This summary brief captures highlights from the second year of the NSF-funded WaterMarks project. The technical evaluation report for this same project period can be found on the main project page. The purpose of this document is to communicate key updates (as observed by the evaluation team) in a less technical way with the many different audiences who have an interest in keeping up with WaterMarks.
This is the evaluation report for the second year of the NSF-funded WaterMarks project. It reflects a current summary of available evidence about the intended outcomes of program activities to date, as well as commentary on how the project is using (or could use) this information moving forward.
In this study, we examined how two different CCS models, a contributory design and a co-created design, influenced science self-efficacy and science interest among youth CCS participants.
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TEAM MEMBERS:
Sarah ClementKatie SpellmanLaura OxtobyKelly KealyKarin BodonyElena SparrowChristopher Arp
The project team published a research synopsis article with Futurum Science Careers in Feb 2023 called “How Can Place Attachment Improve Scientific Literacy?”
An adapted three-dimensional model of place attachment is proposed as a theoretical framework from which place-based citizen science experiences and outcomes might be empirically examined in depth.
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TEAM MEMBERS:
Julia ParrishYurong HeBenjamin Haywood
This summary brief captures highlights from the evaluation report for the first year of the NSF-funded WaterMarks project (also available on this page). The purpose of this document is to communicate key updates from evaluation in a less technical way with the many different audiences who have an interest in keeping up with WaterMarks.
This is the evaluation report for the first year of the NSF-funded WaterMarks project. It reflects an initial summary of available evidence about the intended outcomes of program activities to date, as well as commentary on how the project is using (or could use) this information moving forward. This report contains descriptions of embedded measures (i.e. anonymized drawings and reflections captured on a thematic postcard) included in community walks and analyses of secondary data (i.e., interviews conducted by other members of hte project team), as well as reflections emerging from the
In November 2016, within an Environmental studies course at the University of Venice, students carried out an experiment aimed at collecting scenarios of the Venetian coast's future starting from lessons learnt during the episode of storm surge 50 years ago (Aqua Granda ‘flood’). The students built scenarios able to anticipate the effect of sea level rise on coastal areas in Venice, based not only on scientific input but also on a methodology called “Futurescape city Tours” (FCT) involving inhabitants of the barrier islands of Lido and Pellestrina. This paper will explore three main questions
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TEAM MEMBERS:
Alba L’AstorinaAlessia GhezziStefano GuerzoniEmanuela Molinaroli
In November 2016, within an Environmental studies course at the University of Venice, students carried out an experiment aimed at collecting scenarios of the Venetian coast's future starting from lessons learnt during the episode of storm surge 50 years ago (Aqua Granda ‘flood’). The students built scenarios able to anticipate the effect of sea level rise on coastal areas in Venice, based not only on scientific input but also on a methodology called “Futurescape city Tours” (FCT) involving inhabitants of the barrier islands of Lido and Pellestrina. This paper will explore three main questions
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TEAM MEMBERS:
ALBA L'ASTORINAAlessia GhezziStefano GuerzoniEmanuela Molinaroli
The American Museum of Natural History (AMNH), in collaboration with New York University's Institute for Education and Social Policy and the University of Southern Maine Center for Evaluation and Policy, will develop and evaluate a new teacher education program model to prepare science teachers through a partnership between a world class science museum and high need schools in metropolitan New York City (NYC). This innovative pilot residency model was approved by the New York State (NYS) Board of Regents as part of the state’s Race To The Top award. The program will prepare a total of 50 candidates in two cohorts (2012 and 2013) to earn a Board of Regents-awarded Masters of Arts in Teaching (MAT) degree with a specialization in Earth Science for grades 7-12. The program focuses on Earth Science both because it is one of the greatest areas of science teacher shortages in urban areas and because AMNH has the ability to leverage the required scientific and educational resources in Earth Science and allied disciplines, including paleontology and astrophysics.
The proposed 15-month, 36-credit residency program is followed by two additional years of mentoring for new teachers. In addition to a full academic year of residency in high-needs public schools, teacher candidates will undertake two AMNH-based clinical summer residencies; a Museum Teaching Residency prior to entering their host schools, and a Museum Science Residency prior to entering the teaching profession. All courses will be taught by teams of doctoral-level educators and scientists.
The project’s research and evaluation components will examine the factors and outcomes of a program offered through a science museum working with the formal teacher preparation system in high need schools. Formative and summative evaluations will document all aspects of the program. In light of the NYS requirement that the pilot program be implemented in high-need, low-performing schools, this project has the potential to engage, motivate and improve the Earth Science achievement and interest in STEM careers of thousands of students from traditionally underrepresented populations including English language learners, special education students, and racial minority groups. In addition, this project will gather meaningful data on the role science museums can play in preparing well-qualified Earth Science teachers. The research component will examine the impact of this new teacher preparation model on student achievement in metropolitan NYC schools. More specifically, this project asks, "How do Earth Science students taught by first year AMNH MAT Earth Science teachers perform academically in comparison with students taught by first year Earth Science teachers not prepared in the AMNH program?.”
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TEAM MEMBERS:
Maritza MacdonaldMeryle WeinsteinRosamond KinzlerMordecai-Mark Mac LowEdmond MathezDavid Silvernail
resourceresearchPark, Outdoor, and Garden Programs
There is growing concern that opportunities for outdoor learning by school students in England have decreased substantially in recent years. In response to this, and recent Government calls for ‘schools to make better use of the outdoor classroom as a context for teaching and learning’, the Field Studies Council (FSC) and several partner organisations commissioned the National Foundation for Educational Research (NFER) to undertake a review of research on outdoor learning.
This document summarises the key findings of this review, which critically examined 150 pieces of research on outdoor
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TEAM MEMBERS:
Mark RickinsonJustin DillonKelly TeameyMarian MorrisMee Young ChoiDawn SandersPauline Benefield