Many youth programs seek to understand their influence over time on participant outcomes. This paper offers a methodology for measuring a participant’s perception of a program’s contribution amid their perception of other youth influences such as those from family, school, peer groups, hobbies, and other organized activities. The instrument built on the large body of work on youth influences in order to capture the dominant factors in development of the item bank. In addition to item development, the paper documents face validity followed by content assessment of items using a research panel
This research examined the role of format in learning from the GS film, Amazon Adventure. Funded by the National Science Foundation (NSF), Amazon Adventure is an Innovations in Development project directed by Pacific Science Center in partnership with SK Films; Rutgers, The State University of New Jersey; Embodied Games; and the Howard Hughes Medical Institute’s Tangled Bank Studios. The project deliverables produced during the grant period included a giant screen film, live stage presentation for use at informal science education (ISE) institutions, and educational resources.
As part of
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.
How does a long-lasting, statewide, out-of- school science learning experience influence how key stakeholders think about the value of out-of-school learning and its intersection with in-school learning?
This poster was presented at the 2021 NSF AISL Awardee Meeting.
This research draws from scholarship on bonds between people and places to help understand the growing knowledge, community, and personal outcomes linked to place-based citizen science experiences.
Following an analysis of the place attachment (PAT) (an emotional bond between a person and a place) of participants in the Coastal Observation and Seabird Survey Team (COASST) citizen science program, an adapted three-dimensional model of PAT is proposed as a framework from which place-based citizen science experiences and
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TEAM MEMBERS:
Benjamin HaywoodJulia ParrishSarah InmanJackie Lindsey
This pilot and feasibility project will explore whether participation in informal science initiatives like citizen science, which is a form of Public Participation in Scientific Research, can foster or enhance participant attachment to the natural places participants investigate via these programs. The project also examines if participant attachment to place influences the development or application of critical thinking skills among adult learners. Critical thinking skills and the factors that enhance critical thinking skills are important areas of inquiry within the informal STEM learning community. Existing scholarship suggests that three components may be linked: (1) feelings of connection to specific places, (2) intentional exploration and investigation of those places (in this case via citizen science), and (3) understanding of complex socio-ecological systems, which is predicated on critical thinking skills ability. However, the degree to which these aspects are related to each other, the scale at which they occur (local to global), and the specific dimensions of place connection or informal science experiences implicated is not known. Working with the Coastal Observation and Seabird Survey Team (COASST) citizen science program, this project advances collaboration among experts from disparate fields to examine if and how citizen science contributes to increases in connection to place and higher-order critical thinking skills among participants and the potential links between those hypothesized outcomes. The ultimate goal of the project is to inform design of Public Participation in Scientific Research programming that optimizes participant learning, interest, and retention; produces societal outcomes like critical thinking in support of science literacy; and creates high quality data of the scale and grain needed to address questions and issues across the basic-applied science continuum.
This research focuses on the degree to which Public Participation in Scientific Research, specifically citizen science, may foster the presence or intensity of place attachment felt by participants for the sites and settings investigated through these programs and to what extent place attachment may be linked to higher order critical thinking skills among adult learners. A three-pronged mixed-methods research strategy will include: (1) a re-analysis of existing survey and interview data for markers of three-dimensional (personal, social, natural) place attachment as well as critical thinking skills and dispositions; (2) an assessment survey to test for the presence and intensity of place attachment and critical thinking skills; and (3) in-depth interviews to better understand the qualitative nature and development of place attachment and critical thinking skills in a citizen science context. The survey and interview sample will be drawn from participants in the COASST citizen science program and will be stratified into four groups as a function of time engaged in the program, including new, novice, and long-term participants. An independent external advisory board and a committee of visitors comprised of experts in informal science, education, and sense of place will critique and help guide this work. Results are expected to reveal important factors that impact the learning and behavioral outcomes of informal STEM initiatives by probing questions about the essential experiences, exposures, and COASST program components that facilitate deeper critical thinking skills and place attachment. Synthesizing theoretical frameworks from the fields of geography, science education, and educational psychology while testing a unique methodological approach to best measure critical thinking skills and place attachment in an informal citizen science setting will enhance knowledge-building among research and practitioner communities.
