The Institute for Research on Learning is undertaking a multifaceted effort to help parents become more involved in the mathematics education of their children. This project establishes a Design Consortium; develops new materials and collaborative activity structures; provides outreach, training, and technical assistance to communities; and disseminates these products to the educational community. The design consortium creates contexts for raising parent participation in communities where it is most needed and uses these contexts to plan and construct mathematics materials based on issues parents face in everyday life. The outreach activities include planning support and workshops for schools, community organizations, and parent groups. Dissemination is done through presentations and talks and through research articles.
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TEAM MEMBERS:
Shelley GoldmanJennifer Knudsen
resourceprojectProfessional Development, Conferences, and Networks
In 1988 and 1989, ASTC offered a seven-day institute for founders of new science centers, funded by the National Science Foundation. The impact of these institutes was profound, making the difference between success and failure for several, and helping many others clarify and strengthen their plans. Since then demand for technical assistance to new science centers has increased rather than decreased. Building on its experience, ASTC proposes a 3-1/2 year multiple-strategy program to provide knowledgeable, supportive guidance to the founders of new science centers. The elements are: (1) a 4-day workshop on how to start a science center; (2) a resource book on starting and operating science centers; (3) a network for new science centers which meets at the ASTC annual conference for mutual support and information sharing; (4) one-day workshops held in Conjunction with the ASTC conference and planned by the steering committee of the New Science Center Network; (5) increased coverage in the ASTC Newsletter; (6) an annual progress report on new science centers; and (7) on-going, individualized technical assistance.
The Please Touch Museum is requesting $684,602 for the development of educational resource materials in science and mathematics for four-year old children, and training for their parents and teachers in Head Start and other daycare programs. This 44 month project will develop, test, and produce six materials-based science and math activity kits, science training workshops for parents and daycare educators, and related family materials and events. It will culminate in a national dissemination program to promote more effective preschool science and math education through materials- based science inquiry and increased professional relations between educators in youth museums and daycare centers.
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TEAM MEMBERS:
Marzy SykesRenee HenryTracey Prendergast
The Exploratorium is developing a model program that demonstrates the vital role science museum exhibits can play in supporting formal science education reform. The development of exhibitions and enhancement activities is based on the Science Framework for California Public Schools and the emerging National Science Education Standards. The project includes: A series of four museum exhibitions (with a total of 60 exhibits) based on the Science Framework themes of Patterns of Change, Stability, Scale and Structure, and Systems and Interactions Publications (Exhibit Guides and Pathways) for each collection A series of workshops and evening events for teachers, families and students A symposium, video and Internet resource for museum and education professionals An important feature is an information desk and resource kiosk to inform teachers, parents and the general public about science education reform efforts. The project aims at 5,000 teachers, 32,000 parents and caregivers, 140,000 students and 1,320,000 members of the general public.
The Department of Geological Sciences at Rutgers, in collaboration with the Liberty Science Center, the New York State Museum, Palisades Interstate Park Commission, Appalachian Trail Conference, and ABS-Capital Cities, Inc., has a planning grant to develop a universal model that will encourage science education in conjunction with outdoor recreational activities in wilderness parks near urban centers. The initial effort will focus on the Harriman and Bear Mountain State Parks and the Sterling Forest lands, all near New York City. Current plans for the full project include development of: 1) an illustrated guidebook describing the features chosen as "exhibits" at the sites, 2) a map showing locations of the "exhibits", 3) plaques marking the features of the exhibits, 4) proposals for new trails to access outstanding botanical and geological features, 5) a web site with virtual reality filed trips of the sites chosen, 6) museum displays and media programs at Liberty Science Center, the New York State Museum, and other sites, 7) regular field trips from Liberty Science Center, New York State Museum, and Bear Mountain Trailside Museum, 8) workshops for high school teachers, and 9) special project to get more public use of the park resources. During the planning stage the project will gather data on public interest, determine the most effective means of dissemination, identify and contact other organizations and scientist that could contribute to the full project, and develop a coordination plan and schedule for this complex project. Small examples and/or written descriptions of the web-site, the guidebook stops, museum displays, and field trips will also be produced in the planning phase.
