The study aims to characterize contextual learning during class visits to science and natural history museums. Based on previous studies, we assumed that “outdoor” learning is different from classroom-based learning, and free choice learning in the museums enhances the expression of learning in personal context. We studied about 750 students participating in class visits at four museums, focusing on the levels of choice provided through the activity. The museums were of different sizes, locations, visitor number, and foci. A descriptive-interpretative approach was adopted, with data sources
The article offers tips for early childhood educators on planning and implementing field experiences for young learners in natural history museums. It cites that providing children with access to nature could build their science literacy. Moreover, it emphasizes the importance of intrinsic motivation and recommends that teachers should focus on children's interests and provide them the time to relax. Teachers should also encourage active learning and ensure to make the visit memorable.
The purpose of this study was to describe and understand the range of outcomes of class visits to natural history museums. The theoretical framework is based on the multifaceted process of learning in free choice learning environments, and emphasizes the unique and individual learning experience in museum settings. The study’s significance is in highlighting several possible cognitive as well as non-cognitive learning effects in museums class visits, by providing the student’s point of view. Data was collected by semi-structured interviews with 50 students in grades 6–8 on the day following
This article describes an initial attempt to find out students’ perceptions of class visits to natural history museums, with regard to the museum’s role as a place for intellectual and social experience. The study followed up approximately 500 Grades 6–8 students who visited four museums of different sizes, locations and foci. Data sources included the Museum Constructivist Learning Environment Survey (M-CLES), which was adapted from Constructivist Learning Environment Survey, an open-ended question and semi-structured interviews with 50 students. The three instruments highlighted some
It is presented some considerations related to the role of cinema to introduce and contextualize issues as the image of science and scientists and how science works. Cinema can be used as an important tool in science teacher training or education because it lets to establish connections between two relevant aspects in natural science classrooms: the emotional component that allows the audience to establish a relation with the characters of scientific stories (Arroio, 2010) and the historical-philosophical-sociological component which contributes to show a more real image of science in school
Many adolescents develop ideas about and attitudes toward engineering through their exposure to out-of-school representations of science and technology. Yet few studies have investigated the nature of these representations and found ways to use them in formal engineering learning. This article explores media representations of science and technology that today's adolescents are familiar with. It analyzes how the embedded representations compare with those found in academic engineering and examines how these representations influence students' knowledge of and dispositions toward engineering
The article discusses how STEM (Science, Technology, Engineering, and Mathematics) education resources can be implemented in to public libraries and services for teenagers. The author notes that with an increased importance placed on STEM subjects, it is important for librarians to consider resources and programs for students beyond what they typically offer. The article lists suggested ways librarians can integrate STEM into public library work, including introducing STEM resources to students when visiting schools, promoting STEM programs to parents and educators, and creating STEM booklists
The article discusses ways racial and ethnic minorities are excluded from science, technology, engineering and math (STEM) fields. According to the article, the lack of minority STEM professionals in industries is blamed on their less rigorous early educational experience, lack of mentors and difficult work environment. Library staff can help alleviate many of these disadvantages through teacher education and thoughtful programming for students in a professional environment.
The article discusses the Helen M. Marshall Children's Library Discovery Center in Jamaica, New York. The resource center is designed to encourage science learning, reflect the cultural aspects of Queens, New York, and allow students to engage in science experiments. Exhibits mentioned in the article include bug observations, color mixing, and using touch sensors to identify objects. Other topics discussed by the author include incorporating STEM (Science, Technology, Engineering and Math) education, library outreach programs, and teenagers on the library staff.
The article discusses how STEM (Science, Technology, Engineering, and Math) education will affect the work of teen librarians and the Young Adult Library Services Association (YALSA). According to the article, YALSA created a STEM task force whose objectives include developing a list of recommended reading related to STEM, compiling STEM resources online, and creating a "STEM in Libraries" toolkit.
The article examines how school library programs are uniquely suited to initiate innovative thinking on how to leverage resources such as science fiction to help young people see the value of science, technology, engineering, and mathematics (STEM) in their daily lives. The authors report on the Sci-Dentity project launched in January 2012 which involves the collaboration between researchers and librarians at the University of Maryland in designing ways to incorporate sci-fi to STEM.
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Mega SubramaniamAmanda WaughJune AhnAllison Druin
The article discusses strategies for public libraries to offer programs and resources for science, technology, engineering, and mathematics (STEM) education and activity programs. The author comments on how public libraries can partner with businesses to offer STEM resources to library patrons and strengthen the role public libraries play in terms of education in their communities. Topics include the possibility of public libraries learning from science fairs to incorporate displays and nonfiction book lists that promote science, as well as strategies to organize nonfiction book holdings.