Developing a growth mindset has been identified as a key strategy for increasing youth achievement, motivation, and resiliency (Rattan et al. 2015). At its core, growth mindset describes the idea that one’s abilities can change through using new learning strategies and receiving appropriate mentoring (Dweck 2008). In contrast, a fixed mindset relates to the idea that ability is inherent and cannot be changed. We have taken up the concept of growth mindset and developed it specifically for the context of STEAM (science, technology, engineering, art, and math), a growing area of focus in both in
This report aimed to measure the impact of a unique professional development program entitled Project ASTER III (Active Science Teaching Encourages Reform) on teachers’ self-efficacy and perceptions about inquiry-based science teaching. Project ASTER III enabled teachers to explore inquiry-based science teaching through exhibit-based hands-on/ minds-on investigations at a science museum and to develop a science curriculum aligned with museum exhibits and state and national science education standards. Quantitative data indicated that teacher beliefs were positively and significantly impacted
DATE:
TEAM MEMBERS:
Emilio DuranLena Ballone-DuranJodi HaneySvetlana Beltyukova
resourceresearchProfessional Development, Conferences, and Networks
As science communication programs grow worldwide, effective evaluation and assessment metrics lag. While there is no consensus on evaluation protocols specifically for science communication training, there is agreement on elements of effective training: listening, empathy, and knowing your audience — core tenets of improvisation. We designed an evaluation protocol, tested over three years, based on validated and newly developed scales for an improvisation-based communication training at the Alan Alda Center for Communicating Science. Initial results suggest that ‘knowing your audience’ should
DATE:
TEAM MEMBERS:
Christine O’ConnellMerryn McKinnonJordan Labouff
This article describes a collaborative research project designed to learn about teacher identity in relation to teacher learning experiences that centered informal science education places and approaches. This article is relevant for people who do research on teacher learning, design teacher learning experiences, especially in informal science settings and evaluators of such programs. This article will allow relevant audiences to think about the implications of teachers' social identities in relation to thier students and in relation to how they adapt and use informal science material
In this article I critically examine the historical context of science education in a natural history museum and its relevance to using museum resources to teach science today. I begin with a discussion of the historical display of race and its relevance to my practice of using the Museum’s resources to teach science. I continue with a critical review of the history of the education department in a natural history museum to demonstrate the historical constitution of current practices of the education department. Using sociocultural constructs around identity formation and transformation, I
The materials provided in this guide are intended to introduce educators and program facilitators to concepts related to STEM identity and to help educators practice noticing and responding to the dynamics of STEM identity development in their own programs. These concepts are abstract, and we have accordingly provided a variety of materials to help make them more understandable, practical, and relevant. The tool includes (a) background reading and discussion questions to introduce STEM identity and related concepts; (b) two example scenarios from our research to allow educators to practice
Communicating about environmental risks requires understanding and addressing stakeholder needs, perspectives, and anticipated uses for communication products and decision-support tools. This paper demonstrates how long-term dialogue between scientists and stakeholders can be facilitated by repeated stakeholder focus groups. We describe a dialogic process for developing science-based decision-support tools as part of a larger sea level rise research project in the Gulf of Mexico. We demonstrate how focus groups can be used effectively in tool development, discuss how stakeholders plan to use
DATE:
TEAM MEMBERS:
Denise DeLormeSonia StephensScott HagenMatthew Bilskie
resourceresearchProfessional Development, Conferences, and Networks
BioEYES is a K-12 science outreach program that develops self-sustaining teachers as a replication strategy to address high demand for the program while promoting long-term school partnerships. This paper explores the practices of “model teachers” from multiple grades, who are empowered over a three-year period to deliver BioEYES’ hands-on science content autonomously, as compared to the program’s standard co-teaching model (BioEYES educator + classroom teacher). The authors found that BioEYES’ professional development (PD) workshop, classroom co-teaching experience, and refresher trainings
We present results of an experimental study of an urban, museum-based science teacher PD programme. A total of 125 teachers and 1676 of their students in grades 4–8 were tested at the beginning and end of the school year in which the PD programme took place. Teachers and students were assessed on subject content knowledge and attitudes towards science, along with teacher classroom behaviour. Subject content questions were mostly taken from standardised state tests and literature, with an ‘Explain:’ prompt added to some items. Teachers in the treatment group showed a 7% gain in subject content
BioEYES, a nonprofit outreach program using zebrafish to excite and educate K–12 students about science and how to think and act like scientists, has been integrated into hundreds of under-resourced schools since 2002. During the week-long experiments, students raise zebrafish embryos to learn principles of development and genetics. We have analyzed 19,463 participating students’ pre- and post-tests within the program to examine their learning growth and attitude changes towards science. We found that at all grade levels, BioEYES effectively increased students’ content knowledge and produced
With stories of struggle and dramatic breakthroughs, science has incredible potential to interest the public. However, as the rhetoric of outrage surrounds controversies over science policy there is an urgent need for credible, trusted voices that frame science issues in a way that resonates with a diverse public. A network of informal educators, park rangers, museum docents and designers, and zoo and aquarium interpreters are prepared to do so during millions of visits a year; just where science stories are most meaningfully told—in the places where members of the public are open to learning
Why do scientists volunteer to be involved in public engagement in science? What are the barriers that can prevent them participating in dialogue with society? What can be done to facilitate their participation? We report the outcomes of a series of focus groups conducted with the young scientists who volunteered in SISSA for schools (S4S), the Children's University program of the International School for Advanced Studies (SISSA) in Trieste, Italy.
S4S is based on the contribution of PhD students as volunteers, has a participatory character, and is attentive to social and gender inclusion
DATE:
TEAM MEMBERS:
Simona CerratoValentina DaelliHelena PertotOlga Puccioni