This presentation about the Online Project Monitoring System (OPMS) was given as part of the "Mining the Field: What Are We Learning?" Diving Deeper session at the 2014 AISL PI Meeting in Washington, DC.
This preliminary report, prepared by New Knowledge Organization Ltd. in collaboration with Pennsylvania State University, summarizes evaluation results from the development of an online and in-person national training program to support the creation of a National Network for Ocean Climate Change Interpretation (NNOCCI). The project also explored whether and how training might prove to be an effective and efficient vector for increased public literacy about ocean climate science at a national level.
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New England Aquarium CorporationJohn Fraser
This study assessed visitor outcomes from attending presentations by members of the National Network for Ocean Climate Change Interpretation [NNOCCI] community of practice at four test aquariums and two control site aquariums where climate change interpretation is delivered by professional environmental educators who have not received NNOCCI training. Four unique self-complete surveys were developed, each collecting comparable demographic data and then each uniquely querying: obligations to act on climate change information for people, animals or the ocean; confidence that actions will result
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New England Aquarium CorporationJohn Fraser
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.
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.
Creating Museum Media for Everyone (CMME), a National Science Foundation (NSF) Enhanced Pathways Grant, held a five-day workshop in May 2012 that brought together 55 museum professionals and accessibility experts in fields such as formal science and special education, technology product development, gaming, accessible technologies, and universal design and Universal Design for Learning. The overarching purpose was to help launch the work of the core team from the Museum of Science (MOS), the WGBH National Center for Accessible Media (NCAM), Ideum, and Audience Viewpoints in developing the next
This poster was presented at the 2014 AISL PI Meeting in Washington, DC. It describes a project designed to increase informal learning opportunities for blind youth in STEM.
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National Federation of the BlindMark Riccobono
Given the role played by the informal sector in training and supporting educators and science learners within the formal sector, how might the informal sector respond to the NGSS? We answer this question by considering two further questions: (1) In what ways is the informal science education sector positioned to engage with and support NGSS? and (2) Where are points of mismatch between NGSS and ISE?
Informal environments—or out-of-school-time (OST) settings—play an important role in promoting science learning for preK–12 students and beyond. The learning experiences delivered by parents, friends, and educators in informal environments can spark student interest in science and provide opportunities to broaden and deepen students’ engagement; reinforce scientific concepts and practices introduced during the school day; and promote an appreciation for and interest in the pursuit of science in school and in daily life. NSTA recommends strengthening informal learning opportunities for all preK
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National Science Teachers Association
The current world research agenda is comprehensive. The results of many studies and experiments in which scientists are currently engaged will undoubtedly have profound impacts on the lives of citizens in developed and developing nations. Yet few people even know what research is being conducted, much less understand why it is being done and what the potential implications may be. This is a critical shortcoming of our public information system. Given the frenetic pace of science research in multi-disciplinary fields, it is increasingly vital that the public be made aware of new findings in a
The purpose of this paper is to present a conceptual framework for initiatives focused on supporting learning across settings in the domains of science, technology, engineering, and mathematics (STEM). The conceptual framework emerges from ecological perspectives on learning that suggest a need to consider how learning develops across settings, through a range of supportive interactions and relationships (Barron, 2006; Bronfenbrenner, 1979). The framework presents initial design principles for organizing learning opportunities that connect people to practices in multiple settings. It also