This document is the final evaluation report for the project, which focuses both on formative evaluation of the collaborative+interdisciplinary presentation creation process and summative evaluation of audience learning outcomes.
The Museum of Science, Boston and Boston University received funding from the National Science Foundation to develop and implement a pilot program mentoring high school students in science research, communication, and education practices, through the lens of experimental psychology research.
The Museum of Science, Boston and Boston University received funding from the National Science Foundation to develop and implement a pilot program mentoring high school students in science research, communication, and education practices, through the lens of experimental psychology research.
The Museum of Science, Boston and Boston University received funding from the National Science Foundation to develop and implement a pilot program mentoring high school students in science research, communication, and education practices, through the lens of experimental psychology research.
The Museum of Science, Boston and Boston University received funding from the National Science Foundation to develop and implement a pilot program mentoring high school students in science research, communication, and education practices, through the lens of experimental psychology research.
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TEAM MEMBERS:
Katie ToddIan Chandler-CampbellRachel Fyler
The Museum of Science, Boston and Boston University received funding from the National Science Foundation to develop and implement a pilot program mentoring high school students in science research, communication, and education practices, through the lens of experimental psychology research
This poster was presented at the 2021 NSF AISL Awardee Meeting.
This project employs youth (ages 16-21) from frontline communities to work in paid positions as purveyors of climate science, develop communication and leadership skills, and engage in timely conversations with members of the public about climate change impacts in their own communities. The youth work in small groups to develop an educational tool based in personal narrative and current climate science as a way to raise public understanding and awareness about local climate impacts. They also act as advisors and colleagues in
This poster was presented at the 2021 NSF AISL Awardee Meeting.
Many informal learning institutions use STEAM approaches to engage diverse learners. Our project aims to support educators in libraries, museums, and after school programs through a STEAM professional development (PD) series. Our PD approach is centered around a set of core STEAM practices that prioritize STEAM mindset and identity work. Participants engage in exemplar activities and design new experiences for their specific teaching and learning contexts. The series involves in- person sessions, online training, and team
This report summarizes the project work and research findings for a project designed to address racial justice through a STEM lens, in Minnesota communities, in the wake of George Floyd's murder. The project was rooted in principles of power sharing and co-creation. Though ultimately challenging, and not entirely successful according to the original goals, this report provides an overview of research findings and lessons learned.
Appendices include instruments.
This award is funded in whole or in part under the American Rescue Plan Act of 2021 (Public Law 117-2).
Despite the rich scientific evidence of adaptations and their evolutionary basis, there are concerning public misconceptions about evolution, processes of natural selection, and adaptations in the biodiverse world. Such misconceptions begin early. Younger elementary school children are often resistant to the idea that one “kind” of animal could descend from a completely different kind of animal, and they see features as having always existed. Other misconceptions lead to an inaccurate belief that changes in individual organisms acquired in a lifetime are passed directly on to offspring or that entire populations transform as a whole. These cognitive biases and "intuitive” misunderstandings can persist into adulthood. This Innovations in Development project will counter that narrative through an informal science project focusing on the blue whale one of nature’s most spectacular stories of adaptation. It is a species that lives life at extremes: a long-distance migrator, a deep diver, an extravagant eater, the largest animal to ever exist. With its awe-inspiring size and rich mosaic of anatomical, physiological, and behavioral specializations, it serves as a bridge to an enriched understanding of universal concepts in elementary biology and can begin to dispel the deeply rooted misconceptions. The project deliverables include a giant screen film documenting the field work of research scientists studying the blue whales in the Indian Ocean and Gulf of Mexico; multi-platform educational modules and programs that will build on the blue whale content from the film for use in science center programs and rural libraries; and professional development webinars that will offer content utilization and presentation skills for ISE facilitators. Project partners include California Science Center, STAR Library Education Network, HHMI Tangled Bank Studios and SK Films.
The external evaluation studies will gather data from 20 participating rural libraries and 6 science museums. A formative evaluation of the film will be conducted in a giant screen theater setting with 75 families. After viewing a fine-cut version of the film they will complete age-appropriate post-viewing surveys on the film’s engagement, storytelling, content appeal and clarity, and learning value in communicating key science concepts. An external summative evaluation will include three studies. Study 1 will assess the implementation of the project at the 26 organizations, addressing the question: To what extent is the project implemented as envisioned in the libraries and science center settings? Baseline information will be collected, and later partners will complete post-grant surveys to report on their actual implementation of the project elements. In addition, the study will examine outcomes relating to professional development. Study 2 will be an evaluation of the film as experienced by 400 youth and parents in science centers and examining the question: To what extent does experiencing the film engage youth and parents and affect their interest, curiosity, and knowledge of blue whales, adaptations, and the scientific process? Study 3 will examine: To what extent and how does experiencing an educational module (virtual field trips, hands on activities, augmented reality) affect youth and parents’ interest, curiosity, and knowledge of adaptations and scientific process?
Framing: Broadening participation and achieving equitable outcomes has been a core goal of the science museum field for over two decades. However, how to make progress has proven an intractable problem.
Methods: Focusing on five organizations who officially committed to diversity, equity, access, and inclusion (DEAI) by participating in a national professional development program, the researchers investigate how science museums attempt to enact internally-focused change via a mixed methods case study.
Findings: While these organizations considered a variety of structurally focused change