The Fort Worth Museum of Science and History will partner with The Exploratorium and with three smaller science museums that have strong connections to rural and Spanish-speaking populations in Texas: Discovery Science Place, Loredo Children's Museum, and Science Spectrum to develop TexNET, a four-year project modeled on the Exploratorium Network for Exhibit-based Teaching (ExNET). TexNET builds on lessons learned from past exhibit outreach models and addresses the needs of small, rural partners for exhibits and capacity-building workshops. Each small museum partner will host a set of ten exhibits for one year. Exhibit topics are 1) motion, 2) weather and 3) sound. Workshops focus on inquiry learning techniques, science content, programming and workshop design, as well as the institutional needs of each partner. Based on feedback from formative evaluation, the project added three additional partners in its final year, the Children's Museum of Houston, the Austin Children's Museum, and the Don Herrington Discovery Center, and focused its remaining year on building institutional capacity around tinkering. Inverness Research Associates will conduct the project evaluation. They will examine the success of this project by looking at the effectiveness of the TexNET model, the success of the individual exhibit elements to engage rural communities, the effectiveness with which this project has enhanced the abilities of local rural communities to sustain their own educational improvements and the effectiveness of the training components in increasing the capabilities of the local museums to serve their rural audiences.
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TEAM MEMBERS:
Charlie WalterSamuel DeanJoe HastingsRobert Lindsey
The New York Hall of Science is overseeing a complex, four-year applied research and traveling exhibit development project on "precursor concepts" to the theory of evolution. These concepts pertain to key ideas about life -- variation, inheritance, selection, and time (VIST) -- and are organized around the principle that living things change over time. The central research question is: Can informal, museum-based interventions prepare young children (5 -12) to understand the scientific basis of evolution by targeting their intuitive pre-evolutionary concepts? The work involves many collaborators -- museum personnel around the country, university researchers, exhibit designers and evaluators, web designers, the Association of Science-Technology Centers and a number of advisors in the biological sciences, psychology and in informal and formal education. The products include applied research studies that will add to the conceptual change knowledge base in cognitive psychology, a 1,000 square-foot exhibit plus discovery boxes, a section on the UC-Berkeley Understanding Evolution web site, extensive on site and online staff training opportunities for participating museums and others, several dissemination activities including two research symposia, and bilingual (English and Spanish) exhibit materials and family guides. The project is positioned as a new model in informal science education for integrating research, development and evaluation, with applicability beyond the life sciences to other STEM fields.
This CAREER grant interweaves research and teaching focused on understanding how social groups construct meaning during scientific conversations across different learning contexts, such as classrooms, museums and the home. This work will be translated into formal educational settings and used to inform teaching practices within pre-service University and in-service school district settings. The research and educational emphasis will be on creating conceptual links between social learning in diverse settings and the creation of corridors of opportunity between formal and informal learning institutions. To date there has been little research with families from cultural and linguistic minority populations, such as Latino families, at informal learning settings and virtually none that integrates formal and informal learning, or impacts teaching. The five-year project will: 1. Conduct Study 1, aimed at making fundamental cross-cultural comparisons of family conversational meaning making at the Monterey Bay Aquarium and linking this work with family interviews, reflective conversations and visits to family homes; 2. Review the theoretical framework and conduct Study 2, which will incorporate lessons learned from Study 1, and linking this research to formal classrooms; and 3. Use the findings (at each stage) to inform teaching practice with UCSC undergraduate (Science majors) and graduate (Science credential, MA and Ph.D.) students, and, in collaboration with teacher research groups for new and experienced teacher in schools that serve predominantly Latino students. This research plan provides an opportunity for viewing several inter-connected mechanisms, including family interactions and conversations, compelling science content, naturalistic learning in museum settings, and, finally, analyzing these factors in order to inform teaching practices that promote bilingual minority students to the rank of scientists.
