Two critical challenges in science education are how to engage students in the practices of science and how to develop and sustain interest. The goal of this study was to examine the extent to which high school youth, the majority of whom are members of racial and ethnic groups historically underrepresented in STEM, learn the skills and practices of science and in turn develop interest in conducting scientific research as part of their career pursuits. To accomplish this goal, we applied Hidi and Renninger’s well-tested theoretical framework for studying interest development in the context of
The STAR Library Network (STAR Net) utilizes webinars as a key tool in its suite of professional learning opportunities relating to STEM learning in libraries. Traditionally, continuing education for library staff has taken place in person, such as at conferences and workshops. While these touch points provide crucial face-to-face networking opportunities, highly interactive webinars provide learning conversations that help bridge the gap between frameworks and resources to practical application in daily practice. Through webinars, STAR Net shares ideas, demonstrates activities, and engages
As public libraries continue to evolve, library staff seek to expand their STEM facilitation skills and knowledge. “NASA STEM Workshops” prepared 363 attendees to facilitate space-themed programs. External evaluation found that months later, attendees facilitated more STEM programming, became more confident and aware of STEM resources, and shared these resources with others. The professional development model demonstrated the importance of (1) practical, hands-on experiences to cultivate internal confidence and interest in facilitating STEM activities, and (2) increased attention to external
Knowing how specific publics understand and experience science is crucial for both researchers and practitioners. As learning and meaning-making develop over time, depending on a combination of factors, creative possibilities to analyze those processes are needed to improve evaluation of science communication practices. We examine how first grade children's drawings expressed their perceptions of the Sun and explore their views of a major astronomical body within their social, cultural and personal worlds. We then examine how the observation of the Sun through a telescope led to changes in
DATE:
TEAM MEMBERS:
Sara AnjosAlexandre AibéoAnabela Carvalho
This is the summative evaluation for the My Sky Tonight: Early Childhood Pathways to Astronomy is a National Science Foundation funded Full-Scale Development project that was designed to support informal science education practitioner’s ability to provide astronomy learning for young children ages 3-5 years. Based on prior research and assessment of the field, the project team identified that many informal educators lack the astronomy content, interpretive strategies, and confidence they need to effectively engage audiences of families with preschool-aged children. Three mechanisms were
This study explored how different presentations of an object in deep space affect understanding, engagement, and aesthetic appreciation. A total of n = 2,502 respondents to an online survey were randomly assigned to one of 11 versions of Cassiopeia A, comprising 6 images and 5 videos ranging from 3s to approximately 1min. Participants responded to intial items regarding what the image looked like, the aesthetic appeal of the image, perceptions of understanding, and how much the participant wanted to learn more. After the image was identified, participants indicated the extent to which the
DATE:
TEAM MEMBERS:
Lisa SmithKimberly ArcandRandall SmithJay BookbinderJeffrey Smith
This is a book review of "Cosmos and the Rhetoric of Popular Science" by K. Shroeder Sorensen. Shroeder Sorensen analyses in depth the close relationship of the TV-series Cosmos [1980] with the popular culture, in its broadest sense, at the time of its release. The novel application of Fantasy-Theme analysis to the rhetorical vision of the series reveals how it is the product of a very careful and successful design. The book also compares the original series with its 2014 reboot Cosmos: A Spacetime Odyssey [2014].
How do afterschool programs view their local public libraries? Are they working with them, and in what ways? These are the questions that the Afterschool Alliance, along with its partners at the Space Science Institute’s National Center for Interactive Learning (NCIL) and the American Library Association, wanted to answer. Overall, our goal is to build bridges between the afterschool and library fields, so that both can share knowledge and resources to better serve our youth. While our work together has primarily focused on science, technology, engineering, and math (STEM) education through
Informal learning opportunities are increasingly being recognized as important for youth participation in authentic experiences at the intersection of science, technology, engineering, and math (STEM) (Dorsen, Carlson, and Goodyear 2006). These experiences may involve specialized equipment and dedicated time for learners to gain familiarity with the relevant scientific and engineering practices (i.e., designing experiments on their own, struggling to make sense of data, learning from their own mistakes and the results of peers), which often go beyond the classroom. However, the educators who
DATE:
TEAM MEMBERS:
Kathryn WilliamsonSue Ann HeatherlyVivian HoetteEva Erdosne TothDavid Beer
STEM Pathways is a collaboration between five Minnesota informal STEM (science, technology, engineering, and mathematics) education organizations—The Bakken Museum, Bell Museum of Natural History, Minnesota Zoo, STARBASE Minnesota, and The Works Museum—working with Minneapolis Public Schools (MPS) and advised by the Minnesota Department of Education. STEM Pathways (logo shown in Figure 1) aims to provide a deliberate and connected series of meaningful in-school and out-of-school STEM learning experiences to strengthen outcomes for students, build the foundation for a local ecosystem of STEM
Technology has dramatically changed learning opportunities in planetaria. In this paper, Plummer and Small examine planetarium professionals’ goals for their audiences and their pedagogical choices. The findings indicate that planetarium professionals place a high value on teaching interactively to achieve their primary goal of increased science interest and learning.