The STEM + Digital Literacies (STEM+L) project investigates science fiction composing as an effective mechanism to attract and immerse adolescents (ages 10-13) from diverse cultural backgrounds in socio-scientific issues related to environment.
The participating students (G5-8) work in small groups to design and produce STEM content rich, multimedia science fictions during the summer (1 week) and the academic year (4-6 2.5hr sessions). Culminating activities include student presentations at a local science fiction film festival.
The research component employs an iterative, design-based
This poster was created for the Advancing Informal STEM Learning (AISL) program Primary Investigator (PI) meeting. The research presented here is a summary of the various informal STEM learning opportunities offered as part of the collaboration between university researchers and museum practionners. We were interested in how museums can advance parent-child engagment in STEM-rich tinkering and reflection. The participants were able to take part of a few different activities that allowed for informal reflection and tinkering at the Tinkering Lab, a musuem exhibit that invites families to take
Outreach activities at the interface of science and art present a unique opportunity to connect and engage with “latently interested” publics who do not otherwise take part in science activities like visiting science museums. In this paper, the authors present “Guerilla Science” as one model that supports the hypothesis that well-designed science + art (STEAM) programming in informal settings can broaden participation in, and facilitate engagement with STEM-related topics. This paper describes a range of interactive events featuring scientists and artists and accompanying research into the
It’s a great job when you get to do stuff just for fun. For the last few days, I’ve been at the Science Museum of Minnesota, consulting on their new exhibit? Theatrical performance? Interactive game? called Infestation: The Evolution Begins. It’s a 3-part project funded by NSF to help teach key concepts of evolution to kids, and it’s looking pretty amazing.The first part is done, and it’s a theatrical event where the concepts are explained entertainingly, and the audience are introduced to little imaginary creatures called VISTAs. If you go to SMM today, you can watch the whole show yourself
This was the poster displayed at the NSF AISL PI Conference in Alexandria, VA, in February of 2019.
Other materials included draft scripts, suggested findings, and VISTA props and stickers that are part of the game/show.
Human-induced global change has triggered the sixth major extinction event on earth with profound consequences for humans and other species. A scientifically literate public is necessary to find and implement approaches to prevent or slow species loss. Creating science-inspired art can increase public understanding of the current anthropogenic biodiversity crisis and help people connect emotionally to difficult concepts. In spite of the pressure to avoid advocacy and emotion, there is a rich history of scientists who make art, as well as art–science collaborations resulting in provocative work
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TEAM MEMBERS:
Jennifer HarrowerJennifer ParkerMartha Merson
This research paper critically explores the common definitions and perceptions of Making that may potentially disenfranchise traditionally underrepresented groups in engineering. Given the aspects of engineering design that are commonly integrated into Making activities, the Maker movement is increasingly recognized as a potentially transformative pathway for young people to developing early interest and understanding in engineering. However, “what counts” as Making can often be focused heavily on electronic-based and computational forms of Making, such as activities that involve 3D printers
This study was designed to examine narratives that families recorded shortly after visiting the Tinkering Lab at the Chicago Children’s Museum. We view this work as intersecting with the event memory literature concerning variations in parental reminiscing styles for talking about past events (Fivush, Haden, Reese, 2006). The study also connects with efforts to assess learning in museum settings (Haden, Cohen, Uttal, & Marcus, 2016).
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TEAM MEMBERS:
Lauren PaganoDanielle NesiDestinee JohnsonDiana AcostaCatherine HadenDavid UttalPerla Gamez
This project, a collaboration of faculty at Pratt Institute and Oregon State University, will explore how people with low to no affinity for science, technology, engineering and math (STEM) can be introduced to STEM ideas in ways that are appropriate for their cultural identity and designed to achieve reasonable outcomes that allow for continued STEM engagement. This project will study a new model, as a small scale exemplar of how science learning can be integrated into cultural events that attract audiences who do not identify themselves as interested in science or broader concepts associated with STEM. The model integrates science with art, music and play, producing live events, games, hands-on workshops, and interactive theater productions that are intended to inspire wonder and excitement. The basic principles are: to create unique opportunities for audiences to experience science in unorthodox ways, to connect with audiences at these events, and to help scientists engage a public they do not normally reach.
The goal of this project is to formally study and improve upon the practices that have been explored to date by carefully examining the implementation at two annual FIGMENT arts festivals in New York City and to determine outcomes based on three theoretical frameworks: the six strands of science engagement proposed by the National Research Council, the concept of follow-up activity, and subsequent reinforcing experiences. Initial evaluation results indicate the model is effective in advancing informal STEM learning and providing valuable public engagement with science training and experience for scientists. Participating scientists succeed in creating interest and attentiveness in audiences that do not normally engage in science, thereby opening the door for subsequent experiences. The research will be a quasi-experimental approach to test the degree to which encounters with model's learning experiences create a higher probability to actively seek subsequent science experiences. Project deliverables include a how-to guide for professionals on expanding STEM audiences targeted at cultural institutions who want to incorporate science content into their activities, and for other institutions who want to integrate their activities into cultural settings. The how-to guide will be based on the body of research and evaluations developed that will illuminate the principles behind the model.
This work is funded by the Advancing Informal STEM Learning (AISL) program, which seeks to advance new approaches to, and evidence-based understanding of, the design and development of STEM learning in informal environments.
Summative evaluation of one of four pieces of the Marcellus Matters: EASE project. Formative evaluation of one of four pieces of the Marcellus Matters: EASE project. This study examined how effective a series of "Community Conversations" theater and dialogue/discussion events was at a) communicating natural gas development-related science content and community issues, and b) promoting audience members' openness to dialogue about natural gas development-related issues.