The pilot and feasibility study will develop instructional workshops for an adult population of quilters to introduce them to computational thinking. By leveraging pre-existing social structures, skill sets, and engagement in quilting, the researchers hope to help participants develop computer science and computational thinking knowledge and skills.
This poster was presented at the 2021 NSF AISL Awardee Meeting.
Dialogical models in science communication produce effective and satisfactory experiences, also when hard sciences (like astrophysics or cosmology) are concerned. But those efforts to reach the public can be of modest impact since the public is no longer (or not sufficiently) interested in science. The reason of this lack of interest is not that science is an alien topic, but that contemporary science and technology have ceased to offer a convincing model for the human progress.
In this article, science center and museum professionals from around the world share ways that they are engaging visitors in hands-on innovation. Work from the following organizations are discussed: Exploratorium, Discovery Center of Idaho, Lawrence Hall of Science, Iridescent, Conner Prairie Interactive History Park, Ideum, Discovery Place, Ontario Science Centre, Bootheel Youth Museum, Science Centre Singapore, Children's Museum of Phoenix, Discovery Museums (Acton, MA), Discovery Center of Springfield, Missouri, Museum of Science, Boston, Questacon--The National Science and Technology
This poster was presented at the 2014 AISL PI Meeting in Washington, DC. Through sustained collaborations that unite research, design, and professional development, members of the InforMath Collaborative are conducting design-based research on exhibits and programs that integrate art and science content from participating museums with the mathematics of topology and projective geometry.
This paper is the first report on an extensive ethnographic study of two professional schools of art and design in the United States. The overall purpose of the study is to identify general principles for how to design learning environments that prepare learners to be creative. First, I document the cultural model of teaching and learning held by the faculty and students, and analyze the pedagogical practices used. This studio model is of interest because it emerged naturally in a community of educational practice. I argue that it is distinct from the two cultural models most familiar to
There is a movement afoot to turn the acronym STEM—which stands for science, technology, engineering, and mathematics—into STEAM by adding the arts. Science educators have finally begun to realize that the skills required by innovative STEM professionals include arts and crafts thinking. Visual thinking; recognizing and forming patterns; modeling; getting a "feel" for systems; and the manipulative skills learned by using tools, pens, and brushes are all demonstrably valuable for developing STEM abilities. And the National Science Foundation and the National Endowment for the Arts have gotten
Funded by the National Science Foundation (NSF),The STEM Pathways project focused on exploring strategies through which at-risk and incarcerated Hispanic youth could be engaged around STEM careers, understand the education, training, and skills they would need to attain them, and think that such a path was a future possibility. To this end, the project and evaluation teams collaborated on a literature review, the development of a logic model, and the design, implementation, and evaluation of a diverse set of program activities that included media, art, and flash mentoring with STEM role models
In this article, Marjorie Schwarzer, Professor of Museum Studies at John F. Kennedy University in Berkeley, California, describes eleven of the most influential exhibitions from the 20th century, according to NAME members surveyed for her book "Riches, Rivals and Radicals: 100 Years of Museums in America."