Museums, science centers, zoos and other informal science education (ISE) institutions often focus on the idea of "authenticity" to engage the public. Authenticity includes providing something real, original, or even awe-inspiring to the visitor or learner--be it an object, a context, or an experience. While those educators, exhibit designers, and program developers who work in ISE settings often recognize authenticity as an important part of many informal learning experiences, this may be simply be an assumption driven by tradition in practice versus a strategy supported by evidence. This project seeks to better understand how and/or why "the real thing" may (or may not be) important for supporting informal science learning. By examining what is already known about authenticity and learning, the project will inform best practices in ISE as well as point to gaps in knowledge that might need further research. It is funded by the Advancing Informal STEM Learning (AISL) program, which seeks to advance new approaches to, and evidence-based understanding of, the design and development of STEM learning in informal environments. This includes providing multiple pathways for broadening access to and engagement in STEM learning experiences, advancing innovative research on and assessment of STEM learning in informal environments, and developing understandings of deeper learning by participants.
This research synthesis takes a systematic approach to identify and compile both theoretical and empirical literature to better understand the role authenticity may play in supporting informal science learning. This project will gather ISE literature related to the effects of "authenticity" on learner outcomes, and will look to neighboring disciplines such as psychology, anthropology, media studies, linguistics, marketing and others to seek relevant theoretical perspectives and empirical work that might further understanding of the potential role of authenticity in ISE. The initial phase of the project will focus on gathering theoretical perspectives and positions that help explain the value or importance (or perhaps non-importance) of "realness" as it relates to learning, interest, and experience. A panel of experts from multiple disciplines will convene to help identify key perspectives and frameworks that may clarify the role or impacts of authenticity. A second phase focuses on gathering and assessing empirical studies that support (or refute) the relevant perspectives and theories identified from the initial multi-disciplinary foray into authenticity. To ensure breadth and depth of review, the PIs, research librarians, graduate students, and special topics classes will engage in identifying, evaluating, summarizing, and synthesizing the relevant research (including gray literature) to produce an initial synthesis report that will be reviewed by select experts from the earlier panel. A second convening of practitioners (exhibit developers, educators, program designers, etc.) will be used to further contextualize the findings in ways that may better inform current practices in providing effective ISE. The resulting products include a peer-reviewed research synthesis and a practitioner handbook.
The proposed project's Broader Impacts lie in the potential to inform ISE practice in exhibit and program design and in the delivery of ISE-related experiences. Although the importance of the authenticity of an object or experience may ultimately be determined by the individual, this study will be able to provide guidance to help practitioners and scholars in making sometimes difficult design choices. Such insights may also inform other learning environments (e.g. the classroom) as well as other disciplinary areas (e.g. history, anthropology, art).
This project is funded by the National Science Foundation's (NSF's) Advancing Informal STEM Learning (AISL) program, which supports innovative research, approaches, and resources for use in a variety of learning settings.
The Institute of Arctic and Alpine Research (INSTAAR) at the University of Colorado, Boulder, in collaboration with EcoArts Connections and the National Center for Atmospheric Research (NCAR), is conducting an initial planning workshop and related activities which will be the first of three stepwise convenings over the next two or three years to gather experts from the fields of natural and social sciences, arts, energy/water conservation, and related disciplines. The initiative will work to establish an operational strategy for knowledge sharing across collaborating entities, networks, and associations. The major goal is to strengthen collaboration of professionals nationally to better conceive, conduct, and evaluate projects for the public that work at the intersection of science, arts, and sustainability (environmental, social and economic). Many communities around the country have been seeking to address increasingly pressing problems about their ability to sustain the vitality, health and resilience of their regions and the lives of their residents. Bringing inter-disciplinary knowledge and skills to bear on these issues is considered to be critical. Between 24 - 32 professionals will be involved. The workshop will be conducted simultaneously in Boulder, CO and at Princeton University, with communication between the two sites. This project is funded by the Advancing Informal STEM Learning (AISL) program, which seeks to advance new approaches to, and evidence-based understanding of, the design and development of STEM learning in informal environments. This includes providing multiple pathways for broadening access to and engagement in STEM learning experiences, advancing innovative research on and assessment of STEM learning in informal environments, and developing understandings of deeper learning by participants. Intended outcomes from this first workshop include: 1) identification and preliminary mapping of successful evidence-based best practices in science-arts-sustainability collaborations 2) a strategic vision for interdisciplinary collaboration across networks; and 3) an initial framework for the dissemination of findings that can reach across disciplines. Outputs include 1) preparation of a pre-workshop briefing booklet based in part on interviews of professionals in the various disciplines; 2) a post-workshop white paper; 3) a network of experts from the participating disciplinary fields; and 4) an agenda for the second (larger) convening. The trans-disciplinary strategy promises to more efficiently and effectively bring STEM disciplines to a wider public in collaboration with the arts through sustainability topics that are place-based, targeted to, and meaningful for specific audiences.
As part of its overall effort to enhance learning in informal environments, the Advancing Informal STEM Learning (AISL) program, seeks to advance new approaches to, and evidence-based understanding of, the design and development of science, technology, engineering, and mathematics (STEM) learning in informal environments. This includes providing multiple pathways for broadening access to and engagement in STEM learning experiences, advancing innovative research on and assessment of STEM learning in informal environments, and developing understandings of deeper learning by participants. In alignment with these aims, the STEM + Digital Literacies (STEM+L) project will investigate science fiction as an effective mechanism to attract and immerse adolescents (ages 10-13) from diverse cultural backgrounds in environmental and human health content and socio-scientific issues. This work is particularly novel, as the current knowledge base is limited, and largely addresses the high school level. Therefore, the results of the proposed effort could yield important findings regarding the feasibility of this activity as an effective platform for science learning and engagement for younger students. As such, STEM+L would not only advance knowledge in the field but would also contribute to a growing AISL portfolio on digital literacy and learning.
STEM+L is an early stage Innovations in Development project that will engage thirty middle school students in out of school time experiences. Over a twenty-four-week period, students will work collaboratively in groups in-person and online with their peers and field experts to design, develop, and produce STEM content rich, multimedia science fictions. The in-person learning experiences will take place on the University of Miami campus during the summer and academic year. Culminating activities include student presentations online and at a local Science Fiction Festival. The research component will employ an iterative, design-based approach. Four research questions will be explored: (a) How do students learn science concepts and multimodal digital literacies through participating in the STEM+L Academy? (b) How do students change their views in STEM related subject matter and in pursuing STEM related careers? (c) How do students participate in the STEM+L Academy? (d) How do we best support students' participation and learning of STEM+L in face-to-face and online environments? Data collection methods include video records, student-generated artifacts, online surveys, embedded assessments, interviews, and multimodal reflections. Comparative case analysis and a mixed methods approach will be employed. A rigorous evaluation will be conducted by a critical external review board. Inclusive and innovative dissemination strategies will ensure that the results of the research and program reach a broad range of audiences including both informal and formal STEM and literacy educators and researchers, learning scientists, local communities, and policy makers through national and international conference presentations, journal publications, Web2.0 resources, and community outreach activities.