In this article, The North American Association for Environmental Education (NAAEE) shares the programs and publications it developed to advance E-STEM—the integration of environmental education into STEM.
This poster was presented at the 2016 Advancing Informal STEM Learning (AISL) PI Meeting held in Bethesda, MD on February 29-March 2. Earth Partnership: Indigenous Arts and Sciences (IAS) refines a model for integrating Indigenous and Western STEM education utilizing a 10-step framework for ecological restoration, project-based learning, and professional development. Through community dialogues and a collaborative design process with Native Nations of Wisconsin, Earth Partnership is developing an Indigenous Arts and Sciences approach that has allowed Native participants to voice their insights
Earth Partnership: Indigenous Arts and Sciences (EP) will develop and refine a model for integrating Indigenous and informal and formal K-20 educators in ecological restoration, project-based learning and professional development. EP will involve participants in Native habitat restoration on community spaces, school grounds and nearby natural areas as a context for intergenerational STEM learning across age, ecosystem, discipline, learning style, culture and place. EP integrates Native knowledge and core values including relationship, reciprocity, respect and responsibility with Western STEM concepts and processes. The project will integrate the expertise of university social, physical, life and learning scientists and community and tribal practitioners to design, develop and test informal STEM learning incorporating ecological restoration, citizen science and cultural diversity. EP grows out of a teacher professional development model funded by NSF and is a network that now includes participating individuals and organizations from many states. This network will enhance dissemination and provide a foundation for a larger project growing out of the results of this project. EP will build capacity of Native and non-Native informal educators and citizens to work together to generate engagement among young people and adults with ecological STEM learning and stewardship. The approach will integrate culturally authentic resources, inquiry and citizen science process skills (e.g., data collection, analysis, ecological restoration, water stewardship) in multiple learning settings. Stronger multicultural, intergenerational and community partnerships will be supported to restore aquatic and terrestrial habitats through community-based stewardship projects and Service Learning. Through EP, Native youth will be encouraged to explore STEM careers that will meet future workforce needs for managing tribal resources and become knowledgeable citizens able to use critical thinking and analysis of STEM-related issues in their communities. The project will use a developmental evaluation approach to assess project planning processes and outcomes of educational programs.
This poster was presented at the 2014 AISL PI Meeting in Washington, DC. The Community Collaborative Rain, Hail and Snow (CoCoRaHS) network is an existing backyard citizen science project that is enhancing the research efforts of scientists and promoting climate literacy among the public by engaging volunteers in precipitation-monitoring activities.
The Jackprot is a didactic slot machine simulation that illustrates how mutation rate coupled with natural selection can interact to generate highly specialized proteins. Conceptualized by Guillermo Paz-y-Miño C., Avelina Espinosa, and Chunyan Y. Bai (New England Center for the Public Understanding of Science, Roger Williams University and the University of Massachusetts, Dartmouth), the Jackprot uses simplified slot-machine probability principles to demonstrate how mutation rate coupled with natural selection suffice to explain the origin and evolution of highly specialized proteins. The
The Citizen Science Central site developed by CLO clearly meets its goal of providing guidance and resources to individuals and organizations engaged in, or interested in undertaking, citizen science, volunteer monitoring, or participatory action research initiatives. The site embodies the ideas and insights generated by the Citizen Science Toolkit conference. In terms of the evaluation objectives, the evidence from the user surveys show that the site meets both of the standards listed below. Ease of use, sufficiency, and appropriateness of Citizen Science Central content Quality and
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Stephanie ThompsonCornell University
This white paper is the product of the CAISE Public Engagement with Science Inquiry Group. It describes how public engagement with science (PES) in the context of informal science education can provide opportunities for public awareness of and participation in science and technology. The term engagement is characterized by mutual learning by publics and scientists rather than a one-way transmission of knowledge from experts to publics.
This white paper is the product of the CAISE Public Participation in Scientific Research Inquiry Group. It describes how public participation in scientific research (PPSR) through informal science education can provide opportunities to increase public science literacy.
The Observatory’s “Education and Outreach” (EDU) capability is designed to facilitate the interface between the Observatory and communities of users. Ultimately, our goal is to empower people to effectively use NEON data to enable understanding of continental-scale ecological change over time. To ensure that NEON science/data products are accessible to and usable by diverse communities, including scientists, students, educators, citizen scientists, decision-makers and the interested general public, we provide a suite of online data-centric resources/tools, workshops, a variety of courses, internship/research programs for undergraduates, and citizen science projects.