In a globalized and increasingly technologically complex world, the ability of citizens to interrogate and interpret scientific evidence, views, and values is critical. That is, scientific literacy is essential for the maintenance of robust and healthy economic, social, and environmental systems in the twenty-first century. Informal science learning fills an important gap in national educational efforts to cultivate a scientifically literate populace as research suggests that formal science training is not always capable of fostering the type of higher order critical thinking skills that undergird such scientific competency. This project aims to strengthen infrastructure and build capacity among informal science practitioners by clarifying whether specific aspects and forms of Public Participation in Scientific Research, especially those relating to people-place connections, are implicated in the development and/or application of critical thinking skills in STEM settings. This effort may expand opportunities to strengthen informal science learning program outcomes, including the cultivation of numerous 21st century skills like information literacy and social skills like conflict management. Through a greater understanding of the individual components that shape informal learning experiences and outcomes, this project also has the potential to support the broadening of participation in STEM fields by providing the groundwork for further research on whether or not underrepresented or traditionally marginalized groups of people experience and/or relate differently to both the "places" most common in citizen science and the practice of informal science programming itself.
Background: Authentic research experiences and mentoring have positive impacts on fostering STEM engagement among youth from backgrounds underrepresented in STEM. Programs applying an experiential learning approach often incorporate one or both of these elements, however, there is little research on how these factors impact youth’s STEM engagement during the high school to college transition. Purpose: Using a longitudinal design, this study explored the impact of a hands-on field research experience and mentoring as unique factors impacting STEM-related outcomes among underrepresented youth
Developing solutions to large-scale collective problems -- such as resilience to environmental challenges -- requires scientifically literate communities. However, the predominant conception of scientific literacy has focused on individuals, and there is not consensus as to what community level scientific literacy is or how to measure it. Thus, a 2016 National Academies of Sciences, Engineering, and Medicine report, “Science Literacy: Concepts, Contexts, and Consequences,” stated that community level scientific literacy is undertheorized and understudied. More specifically, the committee recommended that research is needed to understand both the i) contexts (e.g., a community’s physical and social setting) and ii) features of community organization (e.g., relationships within the community) that support community level science literacy and influence successful group action. This CAREER award responds to this nationally identified need by iteratively refining a model to conceptualize and measure community level scientific literacy. The model and metrics developed in this project may be applied to a wide range of topics (e.g., vaccination, pandemic response, genetically-modified foods, pollution control, and land-use decisions) to improve a community’s capacity to make scientifically-sound collective decisions. This CAREER award is funded by the Advancing Informal STEM Learning (AISL) and the EHR CORE Research (ECR) programs. It supports the AISL program goals to advance new approaches to, and evidence-based understanding of, the design and development of STEM learning in informal environments. It supports the ECR program goal to advance relevant research knowledge pertaining to STEM learning and learning environments.
The proposed research will conceptualize, operationalize, and measure community level scientific literacy. This project will use a comparative multiple case study research design. Three coastal communities, faced with the need to make scientifically-informed land-use decisions, will be studied sequentially. A convergent mixed methods design will be employed, in which qualitative and quantitative data collection and analyses are performed concurrently. To describe the i) context of each community case, this project will use qualitative research methods, including document analysis, observation, focus groups, and interviews. To measure the ii) features of community organization for each community case, social network analysis will be used. The results from this research will be disseminated throughout and at the culmination of the project through professional publications and conference presentations as well as with community stakeholders and the general public. The integrated education activities include a professional learning certificate for informal science education professionals and STEM graduate students. This certificate emphasizes high-quality community-engaged scholarship, placing students with partners such as museums, farmer’s markets, and libraries, to offer informal learning programs in their communities. This professional learning program will be tested as a model to provide training for STEM graduate students who would like to communicate their research to the public through outreach and extension activities.
