The fields of science education and science communication are said to have developed as disparate fields of research and practice, operating based on somewhat different logics and premises about their audiences. As the two fields share many of the same goals, arguments have been made for a rapprochement between the two. Drawing inspiration from a historical debate between the scholars John Dewey and Walter Lippmann, the present article is a case-oriented theoretical contribution applying models from science education and science communication in relation to a current socio-scientific issue
Environmental health citizen science (CS) offers a strategy for historically disenfranchised community members to inform research questions, collect and analyze data, and draw conclusions about contaminants in their local environments to inform local action. In this study, direct feedback from demographically diverse participants and promotoras (community health workers) in a co-created environmental health CS project informs understanding of CS participant motivation, support, and barriers to participation. Study findings reflect a lack of association between participant self-efficacy and
The Chicago Botanic Garden will launch the Healing Environments Ambassadors Learning Through Horticulture (HEALTH) project to help low-income Latina/o (Latinx) individuals and communities understand and create connections between nature and human health and well-being, as well as foster an interest in STEAM education and career paths. In partnership with Instituto del Progreso Latino, the garden will develop and implement annually a year-round curriculum for 16-20 teens and young adults from two charter schools. Through multi-sensory learning, project-based discovery, and incentives, teens will proactively and creatively begin to address challenges related to plants, nature, and sustainability in their local environments. HEALTH will engage family and community members in environmental education and stewardship activities through a partnership with Forest Preserves of Cook County and visits to the garden. Students will have opportunities to create and present films on community environmental topics and their personal experiences with the project, bringing awareness of the program model and its outcomes to a broad audience.
Chicago's DuSable Museum of African American History will develop and present the "Exploration of African American Physicians and Surgeons" project with an overall goal to expose young people in the community to the opportunities and benefits of STEM education. Project components will include educational programming, lectures, and an historical exhibition revolving around African American contributions and achievements within the world of medicine. The exhibition will focus on work of Dr. Daniel Hale Williams, the founder of Chicago's Provident Hospital, the first non-segregated hospital in the United States. Dr. Williams was the first general surgeon to perform a documented and successful pericardium surgical procedure to repair a wound. The project's educational programming will explore the ways in which other African American doctors broke down racial barriers within the field of medicine.
Public acceptance of vaccination and Genetically Modified (GM) food is low and opposition is stiff. During two science festivals in France, we discussed in small groups the scientific evidence and current consensus on the benefits of vaccination and GM food safety. Our interventions reinforced people's positive opinions on vaccination and produced a drastic positive shift of GM food opinions. Despite the controversial nature of the topics discussed, there were very few cases of backfire effects among the 175 participants who volunteered. These results should encourage scientists to engage more
In November 2020, President-elect Joe Biden identified four priority areas for the incoming administration: COVID-19; climate change, economic recovery, and racial equity. These crucial areas of national interest will be the focus of media attention, policy debates, funding initiatives, and community discussions over the next four years. Will museums be part of these important conversations and initiatives? Are there opportunities for museums to affirm or to reposition their roles within the difficult public deliberations ahead? Addressing Societal Challenges through STEM (ASCs) is a research
The Swinomish Indian Tribal Community developed an informal environmental health and sustainability (EHS) curriculum based on Swinomish beliefs and practices. EHS programs developed and implemented by Indigenous communities are extremely scarce. The mainstream view of EHS does not do justice to how many Indigenous peoples define EHS as reciprocal relationships between people, nonhuman beings, homelands, air, and waters. The curriculum provides an alternative informal educational platform for teaching science, technology, engineering, art, and mathematics (STEAM) using identification, harvest
The primary objective of this study is to document how people learn the science of the COVID-19 pandemic in real time, how they activate this scientific knowledge towards informed decision making, and how these processes change over time. This study is intended to produce additional insights on how such learning is shaped by equity concerns and contextual factors. For example, researchers will document how the ways in which people learn the science of COVID-19 are mediated by the sources of information they have access to and leverage, as well as what supports them in doing so. The research will further document how people leverage their understandings of COVID-19, alongside other forms of knowledge and concerns in their decision-making. This study may serve a crucial role in aiding the public understanding of where structural points of informational failure might occur. It may also reveal where and how the public engages or resists community action strategies to mitigate spread and suffering through when, how and why they gather, share, and make sense of scientific data. This RAPID was submitted in response to the NSF Dear Colleague letter related to the COVID-19 pandemic. This award is made by the AISL and ECR programs in the Division of Research on Learning, using funds from the Coronavirus Aid, Relief, and Economic Security (CARES) Act.
