We've created a selection of useful products to help members of NISE Network promote the network within their own institution or with potential collaborators. These materials are updated regularly.
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TEAM MEMBERS:
NISE Network
resourceresearchProfessional Development, Conferences, and Networks
Because the NISE Network bridges the cultures of museums and the academic research world, participants from one profession may not always know the lingo of the other. At the same time, a shared vocabulary is essential for educators and researchers who want to truly collaborate on projects such as writing grant proposals. Therefore, we present the NISE Network Glossary of Two Worlds.
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TEAM MEMBERS:
NISE Network
resourceresearchProfessional Development, Conferences, and Networks
As a part of the strategy to reach the NASA Science Mission Directorate (SMD) Science Education and Public Outreach Forum Objective 1.2: Provide resources and opportunities to enable sharing of best practices relevant to SMD education and public outreach (E/PO), the Informal Education Working Group members designed a nationally-distributed online survey to answer the following questions: 1. How, when, where, and for how long do informal educators prefer to receive science, mathematics, engineering, and/or technology content professional development? 2. What are the professional development and
Some of the most intriguing science museum exhibits start with a counter-intuitive outcome, a result that runs counter to visitors' expectations. Although counter-intuitive events often succeed in captivating visitors, they rarely lead to visitor-driven inquiry. The author argues that this is primarily due to two factors: first, for the counter-intuitive effect to be presented reliably and repeatedly, the visitor's interaction must be limited to a narrow set of options. Without multiple options for visitors to explore, extended inquiry is nearly impossible. Second, counter-intuitive outcomes
A team of researchers and practitioners developed a museum program to coach families in the skills of scientific inquiry at interactive exhibits. The program was inspired by the increasing focus on scientific inquiry in schools and the growing number of open-ended exhibit designs in science museums. The development process involved major decisions in two arenas: which inquiry skills to teach, and what pedagogical strategies to use to teach them. After many rounds of refinement based on evaluation with families, the final program, called Inquiry Games, improved visitors' inquiry behavior in
This Stocklmayer, Rennie, and Gilbert article outlines current challenges in preparing youth to go into science careers and to be scientifically literate citizens. The authors suggest creating partnerships between informal and formal education to address these challenges in school.
Individuals are at an increased risk to drop out of the STEM pipeline if they are female or Latino, and during certain periods including high school. Families are a potential untapped resource of support for high school students. Based on the expectancy-value model, we examined if a variety of parental behaviors predicted students’ ability self-concepts in and value they placed on biology, chemistry, and physics. Self-report surveys were collected from 988 9th grade Latino boys, Latina girls, Caucasian boys, and Caucasian girls. The findings suggest that, as early as the beginning of high
To this volume on out-of-school STEM learning, we contribute an example of science. Our charge is to discuss what it means for children to be doing science and how educators can assess it. To that end, we’ve chosen an especially clear case. It happens to have taken place in school, but that shouldn’t matter for our purpose here; it’s the substance of the children’s reasoning that we’re assessing as the beginnings of science. We open with the case. We then articulate how it is an example of science, in particular of science as a pursuit. Finally we discuss what this view means for science
Amusement parks offer rich possibilities for physics learning, through observations and experiments that illustrate important physical principles and often involve the whole body. Amusement parks are also among the most popular school excursions, but very often the learning possibilities are underused. In this work we have studied different teacher roles and discuss how universities, parks or event managers can encourage and support teachers and schools in their efforts to make amusement park visits true learning experiences for their students.
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TEAM MEMBERS:
National Resource Center for Physics EducationAnn-Marie PendrillCecilia KozmaAndreas Theve