“Reclaiming Digital Futures” is a free guide and associated website for youth organizations to use as they integrate digital learning into their programming and practices. The report is available at DigitalLearningPractices.org.
The report and the associated DigitalLearningPractices.org site contain a cross-section of resources to aid organizations and educators in developing quality programming that integrate technology and youth development. Rather than focusing on efforts to help youth become fluent and skilled in uses of technology simply for the sake of meeting predetermined standards
Since 1992, the WSU Math Corps, a combined mathematics and mentoring program, has worked to make a difference in the lives of Detroit’s children—providing them with the love and support that all kids need in the moment, while empowering them with the kinds of educational opportunities and sense of purpose, that hold the promise of good lives for themselves and a better world for all.
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TEAM MEMBERS:
Steve KahnStephen ChrisomalisTodd KubicaCarol Philips-BeyFrancisca Richter
This poster shows an overview of the The Designing Our Tomorrow (DOT) project. The project aims to develop a framework for creating exhibit-based engineering design challenges and expand an existing model of facilitation for use in engineering exhibits. DOT seeks to broaden participation in engineering and build capacity within the informal science education (ISE) field while raising public awareness of the importance of sustainable engineering design practices.
This poster was presented at the 2019 AISL PI Meeting, and describes the the ongoing research questions and goals of the Ute STEM Project, which explores the integration of the traditional ecological knowledge (TEK) of the Ute Indians of Colorado and Utah and Western science, technology, engineering and math (STEM).
This guide describes what took place during NYSCI’s Big Data for Little Kids workshop series, Museum Makers: Designing With Data. In addition to detailed outlines of the activities implemented during the program, this guide includes a glossary of recurrent terms and resources used throughout the workshops.
In 2017, as part of a National Science Foundation funded project, the New York Hall of Science (NYSCI) set out to teach Big Data concepts to children ages 4 – 8 years old. NYSCI developed and piloted an after-school program for families to utilize the data cycle as a method of informed
The is the poster presented at the 2019 AISL PI Meeting about a project that explored ways to create conversations between scientists and publics that both groups value and learn from. The content focus was the emerging field of synthetic biology and two methods were developed. Hands-on activities like those developed and distributed by the Nanoscale Informal Science Education Network were developed but with the twist that each activity was designed to stimulate a conversation about societal implications of various applications of synthetic biology. Scientists and science students were trained
Fostering interest in science is critical for broadening engagement with science topics, careers, and hobbies. Research suggests that these interests begin to form as early as preschool and have long-term implications for participation and learning. However, scholars have only speculated on the processes that shape interest development at this age, when children’s exposure to science primarily occurs during family-based learning experiences. Moving beyond speculation, we conducted a qualitative study with seven low-income mothers and their four-year-old daughters from Head Start to (a) develop
This poster was presented as part of the 2019 AISL PI Meeting. In this project, the New York Hall of Science, in collaboration with the Amazeum (Bentonville, AR), the Tech (San Jose, CA), and the Creativity Labs (Indiana University), is conducting a design-based research study to develop evidence-based guidance about how museums can use narratives to create more equitable and effective engineering experiences for girls. Through iterative activity development, the project team is exploring ways of using narrative elements (such as characters, settings, and problem frames) to communicate a story
This poster was presented at the 2019 AISL PI Meeting in Washington, DC. It provides an overview of a project designed to broaden participation of blind students in engineering fields through the development of spatial ability skills and the showcasing of nonvisually accessible teaching methods and techniques.
Amazon Adventure is a giant screen film that tells the science adventure story of Henry Bates who travels to the Amazon in the 1850s to find evidence of species change. His quest turns into an 11-year journey in which he discovers 8,000 species new to science and what would be called “Batesian Mimicry”.
By using widely-available technologies, this project brings fully online instructional coaching in STEM to out-of-school educators who live too remotely to attend ongoing in-person workshops.
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TEAM MEMBERS:
Sue AllenPerrin ChickScott ByrdAlexandria BrasiliLiv DetrickLynn FarrinHannah Lakin
The aim of this project is to build capacity among institutions of informal science education (ISE) to design co-created public engagement with science (CCPES) activities in partnership with civic, community, and scientist partners.