The Boston Children's Museum will collaborate with Action for Boston Community Head Start Programs and Evergreene Research and Evaluation on an integrated research-to-practice project whose focus is science learning by pre-school age children. It will produce the following deliverables: a research-based Adult-Child Interaction Inventory (ACII) cataloging a spectrum of nonverbal and verbal interactions that occur during science engagement between parents, grandparents, or caregivers and young children; an ACII User Guide for museum professionals detailing how the inventory can be used for exhibit and professional development; a 2,800 sq ft Peep's World permanent exhibition informed by the ACII research; and a best practices survey highlighting effective strategies for eliciting positive adult-child interactions derived from a Community of Practice established by this project. The project will apply the research findings on nonverbal adult-child behavior to designing exhibits eliciting interactions supporting early childhood STEM learning. Project outcomes will benefit museum exhibit and program developers, preshool educators and families with children ages 3 to 5.
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TEAM MEMBERS:
Gail RingelTimothy PorterAnn Marie StephanLorrie Beaumont
resourceprojectProfessional Development, Conferences, and Networks
Rhode Island Information Technology Experiences for Students and Teachers (RI-ITEST) is a comprehensive ITEST project for high school students and teachers. The goal of RI-ITEST is to prepare students from diverse backgrounds for careers in information technologies by engaging them in exciting, inquiry-based learning activities that use sophisticated computational models in support of a revolutionary science curriculum. It advances science education by enhancing the Physics First initiative in Rhode Island through the use of NSF funded student materials based on molecular modeling and promotes IT education by teaching modeling skills and providing students with career and vocational information on the use of computational models. The project provides over 120 hours of credit-bearing activities for 100 teachers and full support for classroom implementation. RI-ITEST is developing an optimal placement of the interactive materials from CC's Science of Atoms and Molecules project in the Physics First courses in Rhode Island; developing IT materials that are coordinated with the student materials that emphasize modeling skills and the career and vocational dimensions of computational modeling; preparing100 diverse Rhode Island science teachers in two cohorts to offer a course in the Physics-Chemistry-Biology sequence; developing materials and supports for using molecular dynamics and related IT materials for teachers in Rhode Island and elsewhere who are not ITEST participants; generating evidence for the effectiveness of the IT-enhanced project materials for increasing student learning and changing student attitudes about science, mathematics, and technology careers; reaching parents, guidance counselors, school administrators, and business partners with information about the project, student productions, and evidence for effectiveness; disseminating materials and findings to other teachers, programs, and districts nationwide.
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TEAM MEMBERS:
Daniel DamelinGerald KowaiczykJames Magyar
resourceprojectProfessional Development, Conferences, and Networks
The Buffalo Society of Natural Sciences plans to conduct a 5 year project to train 150 mentor teachers (30 teachers/year) and their principals, who will then train the remaining 1100 elementary teachers in the Buffalo Public School System. The training would include two 5-week summer sessions (in a Magnet school that is physically incorporated into the Buffalo Museum of Science) and 4 in-service workshops during the academic years following each of the summer workshops. This innovative leadership project is a collaborative effort between the Buffalo Society of Natural Sciences (including both education and curatorial/science staff persons) the Buffalo Public Schools, and individuals from local colleges and universities. The setting of the project is enhanced by a Science and Math Magnet School which is housed within the museum, and by the school/museum's location in a largely inner city environment with easy accessibility to minority persons. The project is designed to provide mentor teachers with a strong science background in pedagogy and content over a two-year period of summer and academic-year workshops, and to prepare and support these mentors as they inservice their colleagues. Project staff from the museum, public schools, and the academic community will provide strong support through academic-year workshops, site visits and telecommunications networking. Principals will be appropriately involved, and will work with mentors to develop a science inservice program tailored to meet the needs of their individual schools; as a consequence, virtually all of the 1100 K-6 classroom teachers of science in the Buffalo Public Schools will have been prepared to teach investigative, hands-on science to their students. Non-NSF cost sharing is approximately 27.9% of the amount requested from NSF.