This is the final evaluation report from RMC Research Corp. for the PES@LTERs project. Appendix includes instruments.
RMC Research designed evaluation activities to provide formative and summative feedback to Harvard Forest and the Hubbard Brook Research Foundation (Hubbard Brook) on their plan to embed public engagement with science (PES) into the cultures and practices of Long-Term Ecological Research Sites (LTERs) in the northeastern US. The purpose of this project was to build PES mechanisms into long-term ecosystem studies that create on-going, open exchanges between scientists and
This award is funded in whole or in part under the American Rescue Plan Act of 2021 (Public Law 117-2).
Zoos and aquariums have been offering programming, events, and visit accommodations to autistic individuals for several years. While these efforts can provide great experiences, they are focused more on accommodation and the outward-facing guest experience than inclusion. Lack of inclusion features in design, programming, and representation amongst zoo and aquarium representatives, ultimately limits full inclusion and adds to a sense in autistic individuals of not belonging and not being welcomed. To develop a fully inclusive experience for autistic individuals, this project will develop an evidence-based framework of inclusive practices for zoos and aquariums and build a community of practice around inclusion broadly. The project brings together researchers from Oregon State University, Vanderbilt Kennedy Center’s Treatment and Research Institute for Autism Spectrum Disorders, and the Association of Zoos and Aquariums. Researchers will create and investigate the extent and ways in which a research-informed framework and associated tools (i.e. case studies, discussion guides, self-guided audits, etc.) and strategies support science learning for autistic individuals, and help practitioners expand access and inclusion of autistic audiences beyond special events or the general visit experience by applying inclusive practices for programs, exhibit development, internships, volunteer opportunities, and employment. To maximize impact, the project will develop and expand a network of early adopters to build a community of practice around inclusive practices to develop fully inclusive zoo and aquarium experiences for all individuals.
The project will investigate 4 research questions: (1) In what ways and to what extent are zoos and aquariums currently addressing access and inclusion for autistic individuals? (2) How do staff in zoos and aquariums perceive their and their institution’s willingness and ability to address access and inclusion for autistic individuals? (3) What is a framework of evidence-based practices across the zoo and aquarium experience that is inclusive for autistic individuals, and what associated tools and strategies are needed to make the framework useful for early adopters? And (4) to what extent and in what ways does a research informed framework with associated tools and strategies engage, support, and enhance an existing community of practitioners already dedicated to addressing autistic audiences and promote inclusive practices at zoos and aquariums for autistic people? The project is designed as two phases: (1) the research and development of a framework of inclusive practices and tools for supporting autistic individuals and (2) expanding a network of early adopters to build a community of practice around inclusive practices and an overall strategy of implementation. The framework will be informed through a state of the field study across the zoo/aquarium field that includes a landscape study and needs assessment as well as a review of literature that synthesizes existing research across disciplines for developing inclusive practices for autistic individuals in zoos and aquariums. The team will also conduct online surveys and focus groups to gather input from various stakeholders including zoo and aquarium employees and practitioners, autistic individuals, and their social groups (e.g., family members, peers, advocacy organizations). The second phase of the study will focus on sharing the framework and tools with practitioners across the zoo/aquarium field for feedback and reflection to develop an overall strategy for broader implementation and expanding the existing network of zoo and aquarium professionals to build a community of practice dedicated to the comprehensive inclusion of autistic individuals across the full zoo and aquarium experience. The results will be disseminated through conference presentations, scholarly publications, online discussion forums, and collaborative partners’ websites. The project represents one of the first of its kind on autistic audiences within the zoo and aquarium context and is the first to look at the full experience of autistic patrons to zoos and aquariums across programs/events, exhibits, volunteering, internship, and employment opportunities. A process evaluation conducted as part of the project will explore how the approach taken in this project may be more broadly applied in understanding and advancing inclusion for other audiences historically underserved or marginalized by zoos and aquariums.
This Research in Service to Practice project is supported by the Advancing Informal STEM Learning (AISL) program.