While the opportunity to engage in scientific reasoning has been identified as an important aspect of informal science learning (National Research Council, 2009), most studies have examined this strand of science learning within the context of physics‒based science exhibits. Few have examined the presence of such activity in conjunction with live animal exhibits at zoos and aquariums. A video study of 41 families at four touch‒tank exhibits, where visitors can observe and interact with live marine species, revealed that families engaged in making claims, challenging claims, and confirming
In this article, Michael John Gorman, founding director of Science Gallery at Trinity College Dublin, Ireland, examines the recent emergence of many museum exhibits that meld art and science together to foster creative exploration of science rather than instruction. As an exemplar, Gorman discusses the design of Science Gallery, their "INFECTIOUS" project, and lessons learned.
In this article, science center and museum professionals from around the world share ways that they are engaging visitors in hands-on innovation. Work from the following organizations are discussed: Exploratorium, Discovery Center of Idaho, Lawrence Hall of Science, Iridescent, Conner Prairie Interactive History Park, Ideum, Discovery Place, Ontario Science Centre, Bootheel Youth Museum, Science Centre Singapore, Children's Museum of Phoenix, Discovery Museums (Acton, MA), Discovery Center of Springfield, Missouri, Museum of Science, Boston, Questacon--The National Science and Technology
This project will be conducted by a team of investigators from North Carolina State University. The principal investigator proposes to examine the characteristics, motivations, in and out-of-school experiences, informal science activities, and career trajectories of 1000 science hobbyists and "master hobbyists." Master hobbyists are individuals who have developed science expertise and spend considerable free time engaging in science as a leisure activity. Master science hobbyists are found across most areas of science (e.g. birdwatchers, amateur astronomers). This research will determine who these individuals are, their career pathways, how they engage in science activities and what motivates, sustains, and defines their science interests. One of the particular goals of this research is to develop new understandings of how science hobby interests develop for women and underserved minorities. In the proposed research investigators will use the results of interviews and surveys to identify contextual factors that influence the motivational processes that, in turn, influenced choices of careers and contribute to ongoing choices in hobby and citizen science activities. Of interest in this study is how citizen scientists who are also serious hobbyists differ from master science hobbyists. Research on citizen scientists has shown that this group is highly motivated by collective motives (such as a desire to help others and further science), whereas this may not be the case with the master science hobbyist. Two groups will be sampled: a) birdwatchers and b) amateur astronomers. This sampling model will allow investigators to contrast their findings by: 1) those who have selected a science career versus those that did not select a science career, 2) those who participate in citizen science activities and those that do not, and 3) those who are birdwatchers (greater mathematical components) and those who are amateur astronomers (lesser mathematical components). Additional coding and analyses will examine any differences in the evolution of bird watching and astronomy hobbies. The results of this research will be examined in light of existing motivational and sociocultural models of career selection. This research will document differences in the perceived motivational elements that influenced master science hobbyists/citizen scientists to choose a science career or not. The results can inform federal, state, and local policies for supporting youth and adults engaged in free choice learning. Results of this research will inform the design of intervention/recruitment programs and ISE outreach initiatives. Potential audiences include ISE institutions (e.g. museums and science centers), organizations with links to STEM (e.g. scouts, boys/girls clubs) and pre- and college initiatives that seek to influence career choices and life-long science interests. The proposed cross-disciplinary approach will promote new understandings of complex issues related to motivation, retention, career selection, leisure activities, engagement with formal and informal educational environments, gender and ethnicity, communities of practice and changes in interests over time. Members of the advisory board have expertise in assessment and measurement and will work closely with the project team to conduct a detailed examination of methodologies and analyses at all phases of the project.
Living Liquid will identify strategies for creating visualization tools that can actively engage the public with emerging research about the ocean's microbes and their impact on our planet. It addresses a critical issue for the ISE field: creating ways for visitors to ask and answer their own questions about emerging areas of science with visualizations. This Pathway project will provide important lessons learned for a future full-scale development project at the Exploratorium's new location over San Francisco Bay, and for informal science educators and other professionals working to create interactive visualization tools using the vast data sets now available. Living Liquid is a collaboration between developers, educators and learning researchers at the Exploratorium, computer scientists at the Visualization Interface and Design Innovation Group at UC Davis, and marine scientists at the Center for Microbial Oceanography Research and Education. The project's research and development process includes a front-end study of visitors' interests and prior knowledge related to ocean microbes, interviews with scientists to identify potential datasets and activities, a survey of candidate visualizations, and a series of prototypes to identify promising strategies to engage visitors with and allow visitors to explore large scientific datasets through visualization tools.
