In a brief article published by Science last October, British scientists stated that the expression "Public Understanding of Science" (PUS), which was traditionally employed in Anglosaxon societies to refer to the issue of the relationship between science, technology and society, is out-of-date. It should be replaced by "Public Engagement with Science and Technology" (PEST), a new acronym that clearly invites to reconceptualise the relationship between science and the public. The new approach involves the engagement of the public or rather the publics of science, through dialogue, in
In recent weeks, Britain’s Better Regulation Task Force report on scientific research regulation asked the Government to evaluate the risks associated with the development of Nanosciences and Nanotechnologies. The Government was also asked to prove its implementation of a specific policy to protect human, animal and environmental safety, were it to be threatened by the development of this emerging field of knowledge. These requests may sound rather alarming. However, objectively speaking, the precautionary attitude of the Better Regulation Task Force does not differ greatly from that of the U
The purposes of the STUDIO 3D evaluation were to collect information about the impact upon student learning as a result of participating in the STUDIO 3D Project, as well as to elicit information for program improvement. Areas of inquiry include recruiting and retention, impact on project participants, tracking student impacts, and the project as a whole.
This article examines how people learn by actively observing and "listening-in" on ongoing activities as they participate in shared endeavors. Keen observation and listening-in are especially valued and used in some cultural communities in which children are part of mature community activities. This intent participation also occurs in some settings (such as early language learning in the family) in communities that routinely segregate children from the full range of adult activities. However, in the past century some industrial societies have relied on a specialized form of instruction that
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TEAM MEMBERS:
Barbara RogoffRuth ParadiseRebeca Mejia ArauzMarciela Correra-ChavezCathy Angelillo
Multi-site evaluations are becoming increasingly common in federal funding portfolios. Although much thought has been given to multi-site evaluation, there has been little emphasis on how it might interact with participatory evaluation. Therefore, this paper reviews several National Science Foundation educational, multi-site evaluations for the purpose of examining the extent to which these evaluations are participatory. Based on this examination, the paper proposes a model for implementing multi-site, participatory evaluation.
This article presents a contextual model of learning that examines visitor learning in museums. It explores features of the model, factors that can influence learning in a museum setting, and challenges associated with teaching in a museum context.
This article describes a course on the representations of HIV/AIDS in the visual arts, concluding that discipline-based art education may be applied to medical humanities courses in a medical curriculum.
This paper uses a possible selves theoretical framework to examine whether and how adolescent girls' images of themselves as future scientists change during their transition from high school to college. Forty-one female high school graduates from diverse ethnic and socioeconomic backgrounds, who had enrolled in an intensive math and science program while in high school, participated in interviews focused on their perceptions of factors that influenced their career plans over time. Participants suggested that career-related internships and intensive academic programs, especially those that
This article explores the ways that mothers and children from primarily middle-income European American backgrounds reason about events in which biological and nonbiological objects change in size. In Study 1, mother–child conversations were examined to investigate the events mothers described as growth, as well as the ways mothers explained events occurring in different domains. Findings indicate that although mothers primarily discussed events in domain-specific ways, they exhibited some domain blurring in their talk to children. In Study 2, 3-year-old children (M=3 years, 2 months) and 5
This award is for a Science and Technology Center devoted to the emerging area of nanobiotechnology that involves a close synthesis of nano-microfabrication and biological systems. The Nanobiotechnology Center (NBTC) features a highly interdisciplinary, close collaboration between life scientists, physical scientists, and engineers from Cornell University, Princeton University, Oregon Health Sciences University, and Wadsworth Center of the New York State Health Department. The integrating vision of the NBTC is that nanobiotechnology will be the genesis of new insights into the function of biological systems, and lead to the design of new classes of nano- and microfabricated devices and systems. Biological systems present a particular challenge in that the diversity of materials and chemical systems for biological applications far exceeds those for silicon-based technology in the integrated-circuit industry. New fabrication processes appropriate for biological materials will require a substantial expansion in knowledge about the interface between organic and inorganic systems. The ability to structure materials and pattern surface chemistry at small dimensions ranging from the molecular to cellular scale are the fundamental technologies on which the research of the NBTC is based. Nanofabrication can also be used to form new analytical probes for interrogating biological systems with unprecedented spatial resolution and sensitivity. Three unifying technology platforms that foster advances in materials, processes, and tools underlie and support the research programs of the NBTC: Molecules of nanobiotechnology; Novel methods of patterning surfaces for attachment of molecules and cells to substrates; and Sensors and devices for nanobiotechnology. Newly developed fabrication capabilities will also be available through the extensive resources of the Cornell Nanofabrication Facility, a site of the NSF National Nanofabrication Users Network. The NBTC will be an integrated part of the educational missions of the participating institutions. NBTC faculty will develop a new cornerstone graduate course in nanobiotechnology featuring nanofabrication with an emphasis on biological applications. Graduate students who enter the NBTC from a background in engineering or biology will cross-train in the other field by engaging in a significant level of complementary course work. Participation in the NBTC will prepare them with the disciplinary depth and cross-disciplinary understanding to become next generation leaders in this emerging field. An undergraduate research experience program with a strong mentoring structure will be established, with emphasis on recruiting women and underrepresented minorities into the program. Educational outreach activities are planned to stimulate the interest of students of all ages. One such activity partnered with the Science center in Ithaca is a traveling exhibition for museum showings on the subject of nano scale size. National and federal laboratories and industrial and other partners will participate in various aspects of the NBTC such as by hosting interns, attendance at symposia and scientist exchanges. Partnering with the industrial affiliates will be emphasized to enhance knowledge transfer and student and postdoctoral training. This specific STC award is managed by the Directorate for Engineering in coordination with the Directorates for Biological Sciences, Mathematical and Physical Sciences, and Education and Human Resources.