New and developing science centers make up a significant percentage of ASTC membership. They often have limited funds, facilities, exhibits, education programs and experience developing and operating a science center. These institutions desire ready-to-use exhibits, demonstrations and education materials, as well as management workshops concerning the basic operation of a science center. This project proposes the formation of a Science Carnival Consortia, a partnership of the Pacific Science Center and five to eight new and developing science centers. Building on the success of the Pacific Science Center's Science Carnival, Consortia members: (1) Obtain twenty to forty Science Carnival exhibits (2) Obtain six ready-to-use demonstrations (3) Obtain supplementary education materials (4) Obtain appropriate training regarding the implementation and maintenance of the above items (5) Participate in a week long management workshop at the Pacific Science Center (6) Receive ongoing consultation with Pacific Science Center Staff (7) Participate in three annual meetings of Consortia members The project also produces a Science Carnival "cookbook" which provides instructional for fabricating and maintaining all exhibits in Science Carnival, plus scripts and material lists for each demonstration, and enrichment class. The project also evaluates the success of this model for serving other new and developing science centers.
The Nanoscale Science and Engineering Education (NSEE) Center for Learning and Teaching (NCLT) would focus on the research and development of nano-science instructional resources for grades 7-16, related professional development opportunities for 7-12 teachers, and programs infused with nano-science content for education doctoral students. The Center would bring together educators and scientists from several areas of nano-science and engineering research to collaborate with science teachers and doctoral candidates in education on both the development of the resources and research on their efficacy. The PI has prior experience as director of the Materials World Modules project, an NSF-funded curriculum currently in use in several secondary schools across the country. Lead partners in the proposed Center are Northwestern University, Purdue University, University of Michigan, University of Illinois at Chicago and University of Illinois at Urbana-Champaign. Additional partners include Argonne National Laboratory, West Point Military Academy, Alabama A & M University, Fisk University, Hampton University, Morehouse College and University of Texas at El Paso. The additional partners will widen the geographic range of the project, expanding opportunities to reach a diverse and currently underrepresented population of graduate students, teachers and ultimately students. STEM and Education faculty and researchers from the partner institutions would participate in interdisciplinary teams to address the Center's mission: Provide national education leadership and resources for advancing NSEE Create and implement professional development programs in NSEE Use innovative ideas in learning to design instructional materials for grades 7-16 Conduct research relating to integration of NSEE into science, technology, engineering and mathematics (STEM) education.
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TEAM MEMBERS:
R. P. H. ChangThomas MasonNcholas GiordanoJoseph Krajcik
The objective of this project is to provide a complete package of KIDSPACE hands-on science experiences to small and developing science centers across the country through the National KIDSPACE Partnership Program. This project will allow twelve (12) selected science centers to implement a complete, proven education package geared toward young children at a fraction of the cost of starting one from scratch. This project will provide comprehensive training to a large core of educators within the science center field, and will support continued research into the informal science education of young children through an original Research Study and the formation of a national User's Group. Best of all, this project will generate a wellspring of invaluable science-play connections for hundreds of thousands of children to tale with them into adulthood.
"The Connecticut Museum Collaborative for Science Education" is teacher enhancement program that will serve approximately 5,000 middle school teachers (and their students) from throughout Connecticut over a three-year program period. The proposed program has been developed cooperatively by four of Connecticut's Science Museums and Centers (The Discovery Museum, The Maritime Center at Norwalk, Mystic Marinelife Aquarium, and Talcott Mountain Science Center), in consultation with the school districts they serve and the Connecticut Academy for Education in Mathematics, Science, and Technology, the State's leadership organization solely devoted to enhancing education in mathematics, science, and technology. The Collaborative seeks to enliven and enhance the teaching of science, mathematics, and technology by drawing upon the resources of Connecticut's science-rich institutions and related businesses and industry. The proposed project will provide direct services to a core group of 72 middle school teachers and their students in eight urban and suburban school districts at the four participating museums and in their classrooms, as well as teacher training, curriculum development, and networking activities. Larger numbers of teachers and their students will be served through a planned series of interactive video teleconferences. A theme-based approach will be followed in which the unifying theme of "Earth Resource Monitoring" will serve to connect the activities at the four cooperating museums. The central concept of the project is collaboration among museums throughout the state to provide a bridge between science-rich institutions and the schools for teacher enhancement, curriculum improvement, and student enrichment. Special program components involve the participation of business and industry through "Video Field Trips", and parents through a "Family Science" activity. The involvement of the Connecticut Academy for Education in Mathematics, Science and Technolo gy as a member of the "Connecticut Collaborative" provides a direct link for integration of project activities into Connecticut's NSF-funded Statewide Systemic Initiative.