A new online and mobile resource for teens, Sparticl presents the best science, technology, engineering, and math (STEM) resources on the web. A team of experts has hand-selected articles, videos, games, hands-on activities, and other content that is age-appropriate, accurate, safe, and engaging. Teens and educators can explore and investigate, share and contribute—all the while earning points and badges.
The site is designed to allow teens to easily rate, comment on, and share their favorite games, articles, and activities. Users can create their own customized collections and submit new resources. The goal of Sparticl is to create an online destination that is irresistible to kids and valued by parents, teachers, and the scientific community, a destination where providers of high-quality STEM content will be proud to be included. Sparticl is created by the National Productions division of Twin Cities Public Television and is made possible with the generous support of 3M.
QuarkNet is a national program that partners high school science teachers and students with particle physicists working in experiments at the scientific frontier. These experiments are searching for answers to fundamental questions about the origin of mass, the dimensionality of spacetime and the nature of symmetries that govern physical processes. Among the experimental projects at the energy frontier with which QuarkNet is affiliated is the Large Hadron Collider, which is poised at the horizon of discovery. The LHC will come on line during the 5-years of this program. QuarkNet is led by a group of teachers, educators and physicists with many years of experience in professional development workshops and institutes, materials development and teacher research programs. The project consists of 52 centers at universities and research labs in 25 states and Puerto Rico. It is proposed that Quarknet be funded as a partnership among the ESIE program of EHR; the Office of Multidisciplinary Activities and the Elementary Particle Physics Program (Division of Physics), both within MPS; as well as the Division of High Energy Physics at DOE.
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TEAM MEMBERS:
Mitchell WayneRandal RuchtiDaniel Karmgard
The purpose of this study was to investigate the ways in which environmental education (EE) programs are contributing to environmental quality (EQ) improvement. The research applied the Pressure-State-Response (PSR) environmental indicator framework to the reported outcomes of 103 EE programs in order to 1) determine the extent to which existing EE programs are reporting EQ improvement outcomes; and 2) examine the extent to which these programs are impacting indicators in the three areas of the PSR framework. The study consisted of three research phases: evaluation synthesis, semi-structured
A partnership between Carthage College and the Appalachian Mountain Club has delivered a successful public education and outreach program that merges natural environment topics and astronomy. Over the four years of activity, over 25,000 people have received programming. The effort has trained nature educators, permanent and seasonal AMC staff, and undergraduate physics and astronomy students to integrate diverse topical material and deliver high quality programming to the lay public. Unique to the program is the holistic nature of the material delivered - an 'atypical' astronomy program. Linking observable characteristics of the natural world with astronomical history and phenomena, and emphasizing the unique sequence of events that have led to human life on Earth, the program has changed attitudes and behaviors among the public participants. Successful interventions have included hands-on observing programs (day and night) that link nature content to the observed objects; table-talk presentations on nature/astronomy topics; dark skies preservation workshops; and hands-on activities developed for younger audiences, including schools, camps, and family groups. An extensive evaluation and assessment effort managed by a leading sociologist has demonstrated the effectiveness of the approach, and contributed to continuous improvement in the program content and methods.
The goals of this workshops project are: (1) to provide collaborative professional development opportunities for 24 early professional social science researchers, and science writers and communicators, and (2) to foster a stronger and durable "community of practice" between the fields of science policy research and science communications for the purposes of helping the general public better understand and become engaged with major issues of science and innovation policy. In addition to the PI and co-PI, involved in the work will be: twelve science policy scholars and twelve science communications professionals (writers, bloggers, museum educators, and others); mentors; editors of major science publications; several guest observers from university writing programs around the country; and graduate students who will help document and video record the activities. Project activities include a suite of opportunities: two, four-day workshops; mentorship support; publication in hard copy and online of their articles in a special edition of Creative Nonfiction magazine; and public engagement experiences at Science Cafes around the country. These workshops and accompanying activities will continue to develop a strong foundation for the establishment of nascent collaborations of science policy scholars, science communicators, and informal science education professionals, whose partnerships should position them better to inform and engage the public on important science policy issues of our times.
