Considerable research has compared how students learn science from computer simulations with how they learn from "traditional" classes. Little research has compared how students learn science from computer simulations with how they learn from direct experience in the real environment on which the simulations are based. This study compared two college classes studying introductory oceanography. One class learned using an interactive computer simulation based on a dynamic, three-dimensional model of physical oceanography. The other class learned by spending a day on a research ship using
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TEAM MEMBERS:
William WinnFrederick StahrChristian SarasonRuth FrulandPeter OppenheimerYen-Ling Lee
Parent-child 'everyday' conversations have been suggested as a source of children's early science learning (Ash, 2003; Callanan & Jipson, 2001). If such conversations are important then it would be pertinent to know whether children from different family backgrounds have different experiences talking about science in informal settings. We focus on the relation between parents' schooling and both their explanatory talk in science-related activities, and the styles of interaction they use with their children. Families from different schooling backgrounds within one underrepresented group in
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TEAM MEMBERS:
Deborah SiegelJennifer EsterlyMaureen CallananRamser Wright
Two research studies sponsored by the Centre for Informal Learning and Schools (CILS) investigated the programmes informal science institutions (ISIs) currently provide to support K-12 science education, particularly in the area of teacher professional development (PD). The first study was a large-scale survey with 475 ISIs responding about the programmes they offer schools and teachers beyond one-day field trips. A large majority of ISIs (73%) reported having one or more of these programmes, with more than one-half (59%) providing one or more forms of teacher PD. ISIs also reported a tendency
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TEAM MEMBERS:
Michelle PhillipsDoreen FinkelsteinSaundra Wever-Frerichs
Research suggests that conversations at museums contribute to, as well as serve as evidence for, learning. Many museums use labels to provide visitors with information as well as stimulate conversation about exhibit topics. However, most studies on exhibit labels do not centre on conversations. This investigation uses a Vygotskian framework to examine the ways questions in exhibit labels can stimulate conversations in a science museum. We examined the questions and explanations that appeared in conversation occurring under three label conditions (Current Label, Added question “Why is this here
This paper illustrates the intensified engagement that youth are having with digital technologies and introduces a framework for examining digital fluency – the competencies, new representational practices, design sensibilities, ownership, and strategic expertise that a learner gains or demonstrates by using digital tools to gather, design, evaluate, critique, synthesize, and develop digital media artifacts, communication messages, or other electronic expressions. A primary goal of this paper is to identify promising perspectives through which learning is conceptualized, and to share the
Interest is a powerful motivator; nonetheless, science educators often lack the necessary information to make use of the power of student-specific interests in the reform process of science curricula. This study suggests a novel methodology, which might be helpful in identifying such interests--using children's self-generated questions as an indication of their scientific interests. In this research, children's interests were measured by analyzing 1555 science-related questions submitted to an international Ask-A-Scientist Internet site. The analysis indicated that the popularity of certain
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TEAM MEMBERS:
Ayelet Baram-TsabariRicky SethiLynn Bry
Learning using primary literature may be a way of developing a capacity for scientific ways of thinking among students. Since reading research articles is a difficult task for novices, we examined the possible benefits of learning using primary literature versus secondary literature, particularly with respect to their influence on the creation and formation of scientific literacy. We report on a comparison between four groups of high school students, each with differing degrees of prior knowledge in biology, who read a domain-related text written in either the scientific research article genre
It is recognized widely that learning is a dynamic and idiosyncratic process of construction and reconstruction of concepts in response to new experiences. It is influenced by the learner's prior knowledge, motivation, and sociocultural context. This study investigated how year 11 and 12 physics students' metacognition influences the development of their conceptual understandings of kinematics. An interpretive case study approach was used to investigate students working in collaborative groups in the context of an amusement park physics program. The metacognitive character of individual
Science education reform documents call for science to be taught in the manner that students learn best, by conducting hands-on, engaging investigations using simple everyday materials. Often overlooked in the redesign of science education, informal science learning environments such as science centers, museums, and zoos provide students with captivating science experiences that can be related closely to curricular objectives. In this article I examine a cross-section of craft knowledge and research-based literature on sciencelearning beyond the classrom, describe informal science education
This article explores how individuals, both alone and together, examine exhibits in museums and galleries. Drawing on ethnomethodlolgy and conversation analysis, it focuses on the way in which visitors encounter and experience exhibits and how their activities are organized, at least in part, with intimate regard to the actions of others in the domain, both companions and "strangers." This study contributes to the long-standing concerns of symbolic interactionism with (mutual) attention and involvement, materiality and social relations, and interpersonal communication. The data consist of
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TEAM MEMBERS:
Dirk von LehnChristian HeathJon Hindmarsh
This paper describes the IMLS-sponsored Museum Learning Collaborative (MLC), a partnership which strives to develop and pursue a research agenda that can support the development of a cumulative body of knowledge on museum learning.
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TEAM MEMBERS:
Leona SchaubleGaea LeinhardtLaura Martin
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.