The inquiry group reports, written between 2008 and 2010, are intended to strengthen and connect the informal STEM learning community by catalyzing conversations across the field around issues and topics of common concern.
Describes, various policies, internal and external, written and implicit, which now encourage or constrain informal science education.
The report offers a theoretical framework for thinking about inclusion of people with disabilities in informal science education (ISE), then reviews current practice in museums (broadly defined), in media and technology, and in youth and community programs.
This report examines what the authors call "the hybrid nature of formal-informal collaborations" and draws on relevant theoretical perspectives and a series of case studies to highlight ways in which the affordances of formal and informal settings can be combined and leveraged to create rich, compelling, authentic, and engaging science that can be systematically developed over time and settings.
This report analyzed existing PPSR projects and programs, which vary in the extent to which the public is involved in different aspects of a scientific investigation—from data collection to defining a question for study. Such projects contribute to awareness and understanding of key scientific concepts and excel in building interest in scientific activities and developing science-related skills, the evidence suggests.
Is nanotechnology safe? How should we respond to the possibility of catastrophic global climate change? Faced with profound personal and societal questions like these, we need the best scientific knowledge available. This report been analyzes public engagement with science in informal media like television, museums, and science cafes.