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TEAM MEMBERS:
Lee GutkindDavid Guston
resourceprojectProfessional Development, Conferences, and Networks
The Center for Advancement of Informal Science Education (CAISE), a cooperative agreement with the National Science Foundation Advancing Informal STEM Learning (AISL) program, is a partnership of the Association of Science-Technology Centers with faculty and professionals from the University of Pittsburgh Center for Learning in Out-of-School Environments (UPCLOSE), Oregon State University (OSU), the Great Lakes Science Center, KQED Public Media, advisors and other collaborators. CAISE works to support and resource ongoing improvement of, and NSF investments in, the national infrastructure for informal Science Technology Engineering and Mathematics (STEM) education. CAISE's roles are to build capacity and support continued professionalization for the field by fostering a community that bridges the many varied forms in which informal STEM learning experiences are developed and delivered for learners of all ages. To that end, CAISE activities also include: creating field-driven evidence databases about the impacts of informal STEM education; facilitating federated searches of those databases; furthering dialogue and knowledge transfer between learning research and practice; working to enhance the quality and diversity of evaluation knowledge and processes; and helping STEM researchers improve their efforts in informal STEM education, outreach and communication. For Principal Investigators (PIs) and potential PIs, CAISE provides resources that can assist in the development of evidence-based proposals. It also facilitates and strengthens networks through PI meetings, communications, and other methods that encourage sharing of deliverables, practices, outcomes and findings across projects. For the AISL Program at NSF, CAISE is assisting program officers in understanding the portfolio of awards, identifying the portfolio's impacts in key areas, and integrating the program's investments in education infrastructure.
The National Writing Project (NWP) is collaborating with the Association of Science-Technology Centers (ASTC) on a four-year, full-scale development project that is designed to integrate science and literacy. Partnerships will be formed between NWP sites and ASTC member science centers and museums to develop, test, and refine innovative programs for educators and youth, resulting in the creation of a unique learning network. The project highlights the critical need for the integration of science and literacy and builds on recommendations in the Common Core State Standards and the National Research Council's publication, "A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas." The content focus includes current topics in science and technology such as environmental science, sustainability, synthetic biology, geoengineering, and other subjects which align with science center research and exhibits. The project design is supported by a framework that incorporates a constructivist/inquiry-based approach that capitalizes on the synergy between rigorous science learning and robust literacy practices. Project deliverables include a set of 10 local partnership sites, professional development for network members, a project website, and an evaluation report highlighting lessons learned. Partnership sites will be selected based on interest, proximity, history, and expertise. Two geographically and demographically diverse cohorts, consisting of five partnerships each will be identified in Years 2 and 3. Each set of partners will be charged with creating a comprehensive two-year plan for science literacy activities and products to be implemented at local sites. It is anticipated that the pilot programs may result in the creation of new programs that merge science and writing, integrate writing into existing museum science programs, or integrate science activities into existing NWP programs. Interest-driven youth projects such as citizen science and science journalism activities are examples of programmatic approaches that may be adopted. The partners will convene periodically for planning and professional development focused on the integration of science and literacy for public and professional audiences, provided in part by national practitioners and research experts. A network Design Team that includes leadership representatives from NWP, ASTC, and the project evaluator, Inverness Research, Inc., will oversee project efforts in conjunction with a national advisory board, while a Partnership Coordinator will provide support for the local sites. Inverness Research will conduct a multi-level evaluation to address the following questions: -What is the nature and quality of the local partner arrangements, and the larger network as a whole? -What is the nature and quality of the local science literacy programs that local partners initiate, and how do they engage local participants, and develop their sense of inquiry and communication skills? First, a Designed-Based Implementation Research approach will be used for the developmental evaluation to assess the implementation process. Next, the documentation and portrayal phase will assess the benefits to youth, educators, institutions, and the field using surveys, interviews, observations of educators, and reviews of science communication efforts created by youth. Finally, the summative evaluation includes a comprehensive portfolio of evidence to document the audience impacts and an independent assessment of the project model by an Evaluation Review Board. This project will result in the creation of a robust learning community while contributing knowledge and lessons learned to the field about networks and innovative partnerships. It is anticipated that formal and informal educators will gain increased knowledge about science and literacy programs and develop skills to provide effective programs, while youth will demonstrate increased understanding of key science concepts and the ability to communicate science. Programs created by the local partnerships will serve approximately 650 educators (450 informal educators and 200 K-12 teachers) and 500 youth ages 9-18. Plans for dissemination, expansion, and sustainability will be undertaken by the sub-networks of the collaborating national organizations drawing on the 350 ASTC member institutions and nearly 200 NWP sites at colleges and universities.
