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
Soundprint Media Center, Inc. and RLPaul Productions, produced a cross-media package that includes a website (capecosmos.org), radio programs, and museum-based family events related to the 50th anniversary of the Space Program. The project, Out of This World (OOTW), is a program that sought to stimulate interest in science by presenting the little known stories of African-Americans and women who contributed to the U.S. Space program, and to provide historical context for the scope and reach of the nascent aerospace science program. Through radio documentaries and collaborations with science centers and museums, including the Smithsonian's National Air and Space Museum (NASM), OOTW broke new ground in developing an integrated media project that reached different audiences. The deliverables included: three radio documentaries (; an educational DVD package with 20 video mini-documentaries, curator interviews with space research pioneers and a learning guide; an interactive website that recreates a space mission circa 1961, and a series of live two-way video conferences between NASM and some 14 partner museums and science centers. OOTW used the power of investigative journalism and the reach of public radio and local science museums to connect with adults and school-age children, to cut across demographic categories, and to include a significant number of minority and at-risk children.
Over the last ten years, out-of-school-time (OST) science programs have multiplied to increase young people’s exposure to science. However, there are still not enough opportunities for long-term engagement, which is essential to move youth from having interest in science to having the skills, knowledge, and self-efficacy to pursue careers in science. This article describes findings from exploratory research conducted to document the experiences of a small group of young women of color who participated in a museum-based OST program during their middle and high school years.
Cosmic Serpent - Bridging Native and Western Science Learning in Informal Settings is a four-year collaboration between the Indigenous Education Institute and the University of California-Berkeley targeting informal science education professionals. This project is designed to explore the commonalities between western science and native science in the context of informal science education. The intended impacts are to provide informal science education professionals with the skills and tools to gain an understanding of the commonalities between native and western worldviews; create regional networks that bridge native and museum communities; develop science education programs in which learners cross cultural borders between western science and indigenous peoples; and meet the needs of diverse audiences using culturally-responsive approaches to science learning. Participants are introduced to topics in physical, earth, space, and life science, using an interdisciplinary approach. Deliverables include professional development workshops, peer mentoring, museum programs for public audiences, a project website, and media products for use in programs and exhibits. Additionally, regional partnerships between museums and native communities, a legacy document, and a culminating conference jointly hosted by the National Museum of the American Indian and the Association of Science and Technology Centers will promote future sustainability. Strategic impact is realized through participants' increased understanding of native and western science paradigms, museum programs that reflect commonalities in the two approaches, partnerships between museums and native communities, and increased institutional capacity to engage native audiences in science. This project directly impacts 270 informal educators at 96 science centers and tribal/cultural museums nationally while the resulting programs will reach an estimated 200,000 museum visitors.
Chabot Space and Science Center is developing an exhibit of Chinese astronomical artifacts and organizing a United States tour of the exhibit. "Dragon Skies: Astronomy of Imperial China" consists of 31 exhibit pieces, including seven large astronomical instruments, chronographs, stone carvings and star maps. Many of these artifacts have never before left China. In order to increase the awareness and understanding of students, teachers and the public about Imperial China's rich astronomical achievements, Chabot will develop a variety of interpretive materials and programs that address interests and learning styles, present scientifically and historically accurate information, and serve both informal and formal educational audiences. These materials will include a planetarium show, an audio tour, special signage, multimedia animations/interactive kiosks, a web site, student activities, community events, a science drama program, activities for the general public and a variety of printed materials. Many components will be developed in English, Mandarin and Cantonese.
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TEAM MEMBERS:
Alexandra BarnettCynthia AshleyMichael Reynolds
The Lunar and Planetary Institute (LPI) will use $286,915, or 67% of a $430,373 total project budget, over three years to develop "SkyTellers," a space science and astronomy resource for small informal (and formal) learning settings such as planetariums, museum classes, school and community libraries, youth groups and home school settings. LPI educators and science staff, in consultation with a Native American master story teller, evaluation consultants, and an advisory board, will develop 12 SkyTeller topics. Each SkyTeller topic pairs a myth or legend (primarily but not exclusively Native American) with a relevant science story (Sky Story/Science Story) that explains our current understanding of the phenomenon that the ancient tale sought to explain. Ancillary materials (illustrations produced by LPI graphics staff, images from the latest in space science missions and research) will complete the 12 story sets to be used by informal and formal science educators at a variety of venues. Extensive formative and summative evaluation (alpha and beta testing) at multiple test venues is designed to insure high quality informal science education products.
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TEAM MEMBERS:
Stephen MackwellStephanie ShippJoseph Hahn