The National Writing Project (NWP) is collaborating with the Association of Science-Technology Centers (ASTC) on a four-year, full-scale development project that is designed to integrate science and literacy. Partnerships will be formed between NWP sites and ASTC member science centers and museums to develop, test, and refine innovative programs for educators and youth, resulting in the creation of a unique learning network. The project highlights the critical need for the integration of science and literacy and builds on recommendations in the Common Core State Standards and the National Research Council's publication, "A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas." The content focus includes current topics in science and technology such as environmental science, sustainability, synthetic biology, geoengineering, and other subjects which align with science center research and exhibits. The project design is supported by a framework that incorporates a constructivist/inquiry-based approach that capitalizes on the synergy between rigorous science learning and robust literacy practices. Project deliverables include a set of 10 local partnership sites, professional development for network members, a project website, and an evaluation report highlighting lessons learned. Partnership sites will be selected based on interest, proximity, history, and expertise. Two geographically and demographically diverse cohorts, consisting of five partnerships each will be identified in Years 2 and 3. Each set of partners will be charged with creating a comprehensive two-year plan for science literacy activities and products to be implemented at local sites. It is anticipated that the pilot programs may result in the creation of new programs that merge science and writing, integrate writing into existing museum science programs, or integrate science activities into existing NWP programs. Interest-driven youth projects such as citizen science and science journalism activities are examples of programmatic approaches that may be adopted. The partners will convene periodically for planning and professional development focused on the integration of science and literacy for public and professional audiences, provided in part by national practitioners and research experts. A network Design Team that includes leadership representatives from NWP, ASTC, and the project evaluator, Inverness Research, Inc., will oversee project efforts in conjunction with a national advisory board, while a Partnership Coordinator will provide support for the local sites. Inverness Research will conduct a multi-level evaluation to address the following questions: -What is the nature and quality of the local partner arrangements, and the larger network as a whole? -What is the nature and quality of the local science literacy programs that local partners initiate, and how do they engage local participants, and develop their sense of inquiry and communication skills? First, a Designed-Based Implementation Research approach will be used for the developmental evaluation to assess the implementation process. Next, the documentation and portrayal phase will assess the benefits to youth, educators, institutions, and the field using surveys, interviews, observations of educators, and reviews of science communication efforts created by youth. Finally, the summative evaluation includes a comprehensive portfolio of evidence to document the audience impacts and an independent assessment of the project model by an Evaluation Review Board. This project will result in the creation of a robust learning community while contributing knowledge and lessons learned to the field about networks and innovative partnerships. It is anticipated that formal and informal educators will gain increased knowledge about science and literacy programs and develop skills to provide effective programs, while youth will demonstrate increased understanding of key science concepts and the ability to communicate science. Programs created by the local partnerships will serve approximately 650 educators (450 informal educators and 200 K-12 teachers) and 500 youth ages 9-18. Plans for dissemination, expansion, and sustainability will be undertaken by the sub-networks of the collaborating national organizations drawing on the 350 ASTC member institutions and nearly 200 NWP sites at colleges and universities.
