Presentation on NSF grant DRL-0639021 (""Portal to the Public"") presented at the CAISE Convening on Professional Development and Informal Science Education, February 2nd, 2012.
Presentation on the evaluation of NSF grant DRL-1114515 (LOOP Production Season One) presented at the CAISE Convening on Sustainability Science and Informal Science Education, February 6th, 2012.
Presentation on the evaluation of NSF grant DRL-0638977 (Water's Journey through The Everglades) presented at the CAISE Convening on Sustainability Science and Informal Science Education, February 6th, 2012.
Presentation on NSF grant DRL-0813434 (Girls Energy Conservation Corps) presented at the CAISE Convening on Sustainability Science and Informal Science Education, February 6th, 2012.
DATE:
TEAM MEMBERS:
Gillian Puttick
resourceresearchMuseum and Science Center Programs
Presentation on NSF grant DRL-1010938 (Saving Species: Socially-Networked Exhibits for Science Inquiry and Public Action) presented at the CAISE Convening on Sustainability Science and Informal Science Education, February 6th, 2012.
DATE:
TEAM MEMBERS:
Christopher Myers
resourceresearchMuseum and Science Center Programs
Presentation on NSF grant DRL-0610409 (Wild Research: A Whole-Zoo Exhibit and Inquiry Program) presented at the CAISE Convening on Sustainability Science and Informal Science Education, February 6th, 2012.
Presentation on NSF grant DRL-1114686 (""The Change"") presented at the CAISE Convening on Sustainability Science and Informal Science Education, February 6th, 2012.
ISE professionals should find this paper useful in understanding how scientists view the nature of science (NOS). Through interviews, the researchers have enabled a view of science as a flexible, creative and continually developing knowledge enterprise, in contrast to the regimented, experiment-driven scientific method that is most often taught in schools. The authors believe that teaching authentic NOS will certainly aid in enthusing students to learn science and take initiatives in scientific problem solving.
This study, conducted in New Zealand, is an analysis of the questions that students in their final year of high school were anticipated asking, and asked, during a visit to a biomedical research institute. The analysis highlights, along with the interview findings, the ways in which students developed an understanding of biomedical research, saw science as a process, and acknowledged a commonality of values between themselves and the scientists. This study will be of interest to ISE educators who facilitate interactions between students and scientists and who organize opportunities for
Educators have long been urged to facilitate inquiry as a way of enhancing learners’ understanding of science beyond that of basic concepts and skills. But in what ways do educators themselves understand the nature of inquiry and specifically the key terms of hypothesis and experiment? In this study, the authors report on a study examining 12 secondary-school teachers’ understanding of inquiry and related terms, and also their use of such practices in their everyday teaching. The findings indicate that ambiguity exists amongst teachers regarding key terms in contemporary reform documents.
To acquire skills associated with decision-making on socioscientific issues, students need to understand the concepts of risk. Teaching about risk involves acknowledging the uncertainty and limitations of scientific knowledge. This study explores the ways in which risk may be addressed in science education.