This presentation was part of the "ISE Learning Research and Evaluation" dyad at the 2015 CAISE Convening on Broader Impacts + Informal Science Education held in Arlington, VA on April 7-8. The presentation describes the difference between research and evaluation, highlights from informal science education (ISE) findings in the learning sciences, research and evaluation highlights, and potential research and evaluation questions.
This presentation was part of the "Science of Science Communication" dyad at the 2015 CAISE Convening on Broader Impacts + Informal Science Education held in Arlington, VA on April 7-8. The presentation describes the value for scientists of public outreach and the importance of knowing one's audience.
This presentation was part of the "Science of Science Communication" dyad at the 2015 CAISE Convening on Broader Impacts + Informal Science Education held in Arlington, VA on April 7-8. The presentation explores what we know from the science of science communication and how scientists can work strategically for effective communication.
This presentation was part of the "Working with ISE Institutions and Networks" dyad at the 2015 CAISE Convening on Broader Impacts + Informal Science Education held in Arlington, VA on April 7-8. The presentation describes the opportunities that the Portal to the Public network offers for collaborations between scientists and informal science education (ISE) institutions.
This presentation was part of the "Working with ISE Institutions and Networks" dyad at the 2015 CAISE Convening on Broader Impacts + Informal Science Education held in Arlington, VA on April 7-8. The presentation provides examples exploring the opportunity for scientists to work with informal science education (ISE) institutions and networks in order to communicate their research.
Florida State University and partner University of Alabama will collect and analyze data on how STEM teachers can most effectively collaborate with librarians. The data will be collected at focus groups held at four national conferences: the American Association of School Librarians, the Public Library Association, the National Science Teachers Association, and the National Council of Teachers of Mathematics. This variety of participants at these conferences will allow for diverse opinions, thoughts, and ideas to be compiled, supporting the analysis of how the collaboration between STEM teacher and librarian is working today and providing recommendations on how it could be improved. The overall goal of this planning grant is to assess what is happening in the field so the information can then be shared with the educational and library communities for greater impact.
This report describes key findings from the Chicago Public Library (CPL) Maker Lab, a hands-on collaborative learning environment for residents of Chicago to create and design items while enhancing their 21st century skills. The key outcomes of the Maker Lab are building basic literacy; building digital, information, and cultural literacy; advancing critical thinking and problem solving; advancing creativity and innovation; and fostering communication and collaboration.
Westport Library, with its partners, Southern Connecticut State University (SCSU) and Connecticut State Library - Division of Library Development (CSL-DLD), and with SPARK! Consulting, will introduce a new model of maker space in libraries and a way to systematically integrate the culture of interactive "making" into the library profession. Westport will introduce a culture of innovation, while honoring the needs of more traditional libraries. There will be self-directed, hands-on maker experiences; maker workshops; and makers-in-residence who will support workshops and innovation labs on topics such as robotics, LED quilt creations, and tinkering with home electronics repairs. The library will also create Interactive Innovation Stations (iStations) to introduce people to the concepts and techniques of innovative thinking. It will be an environment where people can experiment, take calculated risks, and work collaboratively.
The Howard County Library System (HCLS), in partnership with the University of Maryland Baltimore County, will use this grant to enhance the teen digital media lab at the Savage Branch Library by adding science, technology, engineering, and math projects and implementing that same STEM-focused model in three other libraries. The "Hi Tech Academy: The Road to a STEM Career" project will address the increasing demand for workers with STEM-related skills as the number of college graduates in these fields decreases. This program will create a model to be replicated at other libraries, bring awareness of how to best teach these skills, increase interest in STEM for youth, and address the demand for these skills in the community.
Stanford University Library, in partnership with the University of Santa Cruz, will develop a publishable metadata scheme for digital games, including ontology and terminology, as well as a system and tools for citation of in-game events and game states. While the work of collection and preservation is underway, digital games present unique and complex stewardship problems, including methods for description, discovery and citation. As acquisition of this type of collection increases, challenges with cataloguing, storage, and access are compounded. This framework will provide a complete solution to the closely linked problems of finding, accessing, and citing digital games, a growing and important part of modern culture.
McCallie et al. (2009) propose that two pedagogical models within informal science education, public understanding of science and public engagement with science, constitute a continuum rather than separate paradigms. This chapter seeks to understand the spread of informal science education projects along this continuum and uncover groupings through the creation of a project catalog. Through cluster analysis, it was found that the submitted projects fell into four categories along the spectrum: expert presentations and Q&A sessions about the natural and designed world; exhibits encouraging
NOVA Labs (www.pbs.org/nova/labs) is a web-based platform designed to engage teens and educators with authentic data, scientific games, tools, and opportunities to communicate with and assist working scientists. The present study sought to investigate the outcomes achieved by users of the fourth NOVA Labs platform developed: RNA Lab. The RNA Lab includes several key components of the previous labs (e.g., videos, educator guides, etc.). The major difference is that the RNA Lab “research challenge” is a game component. The NOVA Education team's overarching goals for teens using the Lab focused