The Self-Reliance Foundation will develop a conference that has the overarching goal of laying the groundwork for the development of strategic partnerships for involving Latino audiences in informal science learning, led by informal science institutions nationwide. Numbering over 42 million, Latinos are now the largest ethnic/racial minority group in America; in recent years, 1 of every 2 new Americans has been Latino. Educational opportunities, formal and informal, are not keeping pace. Latino students score lower on math and science achievement tests than national averages, enroll at disproportionately lower levels, and are underrepresented in undergraduate and graduate science and engineering programs. Latino families are under-represented among those who visit science centers and other like institutions. Latino students are under-enrolled in after-school programs. There is no Spanish-language NPR or PBS; there is little science available on Spanish-language media, including radio, television, and newspapers. The conference will bring together informal science institutions and science research organizations together with Hispanic organizations, media, and educational projects to review current ISE resources, identify needs and gaps, learn about best practices in designing culturally effective programs and resources, and develop new strategies and resources to enrich the informal science learning environment for Latinos.
To address a lack of informal science education opportunities and to increase community capacity to support STEM education for their children, Washington State University's Yakima Valley/Tri Cities MESA program, the Pacific Science Center, and KDNA Educational Radio have developed a set of informal science initiatives that offer complementary learning opportunities for rural Latino families. The goal of this four-year program is to create a sustainable informal science infrastructure in southeastern Washington State to serve families, increase parental awareness, support and involvement in science education and ultimately increase the numbers of rural Latino youth pursuing STEM-related under graduate studies. This program is presented in English and Spanish languages in all of its interconnected deliverables: Two mobile exhibits, beginning with one focused on agricultural and environmental science developed by The Pacific Science (PCS) Center; Curriculum and training in agriculture, life sciences and facilitating learning; Curriculum and training for community members to provide support to parents in encouraging the academic aspirations of their children developed by PSC and MESA; 420 Youth and parents from the MESA program trained to interpret exhibits and run workshops, community festivals, family science workshops and Saturday programs throughout the community; Four annual community festivals, quarterly Family Saturday events, and Family Science Workshops reaching 20,000 people over the four-year project; Take home activities, science assemblies, a website and CDs with music and science programming for community events; A large media initiative including monthly one hour call-in radio programs featuring science experts, teachers, professionals, students and parents, 60-second messages promoting science concepts and resources and a publicity campaign in print, radio and TV to promote community festivals. These venues reach 12,500-25,000 people each; A program manual that includes training, curriculum and collaborative strategies used by the project team. Overall Accesso la Ciencia connects parents and children through fun community activities to Pasco School District's current LASER science education reform effort. This project complements the school districts effort by providing a strong community support initiative in informal science education. Each activity done in the community combines topics of interest to rural Latinos (agriculture for instance) to concepts being taught in the schools, while also providing tools and support to parents that increases their awareness of opportunities for their children in STEM education.
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TEAM MEMBERS:
James PrattD. Janae' LandisDonald LynchMichael Trevisan
This five-year project is designed to provide urban youth in grades 4-8 with innovative, hands-on science experiences in an after-school environment that will enhance their science competencies, while increasing the capacity of after-school leaders. In Years 1-3, nine science modules will be developed, field-tested and evaluated in collaboration with 12 after-school programs in Boston, Massachusetts, serving diverse populations of low-income youth. Each module includes a full color activity book, comprehensive facilitation guide and guidelines that enable students to share results of their investigations on the project website. Topics to be addressed include electricity, planets, invention and habitats. A comprehensive training program will include training for coaches who will provide assistance with the implementation of science modules and offer ongoing professional development for after-school providers. In Years 4-5, the project will be disseminated to after-school programs in Los Angeles, CA, Columbus, OH, and Philadelphia, PA. Additionally, the PI will partner with the National Institute on Out of School Time (NIOST) to disseminate the project nationally using the Cross-Cities Network. All materials will be printed in both English and Spanish, while the website will offer the option of downloading materials in a variety of other languages. It is anticipated this project will serve more than 3,000 youth and 400 after-school providers.