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TEAM MEMBERS:
Harold CraigheadBarbara Baird
resourceprojectProfessional Development, Conferences, and Networks
This model science teacher retention and mentoring project will involve more than 300 elementary teachers in "Lesson Study" of inquiry science around school gardens. Drawing on the rich resources of the University of California Botanical Garden and the science educators at the Lawrence Hall of Science this project will develop Teacher Leaders and provide science content professional development to colleagues in four urban school districts. Using the rich and authentic contexts of gardens to engage students and teachers in scientific inquiry opens the opportunity to invite parents to become actively involved with their children in the learning process. As teachers improve their classroom practices of teaching science through inquiry with the help of school-based mentoring they are able to connect the teaching of science to mathematics and literacy and will be able to apply the lesson study approach in their teaching of other innovative projects. Teacher leaders and mentors will have on-going learning opportunities as well as engage participating teachers in lesson study and reflection aimed toward improving science content understanding and the quality of science learning in summer garden learning experiences and having context rich science inquiry experiences throughout the school year.
The "Salmon Research Team: A Native American Technology, Research and Science Career Exposure Program" is a three-year, youth-based ITEST project submitted by the Oregon Museum of Science and Industry. The project seeks to provide advanced information technology and natural science career exposure and training to 180 middle level and high school students. Mostly first-generation college-bound students, the target audience represents the Native American community and those with Native American affiliations in reservation, rural and urban areas. Students will investigate computer modeling of complex ecological, hydrological and geological problems associated with salmon recovery efforts. Field experiences will be provided in three states: Oregon, Washington and northern California. The participation of elders and tribal researchers will serve as a bridge between advanced scientific technology and traditional ecological knowledge to explore sustainable land management strategies. Students will work closely with Native American and other scientists and resource managers throughout the Northwest who use advanced technologies in salmon recovery efforts. Student participation in IT-dependent science enrichment and research activities involving natural science fields of investigation will occur year round. Middle school students are expected to receive at least 330 contact hours including a one-week summer research experience, a one-week spring break program, and seven weekends of residential programs during the school year. The high school component consists of 460 contact hours reflecting one additional week for the summer research experience. In addition to watershed and salmon recovery related research, students will be involved in other ancillary research projects. A vast array of partners are positioned to support the field research experience including, for example, the U.S. Department of the Interior, Redwood National State Park, College of Natural Resources and Sciences at Humboldt State University, Confederated Tribes of the Warm Springs, University of Oregon Institute of Marine Biology, University of Washington Columbia Basin Research project, the Northwest Center for Sustainable Resources at Chemeketa Community College and the Integrated Natural Resource Technology program at Mt. Hood Community College. The project is intended to serve as a model for IT-based youth science programs that address national and state education standards and are relevant to the cultural experience of Native American students. Two mentors will provide continued support to students: an academic mentor at the student's schools and a professional mentor from a local university or natural resource agency. Incentives will be provided for student participation including stipends and internships. Career exposure and work-related skills are integrated throughout the project activities and every program component. Creative strategies are used to encourage family involvement including, for example, salmon bakes and museum discounts.
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TEAM MEMBERS:
Travis Southworth-NeumeyerDaniel Calvert