assumptions and goals of equity-oriented research and practice, threaten to
Increased integration and synergy between formal and informal learning environments is proposed to provide multiple benefits to science learners. In an effort to better bridge these two learning contexts, we developed an educational model that employs the charismatic nature of arachnids to engage the public of all ages in science learning; learning that aligns with the Next Generation Science Standards (NGSS Disciplinary Core Ideas associated with Biodiversity and Evolution). We created, implemented, and evaluated a family-focused, interactive science event—Eight-Legged Encounters (ELE)—which
Many scientists want to connect with the public, but their efforts to do so are not always easy or effective. Visionary programs and institutions are leading the way identifying the support needed to enable scientists’ connections with the public. However, the current appetite by -- and demand for -- scientists to do this exceeds the capacity of those who facilitate quality communication and engagement efforts. More can be done to ensure that those who support scientists are networked, sharing best practices, and supported by a reliable infrastructure.
This workshop series, convened by the Kavli, Rita Allen, Packard and Moore Foundations, was intended to view the entire system of people who support scientists’ engagement and communication efforts in order to explore how this system can be most effective and sustainable. The discussions examined where this system is thriving, the limits people within the system face and what can be done to ensure their efforts are commensurate with the demand for quality communication and engagement support.
Conducted over four closely scheduled workshops in late 2017 and early 2018, the convenings brought together leaders in different parts of the field who bridge scientists and the public and led to the emergence of a number of key priority areas. While the initial intention was to also hold a plenary event to provide a more holistic view of scientists’ support system in order to collectively discern directions to advance the field, we feel a more efficient way forward right now is to focus our efforts and resources on building community and advancing these priority areas.
Our invitation-only workshops brought together scientists, academic leaders, engagement professionals, researchers, communication trainers, and foundation leaders. For each workshop, we also commissioned a “landscape overview”, to better understand the high-level state of each community. Workshops included:
Workshop I: Communication and engagement training programs - Dec. 4-5, 2017 at SUNY Global Center/Alan Alda Center for Communicating Science in New York
Workshop II: Associations, societies and other professional organizations - Feb. 28 - March 1, 2018 at the Howard Hughes Medical Institute in Chevy Chase, MD
Workshop III: Academic institutions - March 27-28, 2018 at UC San Diego
Workshop IV: Science engagement facilitators (museums, science festivals, connectors) - May 2-3, 2018 at Monterey Bay Aquarium
TBD - Workshop V: Plenary event
The goal of the workshops was to explore how to ensure scientists’ communication and engagement support is effective and sustained. In doing so, we hoped to 1) deepen our understanding of how scientists are currently supported in these areas, 2) map the broader support system to expose the opportunities and obstacles that play a role in achieving this goal, and 3) identify strategic and practical next steps that move us closer to this goal. This initiative also aimed to forge and strengthen networks across communities and institutions – and in so doing, take a view of the entire system to explore how everyone can better ensure their efforts are impactful, mutually supportive, and connected to a greater whole.
Included in the links below are summaries from each workshop.