Informal learning in math, science, and technology is an increasingly important vehicle for educating the public. Throughout their lifetime, the average citizen will spend a much greater amount of time in informal learning environments than in school. For these efforts to continue without benefit of understanding, the dynamics of what makes informal learning experiences work, is a waste of valuable funding resources. Research Communications Ltd. (RCL) proposes an effort to investigate what has been learned about informal learning in math, science, and technology and to develop some directions for future research in this important area. The first step in the process would be to review the existing literature in the three primary areas of informal education for math, science, and technology: television/radio, community projects, and science museums and technology centers with a focus on evaluation studies that have shown what strategies have worked and those that have not. The outcome of this effort would be a comprehensive publication of what is currently known about informal learning research in math, science and technology.
The University Museum at the University of Arkansas is conducting preliminary planning for expansion of their 1994 pilot project entitled "Women in Science." During this planning phase, the staff will meet regularly with experts and teachers to design an exhibit about non-academic female scientists in Arkansas that will travel throughout Arkansas, outline a workshop for teachers that would help them encourage their female students to participate in math and science, and develop a program that enables female scientists to work with groups of students. At the end of the three and a half month planning stage, a final report will present a plan for the exhibition, gender workshop, and scientist program which identifies personnel, gives models/prototypes, and a budget for each facet of the proposed project.
The Pacific Science Center is requesting $800,000 over three and one-half years to develop a national model which would enable community agencies to incorporate science education into their programs. Through thirteen-week training programs, and developing Community Center Workshops, individuals from community organizations will acquire the skills necessary to become advocates and providers for science enrichment. A number of community-based organizations which serve primarily minority clients have agreed to collaborate with the Museum.
Under the Small Grants for Exploratory Research Guidelines, the Association of Science-Technology Centers under the direction of Wendy Pollock and in cooperation with Lynn Dierking of Science Learning, Inc. will examine the literature, current methodology, and value of front-end studies in planning informal learning projects. The project "Front-End Studies: A Guidebook for Science Museums" will result in a publication available to a broad audience of practitioners developing informal learning programs. The objective of this work is to provide a resource that will encourage more extensive and fruitful use of front-end studies. Dissemination of results and abstracts of front-end study reports will also be posted on the ASTC Home Page. Research in science learning makes it clear that it is important for those who provide learning opportunities to begin with an understanding of what learners know, what they don't know, what misconceptions they may have, and what they are interested in learning. The more that the program design team understands about the learner, the stronger the learning activity. Unfortunately, not all informal educators realize the value of front-end studies and incorporate them in their program development protocols. The value of this research is to provide methodological guidance and research resources, along with clearly developed arguments, for practitioners interest in improving the conceptualization of the science learning activities.
The Louisville Science Center will develop "The World We Create", a 13,000 sq. ft. exhibit which will transform their second floor to an active learning environment where visitors can explore the simplest element of the creative process to the most sophisticated networks available to our society. The activities will be organized into five core exhibit areas: New Way Tunnel, Think Tank, Inventor's Garage, Chemistry Kitchen, and Tech World and will reinforce educational reform activities in math, science, problem- solving, team cooperation, and decision making. In addition to the large number of interactives, there is a substantial technology/telecommunications component known as the Tech Forum. This will serve at the home site for the Kentucky TeleLinking Network (KTLN). The educational objectives of the exhibit were developed under the guidance of prominent formal educators in the state and they address both the education reform goals of the state and national science and math standards. The exhibit has also been developed with direct participation of a number of private sector partners. It is an impressive community effort. The exhibit is scheduled to open in March, 1997.
The Massachusetts SSI (Project PALMS) will conduct this project in partnership with MITS (the Museum Institute for Teaching Science, Inc.) and will develop, demonstrate the effectiveness of, and disseminate a locally-driven model for parental involvement in mathematics, science, and technology education. The model builds on the SSI structure by starting with parents who are active in PALMS District Leadership Teams for Systemic Change (approximately 2900 parents). These parents will have opportunities for additional training with materials such as Project PRISM, EQUALS, AAAS, etc. These support the new State frameworks and assessments developed through he SSI, and are also in support of the high quality curriculum materials recommended for implementation in schools. Parents will then develop local plans for engaging other parents in their communities. Materials will be developed, including a manual on How to Build Coalitions to Engage Community Members in Mathematics, Science, and Technology Reform. In addition, materials will be developed and outreach activities will be conducted to include activities for parents and children (estimated to reach an additional 21,000 parents) held in nontraditional environments such as subways, laundromats, health clinics, and malls. Products will include a manual on building coalitions to engage communities in supporting mathematics and science reform, and a collection of field-tested prototype outreach activities. Findings will be disseminated through the Eisenhower Consortia, National PTA, Urban League, and National Council of La Raza.
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TEAM MEMBERS:
Thomas NoonanMary Jane SchmittPendred Noyce
The goal of the CAISE Policy Study Inquiry Group (PSIG) was to inventory and comment on policies which affect the capacity of informal science education to have an impact. The issues discussed in this white paper are intended to spark conversation and awaken us to the policy contexts around us.