WGBH Educational Foundation will create PEEP'S WORLD/EL MUNDO DE PEEP, a Web-based "Digital Hub," in both English and Spanish, to significantly increase the impact of the extensive collection of proven preschool science and math assets from the Emmy Award-winning TV show PEEP AND THE BIG WIDE WORLD®. This project will: (1) redesign the PEEP Web site, creating interactive media experiences that will contextualize existing content and take advantage of new Web design; (2) provide professional development for preschool educators; and (3) reach a new audience of family childcare educators, one that is woefully underserved when it comes to educational resources about science. Dissemination through a network of national organizations, including National Association of Family Child Care, National Association of Child Care Resource and Referral Agencies, National Head Start Association, National Education Association, AVANCE, and Committee for Hispanic Children and Families, will help engage the maximum number of educators and parents in the project. PEEP'S WORLD/EL MUNDO DE PEEP will provide resources for targeted audiences. Specifically these resources will provide: Children with multiple ways to engage with science or math content areas, including interactive games, animated stories, and live-action videos; Parents with guided experiences to facilitate their child's math and science play; Center-based preschool educators with a media-rich, year long science curriculum and professional development materials; and Family childcare educators with curriculum modules, integrated with media, focused on six science content areas, and professional development materials for home-care settings in English and in Spanish. The University of Massachusetts's Donahue Institute will conduct a formative evaluation of the family childcare educator resources: 200 Spanish-speaking and 200 English-speaking educators will pilot the curriculum modules and professional development videos. Concord Evaluation Group, Inc. will conduct a summative evaluation, consisting of a Family Web Site Experiment and a National Observational Study, to assess the extent to which the project is successful at achieving its intended impacts. A multifaceted national dissemination plan will include a robust social media strategy, implemented by a Spanish-speaking online community manager, to reach parents, and collaborations with early childhood education statewide systems to reach educators. The projects intended impacts are to: (1) help English- and Spanish-speaking preschoolers effectively apply science and mathematical inquiry and process skills; (2) empower English- and Spanish-speaking parents to feel more equipped and inclined to facilitate science and math exploration with their preschoolers; and, (3) provide center-based and family childcare educators with resources for incorporating math and science into their curricula and boosting their confidence in teaching these subjects. While many parents know how to read to their children, they do not typically know how to approach science or math investigations with their pre-schoolers. After parents, preschool educators are the most important promoters of a young child\'s learning. Yet, center-based and family childcare educators do not receive significant training in science, and thus lack confidence when conducting preschool science activities. By providing parents and educators resources for approaching preschool science and math, which meet their specific needs, PEEP will help alleviate these challenges.
This conference project features two gatherings of scientists, science educators, and other experts, as well as the development of a web site, list-serv, and related activities. During the gatherings, participants will explore how to build state-based programs that can engage people who are incarcerated in sustainability science programming. This work builds off of the success of the Sustainable Prisons Project, which has connected people who are incarcerated in Washington State with science through direct involvement in conservation research, and responds to calls from scientists and corrections staff interested in implementing similar programming in other states. The project will help advance the informal science education (ISE) field by potentially leading to high impact activities for a truly underserved population; building capacity among ISE professionals; and building knowledge and a replicable model of supporting non-traditional collaborations that serve the needs of people underrepresented in STEM.
The University of Chicago's Yerkes Observatory, the National Radio Astronomy Observatory, the University of North Carolina, the Astronomical Society of the Pacific, and 4-H are collaborating to provide professional development to 180 4-H leaders and other informal science educators, and engage 1,400 middle school youth in using research-grade robotic telescopes and data analysis tools to explore the Universe. Youth participating in 4H-based out-of-school programs in Wisconsin, West Virginia and North Carolina are learning about the universe and preparing for STEM careers by conducting authentic astronomy research, completing astronomy-related hands-on modeling activities, interacting with astronomers and other professionals who are part of the Skynet Robotic Telescope Network, and interacting with other youth who part of the Skynet Junior Scholars virtual community. The project is innovative because it is providing a diverse community of 4-H youth (including sight- and hearing-challenged youth and those from underrepresented groups) with opportunities to use high-quality, remotely located, Internet-controlled telescopes to explore the heavens by surveying galaxies, tracking asteroids, monitoring variable stars, and learn about the nature and methods of science. Deliverables include (1) online access to optical and radio telescopes, data analysis tools, and professional astronomers, (2) an age-appropriate web-based interface for controlling remote telescopes, (3) inquiry-based standards-aligned instructional modules, (4) face-to-face and online professional development for 4-H leaders and informal science educators, (5) programming for youth in out-of-school clubs and clubs, (6) evaluation findings on the impacts of program activities on participants, and (7) research findings on how web-based interactions between youth and scientists can promote student interest in and preparedness for STEM careers. The evaluation plan is measuring the effectiveness of program activities in (1) increasing youths' knowledge, skills, interest, self-efficacy, and identity in science, including youth who are sight- and hearing-impaired, (2) increasing educators' competency in implementing inquiry-based instruction and their ability to interact with scientists, and (3) increasing the number of Skynet scientists who are involved in education and public outreach.