This research will draw upon a conceptual framework of consequential learning and a methodological framework of narrative inquiry. Sixty participants in Lansing, Michigan and Seattle, Washington will participate over the course of one year in cyclical interviews, focus group conversations and experience sampling approaches. Documents and resources named and used by the participants in their learning will be collected and analyzed. Attention will be paid to science learning in the following areas as the primary focus: a) the science of SARS-CoV-2 and the relationship between virus and disease, b) viral transmission, and c) origination, replication and spread. A key focus will also be how people use scientific data and evidence-based explanations when developing understandings and making decisions with respect to the pandemic. This research is urgent and timely because the COVID-19 pandemic is projected to occur in multiple waves over approximately 18 months. Insights may produce basic understanding about rapid science learning, policy strategies, school-based practices and resources for use within current and future waves. Socioscientific crises differentially impact people, with effects felt more significantly by vulnerable people. Thus, this study will address the urgent call for investigation into factors and experiences of low-income individuals and families who are trying to educate themselves on continually changing data during an international health crisis.
This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.
This RAPID award is made by the AISL program in the Division of Research on Learning in the Directorate for Education and Human Resources, using funds from the Coronavirus Aid, Relief, and Economic Security (CARES) Act. COVID-19 presents a national threat to the health of children and families, presenting serious implications for the mental and physical health of children. This project addresses two critical aspects of the impact on COVID-19 on families: (a) the large-scale shift to at-home learning based on nationwide school closures and (b) the critical need for families to understand the basic science of virus transmission and prevention. To address these needs, the project team will develop a series of STEM activities for families with children in grades K-6 that make use of items readily available in most households. The activities help children and their families learn about viruses, virus transmission, and virus prevention while also developing other STEM-skills, particularly related to engineering design. Importantly, the project team also considers the emotional well-being of children and families during the disruption of the COVID-19 pandemic. Led by researchers from Indiana University and Binghamton University, and experts in educational resource development from Science Friday (a non-profit organization dedicated to increasing the public's access to science and scientific information through podcasts, digital videos, original web articles, and educational resources for teachers and informal educators) the project is further supported by partnerships with the New York Hall of Science, Amazeum (AR), the Gulf of Maine Research Institute (ME), The Tech Museum of Innovation (CA), the Indiana State Museum, and Kopernik Observatory Science Center (NY). The activities will be shared with families through live-streamed web sessions that introduce the activity, give tips to adults for facilitation, share a bit on related STEM careers and engage the audience in dialog about the activity and their current experiences. Versions of the sessions that are recorded will be edited and include closed-captioning and subtitles in multiple languages before being posted on platforms such as YouTube.
This project uses a design-based research approach to investigate strategies for enabling families to actively engage with STEM while home and away from their traditional institutions during a period of crisis. The research components focus on:
Engagement: How do families engage in the activity tasks, in terms of processes, practices, and use of resources? Who participated, why did they choose to participate and how did they engage (including modification of activities)? What barriers prevented interested families from completing activities?
Impact: How did the activities change participants? feelings of: a) efficacy around STEM and b) connectedness/ isolation, during extended school closures?
The Activities: Which activities had the greatest uptake? How many activity ideas were submitted by those outside of the team? What was the age/content focus of each of these activities?
The researchers will analyze social media data (including data on resource downloads and use of tracked links, YouTube and Facebook views, comment threads during livestreams and Likes/Shares/Follows across social media sites) to refine and improve the activities and programming as well as learn about the ways families are engaging in the activities. The researchers will solicit survey responses from website visitors to gather more information on participants, why they participated, how they engaged and how the activities impacted participants? efficacy around STEM and their feelings of connectedness or isolation. The researchers will also ask participants to submit images, videos and text that describes what they are making and their process along the way. Analysis of this data would lead to insights on how children and families use STEM language and practices; how children and families ask questions and use COVID-19-related and other information as part of their design work; and how ideas are formed, shaped and refined as families engage in design and making. While the project focuses on a unique opportunity to collect data on family STEM engagement as families respond to disruptions from the COVID-19 pandemic, this project and its findings will provide a knowledge base that can be utilized to inform future responses to national emergencies, other work aimed at promoting family learning at home, and approaches to supporting children in open-ended problem solving.
This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.
