This poster was presented at the 2021 NSF AISL Awardee Meeting.
Dinosaurs of Antarctica is a giant screen film and outreach project that documents the work of NSF-funded researchers on expeditions to Shackleton Glacier during the 2017-2018 field season. This immersive film and companion television special will bring the past to life and engage the public, and particularly students in middle grades (6-9), with polar science through appealing, entertaining media experiences and informal learning programs. The film serves as a companion for the synonymous Antarctic Dinosaurs museum exhibition
This poster was presented at the 2021 NSF AISL Awardee Meeting.
The archaeology after-school program, geared towards rural middle school students, explores the ability to teach STEM through archaeology. The multidisciplinary nature of archaeology makes it a useful vehicle for teaching a variety of STEM disciplines (e.g., biology, geology, ecology, zoology, physics, chemistry, mathematics, etc.). Its compatibility with hands-on activities, deep thinking skills, and scientific reasoning matches STEM learning goals.
Antarctic Dinosaurs: A Giant Screen Film and Outreach Project aims to leverage the popularity and charisma of dinosaurs to draw museum audiences into a captivating educational journey, revealing the history and transformation of Antarctica and the planet’s polar ecosystems, and exploring the forces that continue to shape the continent. In addition to bringing to life a wealth of unfamiliar dinosaurs, amphibians and proto-mammals, this project will journey beyond the bones to reveal a more nuanced, multi-disciplinary interpretation of paleontology and Antarctica’s profound changes.
Centered
The letter compares and contrasts thinking about making science accessible and relevant to children in science centres and museums with thinking about communication in social history museums.
Children’s issues have become a greater priority on political agendas since the UN General Assembly adopted the Convention on the Rights of the Child (UNCRC). Each government has agreed to ensure that all those working with and for children understand their duties in relation to upholding children’s rights including the obligation to involve children in decisions that affect them (Article 12). Respecting children’s views is not just a model of good pedagogical practice, but a legally binding obligation. However, there is a limited awareness of Article 12, and how to actualise it. While many
The idea to link European citizenship and science education is surely new and uncommon in Poland, but we think, as SEDEC project, that can enrich both the panorama of science popularization outside and inside school system. I checked carefully curricula for every stage of school education looking for the topics concerning the developing of the European citizenship. I found that they are usually connected to the history, geography and some activities developing of the knowledge about generally defined citizenship. The spare topics connected directly to the science are present especially in
This is a report of a project titled ‘The Contribution of Natural History Museums to Science Education’, funded by the Wellcome Trust and ESRC with a Phase 1 grant from the Science Learning+ initiative. The project explored how Natural History Museums (NHMs) and schools can complement one another to maximise learning among school-age learners, and researched the long-term benefits to learning and engagement with science that NHMs can provide. During the course of our work, our team, which consisted of museum professionals and academics in the UK and the US, worked in the UK and the US with
This poster was presented at the 2014 AISL PI Meeting in Washington, DC. The project created a bilingual exhibit and surrounding activities to explore the concept of sustainability.
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TEAM MEMBERS:
Oregon Museum of Science and IndustryMarilyn Johnson
This research study reports on the evaluation of the outcome and impact of learning as a result of the implementation of Education Programme Delivery Plans in 69 museums in the nine regional museum hubs in England during September, October and November 2005. This is the second study of the impact of learning achieved through museum school services which have been funded through the Renaissance in the Regions programme, which provides central government funding to museums in the English regions. The first study 'What did you learn at the museum today?' was carried out in 2003. The findings of
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TEAM MEMBERS:
Eilean Hooper-GreenhillJocelyn DoddLisanne GibsonMartin PhillipsCeri JonesEmma Sullivan
Reports from the NSF, NRC, AAAS, and others urge over and over that we must teach "science as science is done," that "science is a way of knowing," that our goal should be to impart "scientific habits of mind," and that learning must be learner-centered and oriented toward process. Fine. But what does this really mean for science education, and especially laboratory education?
Young people today have grown up living substantial portions of their lives online, seeking entertainment, social relationships, and a place to express themselves. It is clear that participation in online communities is important for many young people, but less clear how this translates into civic or political engagement. This volume examines the relationship of online action and real-world politics. The contributors discuss not only how online networks might inspire conventional political participation but also how creative uses of digital technologies are expanding the boundaries of politics
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TEAM MEMBERS:
W. Lance Bennett
resourceresearchProfessional Development, Conferences, and Networks
This report addressed a request from the President in 2009 to develop specific recommendations concerning the most important actions that the administration should take to ensure that the United States is a leader in STEM education in the coming decades. The report focuses primarily on the K-12 level, and lists two main conclusions: that we must focus on preparation and inspiration to improve STEM education, and that the federal government has historically lacked a coherent strategy and sufficient leadership capacity for K-12 STEM education. Additionally, the report includes seven policy
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President’s Council of Advisors on Science and TechnologyPresident’s Council of Advisors on Science and Technology