In this paper we investigate how people become engaged with open data, what their motivations are, and the barriers and facilitators program participants perceive with regard to using open data effectively.
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Jack ShanleyCamillia MatukOded NovGraham Dove
This paper is the culmination of several meaning-making activities between an external researcher, PES practitioners, and social scientist researchers who considered the unique contributions that can be made through RPPs on PES (that is, research-practice partnerships on public engagement with science). Based on the experiences from three RPP projects, the group noted that the PES context may be particularly suited to RPPs, and identified the importance of working as thinking-partners who support reciprocal decision-making. Recommendations are made in support of using these approaches to
This paper describes innovative ways of bringing mathematical learning into community venues in rural settings. We selected highly engaging mathematical activities, adapted them for middle school youth and their families, and brought them to the “locavore” contexts of Farmers Markets and community agricultural fairs. “STEM Guides”—community people hired to connect youth with local STEM resources—set up math-oriented booths at local Farmers Markets and fairs. They enlisted visitors in weighing produce, comparing weights of typical fruits/vegetables to record-weighing produce, and composing
We collected data from middle school science fairs held in schools across the country to understand:
What are the basic models and elements of middle school science fairs;
If and how science fairs increase students’ interest in science, technology, engineering or math (STEM) and/or STEM careers
If and how participation in select models of middle school science fairs enhance students’ mastery of the science and engineering practices; and
What costs and resources are required to implement an effective middle school science fair?
In this paper we share an emerging analytical approach to designing and studying STEAM programs that focuses on how programs integrate the respective epistemic practices—the ways in which knowledge is constructed—of science and art. We share the rationale for moving beyond surface features of STEAM programs (e.g., putting textiles and electronics on the same table) to the disciplinary-specific ways in which participants are engaged in creative inquiry and production. We share a brief example from a public STEAM event to demonstrate the ways in which this approach can foster reflection and
This commentary explores the kinds of audiences who attend science festivals in the United States by examining data from nearly 10,000 attendees from 24 festivals. Findings are presented to describe festival audiences overall and in comparison to national census and polling data. Results are similar to those for other public science events, with the majority of attendees being well-educated and middle-class. Even so, approximately two thirds of festival-goers are new each year. The findings are discussed in relation to evidence that begins to establish a typology of public science event
Outreach activities at the interface of science and art present a unique opportunity to connect and engage with “latently interested” publics who do not otherwise take part in science activities like visiting science museums. In this paper, the authors present “Guerilla Science” as one model that supports the hypothesis that well-designed science + art (STEAM) programming in informal settings can broaden participation in, and facilitate engagement with STEM-related topics. This paper describes a range of interactive events featuring scientists and artists and accompanying research into the
Increased integration and synergy between formal and informal learning environments is proposed to provide multiple benefits to science learners. In an effort to better bridge these two learning contexts, we developed an educational model that employs the charismatic nature of arachnids to engage the public of all ages in science learning; learning that aligns with the Next Generation Science Standards (NGSS Disciplinary Core Ideas associated with Biodiversity and Evolution). We created, implemented, and evaluated a family-focused, interactive science event—Eight-Legged Encounters (ELE)—which