In preparation for its sunset of operations, the Coalition for Science After School Steering Committee decided to organize a Summit, Passing the Torch: Advancing Opportunity for Quality Science Learning. The meeting took place in March 2014, hosted by the Exploratorium in San Francisco. An invited group of sixty leaders came together from across the STEM education, youth development, and out-of-school time communities to assess the accomplishments, challenges, gaps, and essential resources needed to provide quality STEM learning opportunities for all youth, and to pass the torch for making
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The Coalition for Science After SchoolKaren Stratvert
The Coalition for Science After School was launched January 28, 2004 at the Santa Fe Institute, home to the world’s leading researchers on the study of complexity. Against the dazzling backdrop of the New Mexican mesa, 40 educational leaders from diverse but overlapping domains—science, technology, engineering and mathematics education and after-school programs—met to grapple with three emerging, important trends in youth development and science learning in this country: 1. An explosion in the number of U.S. youth attending after-school programs, and increasing links between school and after
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The Coalition for Science After SchoolLeah Reisman
The "Setting the Agenda for Giant Screen Research" workshop was conducted at the 2013 Association of Science-Technology Centers (ASTC) conference held in Albequerque, NM. This document outlines the workshop agenda and background reading. The purpose of this workshop is to create a working document that details key questions and proposals for giant screen research.
In September 2008 the Greater Screen Cinema Association (GSCA) hosted the one-day symposium Connecting Society with Science: the Greater Potential of Giant Screen Experiences. Funded by the National Science Foundation (NSF), the symposium was held in Jersey City, New Jersey, one day before the GSCA International Conference and Trade Show.
This paper describes the integration of handheld computer technology into an existing web-based educational platform, the Web-based Inquiry Science Environment (WISE) and the synergy it produces. This solution facilitated a research program that explores how handheld computers (PDAs, palmtops, etc.) can expand the scope and functionality of inquiry activities in K-12 science and mathematics curriculum. The paper presents the WISE software and curriculum and explains how combining it with handheld technology creates unique educational opportunities. It then goes on to describe the system that
From March 26-28, 2014, the Coalition for Science After School (CSAS) hosted its final summit, Passing the Torch: Advancing Opportunity for Quality Science Learning. The Summit was intended to: (1) celebrate a decade of progress in strengthening and expanding STEM learning opportunities in out-of-school time; (2) call attention to critical issues in ensuring that all young people have opportunities for quality STEM experiences in their local communities; and (3) stimulate ideas, strategies, partnerships and commitments to continue to increase opportunities for quality STEM experiences across
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TEAM MEMBERS:
The Coalition for Science After SchoolLeah Reisman
resourceresearchProfessional Development, Conferences, and Networks
This poster session showcases ten examples of expertise development in everyday domains of personal relevance and consequence to learners. The collection of cases highlighted in the posters stem from ethnographic research studies investigating learning from socio-cultural-historical perspectives. In each poster, authors describe their ethnographic project, explicate a case of expertise development, and detail the specific learning processes, practices, and pathways associated with that expertise development. Implications for understanding personally relevant and consequential learning for the
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TEAM MEMBERS:
Leah Brickler
resourceresearchProfessional Development, Conferences, and Networks
Science, technology, engineering, and mathematics (STEM) permeate the modern world. The jobs people do, the foods they eat, the vehicles in which they travel, the information they receive, the medicines they take, and many other facets of modern life are constantly changing as STEM knowledge steadily accumulates. Yet STEM education in the United States, despite the importance of these subjects, is consistently falling short. Many students are not graduating from high school with the knowledge and capacities they will need to pursue STEM careers or understand STEM-related issues in the
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Steve OlsonJay LabovNational Research Council
Challenged by a National Science Foundation-funded conference, 2020 Vision: The Next Generation of STEM Learning Research, in which participants were asked to recognize science, technology, engineering, and mathematics (STEM) learning as lifelong, life-wide, and life-deep, we draw upon 20 years of research across the lifespan to propose a new way of thinking about and investigating the topic. We propose Fullness of Life (or Total Life) as the minimal unit of analysis that allows people generally and researchers specifically to make sense of cognition. This move reverses traditional
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Wolff-Michael RothMichiel Van Eijck
resourceresearchProfessional Development, Conferences, and Networks
In this article, the author expresses her views on how science technology, engineering, and mathematics (STEM) standards can be developed to upgrade lifelong science learning. She mentions that the International Conference in the Learning Sciences (ICLS) that will be conducted by the International Society for the Learning Sciences (ISLS) will have an advantage to the development of the STEM standards. She also comments on the establishment of cyberlearning environments to improve science education.
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TEAM MEMBERS:
Marcia Linn
resourceresearchProfessional Development, Conferences, and Networks
This handout is from a research and practice workshop at the NARST annual conference. The handout takes researchers through an exercise to craft a pitch to practitioners with whom they would like to partner for a research study.
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National Association for Research in Science Teaching (NARST)
resourceresearchProfessional Development, Conferences, and Networks
In this presentation from a workshop on research and practice at the NARST annual conference, presenters presenters discuss: how to identify persistent problems of practice from practitioners' and stakeholders' perspectives; how to develop a collaborative design process that leverages the expertise of practitioners, researchers, subject matter experts in science, and other stakeholders; and how to formulate design goals that foreground supports for implementation, equity and diversity.