The RASOR project is designed to increase engagement of students from rural Alaska communities in biomedical/STEM careers. Rural Alaskan communities are home to students of intersecting identities underrepresented in biomedical science, including Alaska Native, low-income, first generation college, and rural. Geographic isolation defines these communities and can limit the exposure of students to scientifically-minded peers, professional role models, and science career pathways. However these students also have a particularly strong environmental connection through subsistence and recreational activities, which makes the one-health approach to bio-medicine an intuitive and effective route for introducing scientific research and STEM content. In RASOR, we will implement place-based mentored research projects with students in rural Alaskan communities at the high school level, when most students are beginning to seriously consider career paths. The biomedical one-health approach will build connections between student experiences of village life in rural Alaska and biomedical research. Engaging undergraduate students in research has proved one of the most successful means of increasing the persistence of minority students in science (Kuh 2008). Furthermore, RASOR will integrate high school students into community-based participatory research (Israel et al. 2005). This approach is designed to demonstrate the practicality of scientific research, that science has the ability to support community and cultural priorities and to provide career pathways for individual community members. The one-health approach will provide continuity with BLaST, an NIH-funded BUILD program that provides undergraduate biomedical students with guidance and support. RASOR will work closely with BLaST, implementing among younger (pre-BLaST) students approaches that have been successful for retaining rural Alaska students along STEM pathways and tracking of post-RASOR students. Alaska Native and rural Alaska students are a unique and diverse population underrepresented in biomedical science and STEM fields.
Exploratorium’s The Phenomenal Genome: Evolving Public Understanding of Genetics in the Post-Mendelian Era project addresses the increasing need to develop genomic literacy in the public at large. The explosion of genomics research over the past two decades has led to an increasingly complex picture of the determinants of human health and human phenotypes, and the applications of this research are now making their way into the clinic, the media, and the hands of consumers. The goal of this project is to create a model for increasing genomic literacy through Informal Science Education programming (ISE), creating a pathway for better decision making for the health of individuals and society at large. The Phenomenal Genome focuses on general science museum visitors and teachers of middle and high school students.
The core of the Exploratorium’s approach to science education is the creation of intriguing, provocative and investigable phenomena that are experienced directly and personally through exhibits, facilitated explorations, programs, and teacher professional development. Over two years, we will develop, test, and iterate inquiry-based professional development to help teachers develop understanding and integrate the principles of contemporary genomics and genetics into their classrooms. 120 middle and high school teachers will be served during this period, and many more beyond that, as the activities and workshops developed become a regular part of our teacher professional development programming. A learning scientist specializing in teacher learning will conduct research to determine which approaches and experiences are most effective for this context, and why.
In a parallel process, we will develop and test exhibits and experiences on the museum floor for museum visitors, using a similar iterative process of prototype testing with an embedded learning scientist to study visitor learning. We plan to define the approaches that work across audiences and contexts, as well as those that work best in particular contexts.
Through this work, we will develop new resources for teaching and learning contemporary genomics and genetics, and identify promising practices in communicating contemporary genomics and genetics in informal spaces across audiences. We will disseminate our findings via conferences, peer-reviewed articles, and workshops for the ISE community.
For nearly 20 years, the UAB Center for Community OutReach Development (CORD) has conducted SEPA funded research that has greatly enhanced the number of minority students entering the pipeline to college and biomedical careers, e.g., nearly all of CORD’s Summer Research Interns since 1998 (>300) have completed/are completing college and most of them are continuing on to graduate biomedical research and/or clinical training and careers. CORD’s programs that focused on high and middle school students have drawn many minority students into biomedical careers, but a low percentage of minority students benefit from these programs because far too many are already left behind academically in grades 4-6, due, at least in part, to a significant drop in science grades between grades 4 and 6, a drop from which most students never recover. A major contributor to this effect is that most grade 4-6 teachers in predominantly minority schools lack significant formal training in science and often are not fully aware of the great opportunities offered by biomedical careers.
In SEEC II, CORD will deliver intensive inquiry-based science training to grade 4-6 teachers, providing them with science content and hands-on science experiences that will afford their student both content and skills that will make them excited about, and competitive for, the advanced courses needed to move into biomedical research careers. SEEC II will also link teachers together across the elementary/middle school divide and bring the teachers together with administrators and parents, who will experience firsthand the excitement that inquiry learning brings and the significant advancement it provides in science and in reading and math. At monthly meetings and large annual celebrations, the parents, teachers and administrators will learn about the opportunities that biomedical careers can provide for the student who is well prepared. They will also consider the financial and educational steps required to ensure that students have the ability to reach these professions.
SEEC II will also expand CORD’s middle school LabWorks and Summer Science Camps to include grade 4-5 students and provide the teachers with professional learning in informal settings. During summer training, in small groups, the teachers will expand one of the inquiry-based science activities that they complete in the training, and they will use these in their classrooms and communicate with the others in their group to perfect these experiences in the school year. Finally, the teachers and grade 4-5 students will develop science and engineering fair-type research projects with which they will compete both on the school level and at the annual meeting. Thus, the students will share with their parents the excitement that science brings. The Intellectual Merit of SEEC II will be to test a model to enhance grade 4-6 teacher development and vertical alignment, providing science content, exposure to biomedical scientists and training in participatory science experiments, thus positioning teachers to succeed. The Broader Impacts will include the translation and testing of a science education model to assist minority students to avoid the middle school plunge and reach biomedical careers.