In this article, the author outlines how she used qualitative research methodologies to translate her research findings into a social-realist narrative film that has engaged multiple audiences. This process raises questions about what translation means when research is represented in the form of an imaginative text and how education researchers imagine their audience when making choices about research representation. The author also considers the perennial questions surrounding arts-based research: Can expressive forms count as research? Must practitioners of arts-based research be experts in
There is limited literature describing the ethical dilemmas that arise when conducting community-based participatory research. The following provides a case example of ethical dilemmas that developed during a multi-method community-based participatory action research project with youth in Calgary, Alberta, Canada. Several ethical dilemmas emerged during the course of the study related to the community in which the research was being undertaken, the recruitment of participants, and the overall research process. As important are possible harms that may arise when the researcher is no longer
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TEAM MEMBERS:
Christine WalshJennifer HewsonMichael ShierEdwin Morales
The present paper thoroughly examines how one can effectively bridge in-school and out-of-school learning. The first part discusses the difficulty in defining out-of-school learning. It proposes to distinguish three types of learning: formal, informal, and non-formal. The second part raises the question of whether out-of-school learning should be dealt with in the in-school system, in view of the fact that we experience informal learning anyway as well as considering the disadvantages and difficulties teachers are confronted with when planning and carrying out scientific fieldtrips. The voices
The learning of science can be made more like the practice of science through authentic simulated experiences. We have created a networked handheld Augmented Reality environment that combines the authentic role-playing of Augmented Realities and the underlying models of Participatory Simulations. This game, known as Outbreak @ The Institute, is played across a university campus where players take on the roles of doctors, medical technicians, and public health experts to contain a disease outbreak. Players can interact with virtual characters and employ virtual diagnostic tests and medicines
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TEAM MEMBERS:
Eric RosenbaumEric KlopferJudy Perry
What are the effects of globalization and how are these manifested in local communities and in the learning of science there? These questions are unpacked within one local community in the United States, a place called “Uptown” where I examine the educational opportunities and pathways in science that are available for low-income Black American girls. The data comes from eight years of work both as an after-school science education program director and researcher in Uptown. The results suggest that globalization is taking hold, both in the social and economic circumstances of the community and
This paper discusses the results of a long-term memory study in which fifty visitors to Expo 67 (25 participants from British Columbia and 25 from Quebec) shared their recollections of their personal experience forty years after the event. The impetus for this study stems from a desire to understand the long-term impact of visitors' experience in informal, leisure-time contexts, and, particularly in large-scale exhibitions. This paper presents and discusses outcomes that elucidate the nature of personal memories of Expo 67 and in relation to the collective memory of cultural events/productions
Harvard Family Research Project's (HFRP) Issues and Opportunities in Out-of-School Time Evaluation briefs highlight current research and evaluation work in the out-of-school time field. These documents draw on HFRP's research work in out-of-school time to provide practitioners, funders, evaluators, and policymakers with information to help them in their work. Recognizing the critical role that staff play in promoting quality out-of-school time (OST) programs, in this brief we examine OST professional development efforts and offer a framework for their evaluation.
What if every kid had access to a real workshop? Like the ones in the corners of garages across the country: a basic array of tools, bits and pieces of hardware, piles of scrap materials and fasteners, plus stacks of unsorted boxes containing the remnants of projects gone by. Visualize also that the workshop held a few musical instruments-guitars, a keyboard, some percussion-as well as art supplies: markers, paints, clay, and the tools to shape it, ribbons glitter, beads, fabric, etc. n top of this, picture the workshop having a few hands-on exhibits to explore and manipulate-a vacuum chamber
In recent years, novel paradigms of computing have emerged, which enable computational power to be embedded in artefacts and environments in novel ways. These developments may create new possibilities for using computing to enhance learning. This paper presents the results of a design process that set out to explore interactive techniques, which utilized ubiquitous computer technology, to stimulate active participation, involvement and learning by children visiting a museum. Key stakeholders, such as museum curators and docents, were involved throughout the process of creating the exhibition
In this study, we develop a model of science identity to make sense of the science experiences of 15 successful women of color over the course of their undergraduate and graduate studies in science and into science-related careers. In our view, science identity accounts both for how women make meaning of science experiences and how society structures possible meanings. Primary data included ethnographic interviews during students‘ undergraduate careers, follow-up interviews 6 years later, and ongoing member-checking. Our results highlight the importance of recognition by others for women in
This essay begins by considering museum studies in relationship to curriculum studies and new museology. The author notes that traditional museum and school learning modes have focused more on measurement than meaning, while curriculum studies and new museology urge a broader exploration of the social purposes of education. Drawing on the work of Myles Horton and the Highlander Folk School, popular education is offered as a model for exhibitors and other museum educators. The essay closes with examples from an exhibit project by graduate students. This section shares analyses of traditional