The University of Alaska Fairbanks will partner with the National Optical and Astronomy Observatory, the University of Alaska Museum of the North, and the University of Washington-Bothell to bring biomaterials, optics, photonics, and nanotechnology content, art infused experiences, and career awareness to art-interested girls. This full scale development project, Project STEAM, will explore the intersections between biology, physics, and art using advanced technologies at the nano to macro scale levels. Middle school girls from predominately underrepresented Alaskan Native, Native American (Tohono O'odham, Pascula Yaqui) and Hispanic groups, their families, teachers, and Girl Scout Troop Leaders in two site locations- Anchorage, Alaska and Tucson, Arizona will participate in the project. Centered on the theme "Colors of Nature," Project STEAM will engage girls in science activities designed to enhance STEM learning and visual-spatial skills. Using advanced technologies, approximately 240 girls enrolled in the Summer Academy over the project duration will work with women scientist mentors, teachers, and Girl Scout Troop Leaders to create artistic representations of natural objects observed at the nano and macro scale levels. Forty girls will participate in the Summer Academy in year one (20 girls per site- Alaska and Arizona). In consequent years, approximately180 girls will participate in the Academy (30 girls per site). Another 1,500 girls are expected to be reached through their Girl Scout Troop Leaders (n=15) who will be trained to deliver a modified version of the program using specialized curriculum kits. In addition, over 6,000 girls and their families are expected to attend Project STEAM Science Cafe events held at local informal science education institutions at each site during the academic year. In conjunction with the programmatic activities, a research investigation will be conducted to study the impact of the program on girls' science identity. Participant discourse, pre and post assessments, and observed engagement with the scientific and artistic ideas and tools presented will be examined and analyzed. A mixed methods approach will also be employed for the formative and summative evaluations, which will be conducted by The Goldstream Group. Ultimately, the project endeavors to increase STEM learning and interest through art, build capacity through professional development, advance the research base on girls' science identity and inspire and interest girls in STEM careers.
OUTSIDE: Over Under and Through: Students Informally Discover the Environment will focus on conducting a pilot study of our informal environmental education nature program designed for underrepresented middle school students in Mississippi. We have partnered with the University of Southern Mississippi's (USM) well-established Biological Sciences Learning Center (BSLC) and newly developed Lake Thoreau Environmental Center (LTEC), the Mississippi Museum of Natural Science and the Hattiesburg Public School District (HPSD). We are focused on reaching two target populations of participants: future naturalists and underrepresented middle school students. During this pilot, we are training volunteer naturalists to lead engaging, inquiry-driven informal environmental education programs designed to immerse middle school students in nature. We have developed a training program for volunteer naturalists and captured patterns in learning and interactions between students and naturalists during OUTSIDE programming.
Expanding on the encouraging outcomes of an NSF-funded conference, this three-year project led by the National Center for Science and Civic Engagement at Harrisburg University of Science and Technology, in collaboration with the Koshland Science Museum of the National Academy of Sciences, will explore and evaluate ways to support new collaborations between professionals in institutions of higher education and informal STEM education around areas of common interest. The primary goal is to develop the educational infrastructure to grow and efficiently sustain multiple cross-organizational partnership activities at the intersection of learning about science, society and civic engagement around such possible topics as energy, environment, genetics, earth resources, computers and ethics, nanotechnology, etc. The initiative is: 1) creating a joint organizing "secretariat" to provide communications and support through low-cost shared services for at least six partnerships around the country; 2) providing partnership support and technical assistance to seed the six national partnerships, and 3) sharing evaluation and analysis services across all the partnerships. The outcomes of the work pertain to improvements in professional knowledge and practice in higher education and informal science education, as well as the improvement of learning by undergraduates and by the general public.
The article discusses initiatives by the Cornell Lab of Ornithology to connect youth to the natural world through birding. It has developed educational resources, known as BirdSleuth which are used around the U.S. to support students in citizen-science participation, outdoor activities, and inquiry-based investigations. It talks about BirdSleuth's Investigating Evidence module, the "Classroom BirdScope" research journal, and the Cornell Lab of Ornithology's eBird citizen-science project.
The article discusses citizen science projects focused on entomology, and examines their usefulness for engaging students in science education and providing meaningful hands-on educational experiences. Advice for incorporating citizen science into lessons and curricula are offered, and the applicability of entomology to science education standards is touched on.
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TEAM MEMBERS:
Renee ClarJames WandersheeJohn GuytonMichael Williams
Encouraging nonprofessionals to participate in ecological research through citizen science programs is a recent innovation and an effective strategy for gathering ecological information across broad geographical areas. In this paper, we demonstrate how reporting field-based observations through eBird, a citizen-based birding and data-recording program, can be used as a lab activity in an undergraduate ecology class. This exercise exposes students to worldwide data collecting networks in which non-scientific communities serve as major stakeholders. This lab activity also introduces basic field