This full scale research and development collaborative project between Smith College and Springfield Technical Community College improves technical literacy for children in the area of engineering education through the Through My Window learning environment. The instructional design of the learning environment results from the application of innovative educational approaches based on research in the learning sciences—Egan's Imaginative Education (IE) and Knowledge Building (KB). The project provides idea-centered engineering curriculum that facilitates deep learning of engineering concepts through the use of developmentally appropriate narrative and interactive multimedia via interactive forums and blogs, young adult novels (audio and text with English and Spanish versions), eight extensive tie-in activities, an offline teachers’ curriculum guide, and social network connections and electronic portfolios. Targeting traditionally underrepresented groups in engineering—especially girls—the overarching goals of the project are improving attitudes toward engineering; providing a deeper understanding of what engineering is about; supporting the development of specific engineering skills; and increasing interest in engineering careers. The project will address the following research questions: What is the quality of the knowledge building discourse? Does it get better over time? Will students, given the opportunity, extend the discourse to new areas? What scaffolding does the learning environment need to support novice participants in this discourse? Does the use of narrative influence participation in knowledge building? Are certain types of narratives more effective in influencing participation in knowledge building? Evaluative feedback for usability, value effectiveness, and ease of implementation from informal educators and leaders from the Connecticut After School Network CTASN) will be included. The evaluation will include documentation on the impact of narrative and multimedia tools in the area of engineering education. Currently, there is very little research regarding children and young teen engagement in engineering education activities using narrative as a structure to facilitate learning engineering concepts and principles. The research and activities developed from this proposed project contributes to the field of Informal Science and Engineering Education. The results from this project could impact upper elementary and middle-school aged children and members from underrepresented communities and girls in a positive way.
The University of Alaska Fairbanks will partner with the National Optical and Astronomy Observatory, the University of Alaska Museum of the North, and the University of Washington-Bothell to bring biomaterials, optics, photonics, and nanotechnology content, art infused experiences, and career awareness to art-interested girls. This full scale development project, Project STEAM, will explore the intersections between biology, physics, and art using advanced technologies at the nano to macro scale levels. Middle school girls from predominately underrepresented Alaskan Native, Native American (Tohono O'odham, Pascula Yaqui) and Hispanic groups, their families, teachers, and Girl Scout Troop Leaders in two site locations- Anchorage, Alaska and Tucson, Arizona will participate in the project. Centered on the theme "Colors of Nature," Project STEAM will engage girls in science activities designed to enhance STEM learning and visual-spatial skills. Using advanced technologies, approximately 240 girls enrolled in the Summer Academy over the project duration will work with women scientist mentors, teachers, and Girl Scout Troop Leaders to create artistic representations of natural objects observed at the nano and macro scale levels. Forty girls will participate in the Summer Academy in year one (20 girls per site- Alaska and Arizona). In consequent years, approximately180 girls will participate in the Academy (30 girls per site). Another 1,500 girls are expected to be reached through their Girl Scout Troop Leaders (n=15) who will be trained to deliver a modified version of the program using specialized curriculum kits. In addition, over 6,000 girls and their families are expected to attend Project STEAM Science Cafe events held at local informal science education institutions at each site during the academic year. In conjunction with the programmatic activities, a research investigation will be conducted to study the impact of the program on girls' science identity. Participant discourse, pre and post assessments, and observed engagement with the scientific and artistic ideas and tools presented will be examined and analyzed. A mixed methods approach will also be employed for the formative and summative evaluations, which will be conducted by The Goldstream Group. Ultimately, the project endeavors to increase STEM learning and interest through art, build capacity through professional development, advance the research base on girls' science identity and inspire and interest girls in STEM careers.