Renaissance East of England and Museums, Libraries and Archives Council East of England (MLA East of England) commissioned this research from the Research Centre for Museums and Galleries (RCMG) at the University of Leicester to investigate the impact that museums in the East of England region have on the attainment of secondary-age pupils completing an assessed piece of work as a result of their museum visit. Funding for the project has come from Renaissance, a £150 million programme to transform England’s regional museums, and MLA East of England. This exploratory research has emerged from
This action plan lays out a structure that will allow stakeholders from local, State, and Federal governments, as well as nongovernmental STEM education stakeholder groups, to work together to coordinate and enhance the Nation's ability to produce a numerate and scientifically and technologically literate society and to increase and improve the current STEM education workforce. Strategies for producing the next generation of innovators are not explicitly addressed in this action plan and will require subsequent study. A coherent system of STEM education is essential to the Nation's economy and
In October 2005, the National Science Foundation brought members of its nanoscale science and engineering education (NSEE) projects to Arlington, VA for a 2-day workshop to explore the status of on-going efforts and to forge collaborations at the national level that would facilitate future efforts. NSF currently funds NSEE projects through the Division of Elementary, Secondary, and Informal Education (ESIE), the Directorate for Engineering as part of the Nanoscale Science and Engineering Centers (NSEC), National Nanotechnology Infrastructure Network (NNIN), the Network for Computational
This monograph, the final report of the 21st Century Literacy Summit held in April 2005, presents an action plan for this emerging field applicable to higher education, K-12 education, policy makers, media & the arts, and research, and details the strategic priorities and specific recommendations for these sectors that were the summit's major outcomes.
This research study reports on the evaluation of the outcome and impact of learning as a result of the implementation of Education Programme Delivery Plans in 69 museums in the nine regional museum hubs in England during September, October and November 2005. This is the second study of the impact of learning achieved through museum school services which have been funded through the Renaissance in the Regions programme, which provides central government funding to museums in the English regions. The first study 'What did you learn at the museum today?' was carried out in 2003. The findings of
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TEAM MEMBERS:
Eilean Hooper-GreenhillJocelyn DoddLisanne GibsonMartin PhillipsCeri JonesEmma Sullivan
Based on the premise that one component of NASA's pre-college education program is intended to support and enact school reform, the Committee for the Evaluation and Review of NASA's Pre-College Education Program requested an analysis of how the NASA Explorer School (NES) Model aligns with other national models of school-wide improvement and reform. The purpose and focus of this paper is to summarize key elements of major school improvement and reform models as well as specific content reform models from the literature, and to analyze the extent to which there is alignment between these models
This paper presents a summary of each of 10 evaluations conducted of NASA educational programs. The paper begins with a table outlining the titles of the evaluations and who conducted them, the date of the report, the evaluation questions, the evaluation design or methods and brief comments on the quality of each report. After the table each report is considered in more depth through an overview of what the evaluation included as well as a critique of the evaluation questions, methods and findings. The paper concludes with an overall commentary on the set of evaluations.
The purpose of this paper is to explore and discuss the role of practical work in the teaching and learning of science at school level. It emphasizes practical work as a means for students to learn about the nature of science.
Reports from the NSF, NRC, AAAS, and others urge over and over that we must teach "science as science is done," that "science is a way of knowing," that our goal should be to impart "scientific habits of mind," and that learning must be learner-centered and oriented toward process. Fine. But what does this really mean for science education, and especially laboratory education?
The purpose of this paper is to examine the role of laboratory-based science from a perspective that synthesizes developments in (1) science studies, e.g., history, philosophy and sociology of science and (2) the learning sciences, e.g., cognitive science, philosophy of mind, educational psychology, social psychology, computer sciences, linguistics, and (3) educational research focusing on the design of learning environments that promote dynamic assessments. Taken together these three domains have reshaped our thinking about the role inquiry, and in turn the laboratory, has in science
This paper explores the role of laboratory and field-based research experiences in secondary science education by summarizing research documenting how such activities promote science learning. Classroom and field-based "lab work" is conceptualized as central components of broader scientific investigations of the natural world conducted by students. Considerations are given to nature of professional scientific practice, the personal relevance of student's understanding of the nature of empirical scientific research, and the role of technology to support learning. Drawing upon classroom learning
The goal of this article is to provide an integrative review of research that has been conducted on the development of children's scientific reasoning. Scientific reasoning (SR), broadly defined, includes the thinking skills involved in inquiry, experimentation, evidence evaluation, inference and argumentation that are done in the service of conceptual change or scientific understanding. Therefore, the focus is on the thinking and reasoning skills that support the formation and modification of concepts and theories about the natural and social world. Major empirical findings are discussed