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TEAM MEMBERS:
Center for Advancement of Informal Science Education (CAISE)Lisa Craig BrissonAlan FriedmanSaskia TraillArthur EisenkraftIra FlatowJeffrey KirschMaritza MacdonaldEric MarshallEllen McCallieTrevor NesbitRebecca Nesbit ProsinoCharles PetitJerry SchubelDan WhartonSteven WilliamsJoe Witte
resourceprojectProfessional Development, Conferences, and Networks
The American Association of Museums will conduct during 1989 and 1990 a comprehensive survey and data collection program on the status of American museums, establishing a baseline of data that will allow future comparisons on a consistent basis. Nearly every aspect of museums' organization, finances, and activities will be examined by this survey, guided by peer advice from each of the museum types, a national Steering Committee, and by consultants with substantials survey experience. The final products will include a public database, a summary report and accompanying technical reports, and a press release on the findings. The survey will encompass the universe of American museums, including a wide variety of science and technology related institutions and will complement the NSF-funded AS-TC science technology center survey of 1987-8. Independent scholars will be asked to carry out secondary analyses of the data, and in future years the survey will be updated with examinations of specific topics for further investigation. NSF support will amount to less than 10% of the total cost.
Hands-On Science Outreach, Inc. has for a number of years developed and operated recreational after school and Saturday Science Classes for children, at first in Montgomery County, MD; and subsequently, with NSF support, at more than 22 sites around the country. During the last 10 years, they have reached more than 20,000 students with their unique collection of hands-on science activities. The project is well on the way to becoming self sufficient, and this final award will document both the philosophy of instruction and specific teaching methods that they have used and provide a third party evaluation of the processes of learning that they encourage in informal science education programs. Hands-On Science Outreach, Inc. will publish two 32 page booklets outlining their history, philosophy, and methods, and will conduct a third party evaluation of classes in four demographically diverse sites around the country, carried out under the direction of Dr. Harris Shettel, a nationally recognized informal education researcher. The resulting reports and publications will be widely disseminated, providing valuable information to others planning to offer hands-on science activities for children.
Scientists and engineers are an underutilized resource in motivating students and assisting classroom teachers in teaching science. Pilot programs have demonstrated the value of preparing scientists for what to expect when they enter the classroom, how to incorporate the school curriculum into their program, and how best to reach the goal of making their visits a "never to be forgotten" life changing experience for students. The concept of a Survival Kit is an outgrowth of a Scientist-in-Residence program at the North Carolina Museum of Life and Science which has successfully matched scientists and public school classrooms locally since 1982. The North Carolina Museum of Life and Science proposes to conduct meetings for staff and outside educational specialists to identify the materials and strategies needed to prepare scientists to enter school classrooms. The final report of these meetings will include mechanicals of a Scientist Survival Kit, which can be disseminated across the country, and an evaluation report of how the kits can be and are used. Dr. Mark St. John, Inverness Associates, a professional evaluator noted for his work with nationally significant science education projects, will provide local and national evaluation through surveys and meetings to give a picture of the issues involved in establishing and maintaining programs of scientists in the schools and the role played by the Scientist's Survival Kit in furthering this aim.
The Museum of Science and Industry seeks to facilitate the establishment of a network of Independent science clubs. Located in Chicago's south side, the Museum operates an in-house science club which has over many years developed a large investory of activities. The members themselves, drawn from a broad socio-economic base, have contributed much of the content and character of this hands-on program. Now, in response to chicago's pressing local need for strong equity programming in science and technology education, the Museum proposes to "package" this club such that local chapters can readily be sent up throughout the city land region, especially in community centers, churches and Park District recreation centers. The club "package" will include: Modules of learning activities for various ages with supporting materials and equipment; Museum-coordinated trips to research and industrial sites; gatherings at the Museum; training of club facilitators; and adaptable organization format with an accounting system; recruitment of volunteers as helpers and role models; substantial help with fund-raising. NSF support is sought for the establishment of the modules and system, and the Museum commits itself to on-going maintenance and coordination of the network. The Science Club Network will draw extensively on existing programs, community networks and support systems. The Museum has already elicited many commitments of financial and other support for local chapters.
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TEAM MEMBERS:
Roger MitchellMark WagnerSheridan Turner
Community Science Workshops: Beginning a National Movement is an extension of a successful, NSF-funded project that created a network of community science centers in California. Green Mountain College has now taken this successful venture to a national level by working with partner organizations throughout the country to establish new Community Science Workshops (CSWs) in underserved communities. Once sites are selected, CSW directors participate in an intensive two-week training program. This is followed by visits by site mentors, annual meetings, and ongoing support through the Internet and other media, which contributes to the establishment and eventual sustainability of the centers. Each site partners with local, established museums, science centers and community-based nonprofit organizations to gain much needed assistance with exhibits and education programs. Community Science Workshops contain permanent exhibit space, a workshop area for student projects and classroom/storage space. They serve a variety of audiences through after school, family, school and summer science programs. National CSW locations include Miami, Houston, New Orleans, Boston, and Washington, D.C. A CSW program is also in development in Biloxi, MS.