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resource research Public Programs
This article presents a contextual model of learning that examines visitor learning in museums. It explores features of the model, factors that can influence learning in a museum setting, and challenges associated with teaching in a museum context.
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TEAM MEMBERS: James Kisiel
resource research Informal/Formal Connections
This article describes a course on the representations of HIV/AIDS in the visual arts, concluding that discipline-based art education may be applied to medical humanities courses in a medical curriculum.
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TEAM MEMBERS: Ricardo Tapajos
resource research Public Programs
Summer science programs held in university research facilities provide ideal opportunities for pre-college students to master new skills and renew, refresh, and enrich their interest in science. These types of programs have a positive impact on a student's understanding of the nature of science and scientific inquiry and can open a youngster's eyes to the many possible career opportunities in science. This paper describes a study of high school students enrolled in the Summer Science Academy program at the University of Rochester that investigates the program's impact on students' knowledge of
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TEAM MEMBERS: Kerry Knox Jan Moynihan Dina Markowitz
resource research Informal/Formal Connections
This article explores the ways that mothers and children from primarily middle-income European American backgrounds reason about events in which biological and nonbiological objects change in size. In Study 1, mother–child conversations were examined to investigate the events mothers described as growth, as well as the ways mothers explained events occurring in different domains. Findings indicate that although mothers primarily discussed events in domain-specific ways, they exhibited some domain blurring in their talk to children. In Study 2, 3-year-old children (M=3 years, 2 months) and 5
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resource research Public Programs
The article reviews the strikingly divergent viewpoints of intellectuals—scientists and non-scientists—about “Science” and “Technology.” It shows that while scientists implicitly accept the difference between “Science” and “Technology,” to non-scientists that difference is irrelevant. The most important differences between “Science” and “Technology” that lie in their relative scales, outputs and accuracy of predictions are highlighted. The complexity of and difficulty in trying to quantify the contribution of science and technology to economic growth are discussed. Views of science and
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TEAM MEMBERS: Sumit Bhaduri