This poster describes the Addressing Societal Challenges through STEM (ASCS) project. The project's research goal is to identify and describe the range of ways that informal STEM learning (ISL) institutions are addressing societal challenges and how STEM knowledge and scientific reasoning are situated in that engagement.
The poster was presented at the American Association of Museums (AAM) 2020 Virtual Conference.
As part of an NSF-funded project, Guidelines for Designing Challenging and Rewarding Interactive Science Exhibits (DRL-1612577), the Museum of Science, Boston, CAST, EdTogether, and the University of Rochester held a four-part webinar series on “productive struggle,” a mixed emotional experience during which learners persist through negative feelings like confusion and frustration to achieve a satisfying resolution. In this webinar series, members of the team talk through their thinking and methods in designing productive struggle exhibits and also highlight how designing for emotions can
DATE:
TEAM MEMBERS:
Beth MalandainSunewan PanetoKatharina Marino
As part of an NSF-funded project, Guidelines for Designing Challenging and Rewarding Interactive Science Exhibits (DRL-1612577), the Museum of Science, Boston, CAST, EdTogether, and the University of Rochester held a four-part webinar series on “productive struggle,” a mixed emotional experience during which learners persist through negative feelings like confusion and frustration to achieve a satisfying resolution. In this webinar series, members of the team talk through their thinking and methods in designing productive struggle exhibits and also highlight how designing for emotions can
DATE:
TEAM MEMBERS:
Sunewan PanetoBeth MalandainKatharina Marino
As part of an NSF-funded project, Guidelines for Designing Challenging and Rewarding Interactive Science Exhibits (DRL-1612577), the Museum of Science, Boston, CAST, EdTogether, and the University of Rochester held a four-part webinar series on “productive struggle,” a mixed emotional experience during which learners persist through negative feelings like confusion and frustration to achieve a satisfying resolution. In this webinar series, members of the team talk through their thinking and methods in designing productive struggle exhibits and also highlight how designing for emotions can
As part of an NSF-funded project, Guidelines for Designing Challenging and Rewarding Interactive Science Exhibits (DRL-1612577), the Museum of Science, Boston, CAST, EdTogether, and the University of Rochester held a four-part webinar series on “productive struggle,” a mixed emotional experience during which learners persist through negative feelings like confusion and frustration to achieve a satisfying resolution. In this webinar series, members of the team talk through their thinking and methods in designing productive struggle exhibits and also highlight how designing for emotions can
This article describes a collaborative research project designed to learn about teacher identity in relation to teacher learning experiences that centered informal science education places and approaches. This article is relevant for people who do research on teacher learning, design teacher learning experiences, especially in informal science settings and evaluators of such programs. This article will allow relevant audiences to think about the implications of teachers' social identities in relation to thier students and in relation to how they adapt and use informal science material
For over 100 years, the National Park Service (NPS) has brought inspiration and education to the millions of people who visit. Within the NPS, the Junior Ranger program has emerged as a fun and informal way for children aged 5-13 to learn about a park site. Part of the Junior Ranger program is the completion of an activity booklet that one must complete to earn a badge, patch, or certificate. Often, NPS resources for this program can vary, and the creation of Junior Ranger booklets can become low-priority, side projects for interpretation or education rangers. Furthermore, these rangers differ
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TEAM MEMBERS:
Logan WegmeyerLuke SchutzmanMammoth Cave National Park
How a discipline's history is written shapes its identity. Accordingly, science communicators opposed to cultural exclusion may seek cross-cultural conceptualizations of science communication's past, beyond familiar narratives centred on the recent West. Here I make a case for thinking about science communication history in these broader geotemporal terms. I discuss works by historians and knowledge keepers from the Indigenous Australian Yorta Yorta Nation who describe a geological event their ancestors witnessed 30,000 ybp and communicated about over generations to the present. This is likely
To engage parents and young children in exploring science together, media producers from WGBH (Boston’s public media station) and researchers from Education Development Center (EDC) collaborated with two home-visiting organizations—Home Instruction for Parents of Preschool Youngsters (HIPPY USA) and AVANCE—to design and test PEEP Family Science, an app-based intervention with science-focused digital media resources and associated supports for diverse, low-income families. Both organizations target families whose children do not attend preschool. These home visiting organizations play a unique
PLUM LANDING a digital media PBS Kids series that is designed to motivate six- to nine-year-old children to investigate the natural world. Content developers from WGBH Boston and researchers from the Education Development Center (EDC) used an iterative research and design process to create the Plum Landing Explore Outdoors Toolkit. The Toolkit includes digital media resources (animated stories, live-action videos, an online badging system, a digital game, and an app for families), hands-on science activities, and support materials for parents, caregivers, educators, and program directors to
PLUM LANDING a digital media PBS Kids series that is designed to motivate six- to nine-year-old children to investigate the natural world. Content developers from WGBH Boston and researchers from the Education Development Center (EDC) used an iterative research and design process to create the Plum Landing Explore Outdoors Toolkit. The Toolkit includes digital media resources (animated stories, live-action videos, an online badging system, a digital game, and an app for families), hands-on science activities, and support materials for parents, caregivers, educators, and program directors to