This study explored the influence of a Saturday Science program that used explicit reflective instruction through contextualized and decontextualized guided and authentic inquiry on K‐2 students’ views of nature of science (NOS). The six‐week program ran for 2.5 hours weekly and emphasized NOS in a variety of science content areas, culminating in an authentic inquiry designed and carried out by the K‐2 students. The Views of Nature of Science Form D was used to interview K‐2 students pre‐ and post‐instruction. Copies of student work were retained for content analysis. Videotapes made of each
Elementary school children are capable of reproducing sophisticated science process skills such as observing, designing experiments, collecting data, and evaluating evidence. An understanding of the nature of scientific knowledge requires more than teaching and learning the performance of these skills. It also requires an appreciation of how these actions lead to knowledge generation and shape its durable and tentative nature. Our understanding of activities that support the teaching and learning of the nature of scientific knowledge is still growing. This study compares how scientific
This poster was presented at the 2014 AISL PI Meeting in Washington, DC. It describes a project that uses the living laboratory model of informal cognitive science education to establish additional museum hubs.
A study of docent-led guided school tours at a museum of natural history was investigated. Researchers engaged in naturalistic inquiry to describe how natural history content was conveyed to students and what students gained from this model of touring. They also investigated how the content and pedagogy within the guided tour complemented recommendations from formal science standards documents and informal learning literature. About 30 visiting school groups in Grades 2-8 were observed. Teachers (n = 30) and select students (n = 85) were interviewed. Researchers found that tours were organized
This poster was presented at the 2014 AISL PI Meeting held in Washington, DC. It describes a project that uses museum-based exhibits, girls' activity groups, and social media to enhance participants' engineering-related interests and identities.
This poster was presented at the 2014 AISL PI Meeting. It describes a project that uses location-based augmented reality games on smartphones to engage youth in activities developed by informal science institutions.
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Missouri Botanical GardenBob Coulter
This poster was presented at the 2014 AISL PI Meeting. Led by Washington University, Making Natural Connections: An Authentic Field Research Collaboration (DRL-0739874), is a series of two field-based informal science education programs in environmental biology targeting St. Louis area teenagers. The project aims for engagement of science research institutions and career scientists in the execution of informal science education programming, bringing real and dynamic context to the science content and allowing for deep and transparent career exploration by teenage participants. Project goals
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Washington University in St. LouisSusan FlowersKim MedleyKatherine Beyer
This project takes advantage of the charismatic nature of arachnids to engage the public in scientific inquiry, dialogue, and exploration. The project has two specific programs: (1) The development, implementation, and assessment of an informal museum event entitled 'Eight-Legged Encounters' which now has more than 25 associated activity stations. These activities encompass stations relating to (a) classification and systematics (e.g., 'What is an Arthropod', 'Create a Chelicerate', and 'Assemble an Arachnid'), (b) spider-specific stations focused on silk (e.g., 'Build a Burrow', 'Cribellate vs. Ecribellate Silk', 'Weave a Web', and 'Catch a Moth'), and (c) research related stations (e.g., 'Microscope Madness' and 'Community Experiment'). In addition, there is a stand-alone module entitled the 'Path of Predators' that includes an activity booklet and eleven stations that walk participants through the eleven living arachnid orders. Each stations has original artwork backdrops, clay sculptures, trading cards, and collectible stamps (participants place stamps on a phlylogenetic tree depicting the current hypothesis of evolutionary relationships among the eleven orders). Most stations have live animals and prizes are given to participants that complete their stamp booklet. 'Eight-Legged Encounters' has been hosted at the Nebraska State Museum (Morrill Hall) twice, with record-breaking attendance (>800 people in
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University of Nebraska-LincolnEileen Hebets
This guide provides techniques, tips, and best practices for citizen science practitioners who seek assistance in evaluating outcomes from their projects.
Citizen science programs across the country invite the public to participate in scientific research. Through these experiences, participants have an opportunity to observe nature, which naturally leads to asking questions about the natural world. A new project in Minnesota is training leaders of youth groups to use citizen science experiences to stimulate curiosity and inspire motivation to design and carry out scientific research projects. This unique program model fosters authentic inquiry in youth age 10-14 outside the traditional school setting such as 4-H clubs, scout groups,or community
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University of Minnesota-Twin CitiesAmy RB RagerAndrea Lorek StraussKaren OberhauserRobert BlairPam Larson NippoltNathan MeyerKim Kies
The notion that science is unified in one way or another dates back at least to Aristotle, though unity claims since then have been diverse and va riously motivated. By way of introduction to the modern discussion of unity, disunity, and integration, in this first section we examine five historical attempts to unify knowledge: Aristotle’s metaphysical and hierarchical unity; the Enlightenment project of the French Encyclopedists; the systematic unity of Naturphilosophen Lorenz Oken; the methodological unity of the Vienna School’s Encyclopedia of Unified Science; and finally, the organizational
Who We Are: A network of informal educators, climate scientists, learning scientists and local partners across four cities, dedicated to improving local understanding of and engagement with climate change science. Mission: CUSP aims to foster a network of climate-focused organizations to implement targeted, coordinated, and concentrated educational strategies that explore local climate impacts and community-level responses. What We Do: Unite local organizations committed to addressing the impacts of climate change into collaborative network Use latest climate science and learning science research to inform program development Connect urban residents’ personal interests to larger city systems impacted by climate change, and provide residents opportunities to explore city-wide responses Deliver programs that are targeted (aimed at specific audiences), coordinated (presenting consistent and clear information about the science of climate change), and concentrated (delivered many times, through many programs) Test the hypothesis that when people encounter the same science content in multiple settings, from multiple points of view, they are more likely to understand and remember important concepts What We Offer: A Community of Practice for local organizations, including training on best practices of climate communication and education Provide local organizations with current climate science impacting their city, and latest learning science research Opportunities for city residents to explore local impacts of climate change in every day settings, at neighborhood centers, at schools, online, and at city festivals. Opportunities for city residents to engage with local organizations in community-level responses to climate change
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The Franklin InstituteRaluca EllisFrederic BertleySteven SnyderRadley HortonKevin Crowley