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resource research Public Programs

Museum Schools: Up to the Standards

This article describes how some museums are expanding their partnerships with schools and encouraging teachers to view museums as more than field trip destinations. This article describes the benefits of museum schools, citing the advantages of the symbiotic relationship between the museums and schools, the value of inquiry-based learning, and the professional development opportunities for teachers.
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TEAM MEMBERS: Joelle Seligson
resource research Public Programs

An Art and Science Gallery

In this article, science center and museum professionals, artists, and educators from around the world share their projects, programs, exhibitions, and initiatives that combine science and art.
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TEAM MEMBERS: Emily Schuster
resource research Exhibitions

The Future of Exhibits: Where Are We Headed?

In this article, Julie Bowen, vice president, content, at TELUS Spark in Calgary, Alberta, Canada, explores the current state of exhibitions in the field and speculates on the future direction of exhibits. Bowen discusses new innovative trends in the field.
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TEAM MEMBERS: Julie Bowen
resource evaluation Professional Development, Conferences, and Networks

Nanoscale Informal Science Education Outreach Formative

Nanoscale Education Outreach (NEO) workshop participants were interviewed 6+ months after their attendance to determine the effect of the workshop on the participants' professional capacity and to determine the effect of the participants' involvement in the broader NISE Network. 33 of the 87 total participants were interviewed over several months.
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TEAM MEMBERS: Scott Ewing
resource evaluation Informal/Formal Connections

Thinking about Science Survey Instrument- TSSI

Many scientists and science educators are concerned about the public’s ambiguous relationship with science and this public includes elementary teachers. Like many citizens, too many elementary teachers find science disconnected from everyday life and thinking. Science is a “school” subject − not an important part of everyday life. Some may believe that science conflicts with important personal beliefs they hold about other areas of life such as religion and art. Elementary teachers who feel this disconnection with science will at best approach science teaching as something one does if school
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TEAM MEMBERS: Bill Cobern
resource evaluation

Abbreviated Version of the Mathematics Anxiety Rating Scale (A-MARS)

This is an abbreviated (25-item version) of the original Mathematics Anxiety Rating Scale (MARS) instrument developed by Richardson and Suinn. The purpose of the study was to develop abbreviated version of MARS, and to find whether certain specific backgrounds (gender, socio-economic status) and academic variables can predict math anxiety.
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TEAM MEMBERS: Livingston Alexander Carl Martray
resource evaluation

Views on Science and Education (VOSE)

The Views on Science and Education Questionnaire (VOSE) was designed to assess attitudes towards and knowledge of the “nature of science,”(NOS) as well as the teaching practices related to NOS.
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TEAM MEMBERS: Sufen Chen
resource evaluation Informal/Formal Connections

Revised Women in Science Scale (WISS-R)

Women in Science Scale-Revised (WiSS-R) is a revised version of the original tool - Women in Science Scale (WiSS), a 27-item Likert type scale created by Erb & Smith in 1984. For reference, please see Erb, T. O., & Smith, W. S. (1984). Validation of the Attitude Toward Women in Science Scale for Early Adolescents. Journal of Research in Science Teaching, 21, 391–397.
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TEAM MEMBERS: Steven Owen Mary Anne Toepperwein Carolyn Marshall Michael Lichtenstein Cheryl Blalock Yan Liu et al.
resource evaluation

Revised Simpson-Troost Attitude Questionnaire (STAQ-R)

Revised Simpson-Troost Attitude Questionnaire (STAQ-R) is a revised version of the original tool – Simpson Troost Attitude Questionnaire (STQ), a 58-item Likert type scale created by Simpson and Troost in 1982. For reference, please see Simpson, R. D., & Troost, K. M. (1982). Influences on commitment to and learning of science among adolescent students. Science Education, 66, 763-781.
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TEAM MEMBERS: S.V. Owen M.A. Toepperwein C.E. Marshall M.J. Lichtenstein C.L. Blalock Y. Liu
resource evaluation Informal/Formal Connections

Programme for International Student Assessment (PISA)

Assesses how well students can apply the scientific knowledge and skills they have learned at school to real-life challenges.
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TEAM MEMBERS: Organisation for Economic Co-operation and Development (OECD)
resource evaluation Professional Development, Conferences, and Networks

Beliefs about Science and School Science Questionnaire (BASSSQ)

The Beliefs about Science and School Science Questionnaire (BASSSQ)was designed to assess high school science teachers' beliefs about what occurs in science. The first part of the BASSSQ is comprised of two subscales, "Process of Scientific Inquiry" and "Certainty of Scientific Knowledge." Although the survey was developed and validated for use with high school science teachers, it should also be suitable for use in the general adult population.
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TEAM MEMBERS: Jill Aldridge P.C. Taylor C.C Chen
resource evaluation Informal/Formal Connections

Wareing Attitudes toward Science Protocol (WASP)

Relationships among attitudes of students toward science, as measured by the WASP (Wareing Attitudes Toward Science Protocol), perceived antecedents of such attitudes, and class achievement or performance indicated by reported grades were investigated for a survey sample of 1,740 students in 87 high school science classes from five communities. Additionally, students' self-reported number of tests administered in a given course, perceived rewards, degree of stress, and internal structure of the course were examined as potential predictor variables. Results indicate a significant correspondence
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TEAM MEMBERS: C. Wareing