The Adult Child Interaction Inventory (ACII) was developed as part of a research to practice collaboration between the Boston Children’s Museum and Evergreene Research and Evaluation. Preschoolers, Parents, and Educators: Strategies to Support Early Science Literacy (PPE), funded by the National Science Foundation and led by Boston Children’s Museum aimed to better understand the range of non-verbal as well as verbal interactions that occur between adults and children during collaborative science investigation. Results of project research contributed to the development of an exhibit, Peep’s
In the summer of 2010, the Denver Museum of Nature & Science (DMNS) spearheaded an effort to bring together a group of Denver Metro Area cultural institutions as part of an informal network of professionals interested in visitor evaluation (hereafter referred to as “the Network”). The founding purpose of the Network was to utilize the existing resources of DMNS to build evaluation capacity in other institutions, share instruments and data between cultural institutions, and to embark on citywide evaluation projects that would be of benefit to all institutions involved in the group. The Network
The work described in this white paper was undertaken in direct response to information WNET received from science museums describing certain challenges they face when partnering with public television stations on outreach initiatives. The PBS Series THE HUMAN SPARK provided the perfect opportunity to explore better ways to collaborate on large-scale initiatives, and to learn how these collaborations might provide the framework for attracting new audiences, increasing membership and revenue, and developing long-lasting partnerships.
Archaeology education activities in informal science learning settings are an underutilized, but effective strategy for teaching science inquiry skills in socially and culturally relevant contexts. This project investigated the potential for archaeological content and inquiry strategies to help informal science learning institutions increase learning with diverse ISE audiences. The project was based on foundational research for the development of a national research framework for archaeology education and a plan for developing high-quality science learning opportunities for under-represented
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TEAM MEMBERS:
Michael BrodyJohn FisherJeanne MoeHelen Keremedjiev
In the United States, African Americans are underrepresented in science careers and underserved in pre-collegiate science education. This project engaged African American elementary students in culturally relevant science education through archaeology and thereby increased positive dispositions toward science. While imagining what the lives of their ancestors were like, students practiced scientific inquiry and used natural sciences to analyze archaeological sites. The project helped to improve science literacy among African American elementary students through archaeological inquiry and
The purpose of this study is to explore children’s learning in Preschool Place at the New York Hall of Science. The research focuses on two exhibit modules—the Train Table and Ball Run—to examine their effective on fostering development of language, Social skills, and Psychomotor skills. In addition, we study explore these exhibits’ contribution to cognitive gains in science. The Hall will use findings to develop effective learning goals for specific exhibits and as a framework for creating new preschool exhibits and programs.
This report presents the findings of a qualitative study that asked 38 secondary science teachers, ‘How can natural history museums effectively support science teaching and learning?’ A partnership of four natural history museums across England, teachers from their local areas and a university education department were involved. The museums work in partnership to support school science at 11–18. In-depth focus groups held at the museums and questionnaires were used.
Across the country many schools and communities are trying to create and support efforts to institutionalize partnerships for learning, including those that rethink the use of time across the school day and year, and across the developmental continuum. These partnerships are not merely transactional in nature but rather transformative: partnering entities work together to integrate and complement their services with the shared goal of supporting children’s learning. Referred to by different terms—integrated, expanded, or complementary learning—the concept has one critical element in common
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
This report for educators aims to examine the current landscape of adult informal learning using digital technologies. It provides new data on adult use of technology for informal learning and outlines the existing landscape of tools, resources and services which can support this. It aims to develop a shared understanding of the ways in which digital technologies are used for adult informal learning, and how this could be supplemented to enhance and transform adult informal learning in the future.
The Corporation for Public Broadcasting and the Institute of Museum and Library Services—recognizing an opportunity to leverage our shared public service missions— joined forces on a leadership initiative to help public broadcasters, libraries, and museums collaborate on the local level to meet community needs. This initiative resulted in the funding of 20 Community Collaboration projects. The Partnership for a Nation of Learners: Joining Forces, Creating Value report provides grantee success stories that can guide local organizations who would like to collaborate on behalf of their
The focus of this literature review is out-of-school time activities in informal environments, a "vastly understudied" set of experiences (Carnegie Council on Adolescent Development 1992), and the role these experiences can have in shaping the direction of youth to pursue STEM careers. By understanding the research base on this topic we can better understand the ways that interventions can lead to more young people choosing STEM professions. Our goal is to contribute to these infrastructure building efforts by synthesizing the relevant research for ITEST project staff, NSF Program Officers and
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TEAM MEMBERS:
ITEST Learning Resource CenterJennifer DorsenBethany CarlsonLeslie Goodyear