The Antarctic Dinosaurs project aims to leverage the popularity and charisma of dinosaurs to inspire a new generation of polar scientists and a more STEM (Science, Technology, Engineering, Mathematics)-literate citizenry. The project, centered on a giant screen film that will reach millions of theatrical viewers across the U.S., will convey polar science knowledge through appealing, entertaining media experiences and informal learning programs. Taking advantage of the scope of research currently taking place in Antarctica, this project will incorporate new perspectives into a story featuring dinosaurs and journey beyond the bones to reveal a more nuanced, multi-disciplinary interpretation of paleontology and the profound changes the Antarctic continent has endured. The goals of the project are to encourage young people to learn about Antarctica and its connection to the rest of the globe; to challenge stereotypes of what it means to participate in science; to build interest in STEM pursuits; and to enhance STEM identity.
This initiative, aimed particularly at middle school age youth (ages 11-14), will develop a giant screen film in 2D and 3D formats; a 3-episode television series; an "educational toolkit" of flexible, multi-media resources and experiences for informal use; a "Field Camp" Antarctic science intervention for middle school students (including girls and minorities); fictional content and presentations by author G. Neri dealing with Antarctic science produced for young people of color (including non-readers and at-risk youth who typically lack access to science and nature); and presentations by scientists featured in the film. The film will be produced as a companion experience for the synonymous Antarctic Dinosaurs museum exhibition (developed by the Field Museum, Chicago, in partnership with the Natural History Museum of Los Angeles County, Discovery Place, Charlotte, NC, and the Natural History Museum of Utah). Project partner The Franklin Institute will undertake a knowledge-building study to examine the learning outcomes resulting from exposure to the film with and without additional experiences provided by the Antarctic Dinosaurs exhibition and film-related educational outreach. The study will assess the strategies employed by practitioners to make connections between film and other exhibits, programs, and resources to improve understanding of the ways film content may complement and inspire learning within the framework of the science center ecosystem. The project's summative evaluation will address the process of collaboration and the learning impacts of the film and outreach, and provide best practices and new models for content producers and STEM educators. Project partners include film producers Giant Screen Films and Dave Clark Inc.; television producer Natural History New Zealand (NHNZ); Discovery Place (Charlotte, NC); The Franklin Institute; The Field Museum; The Natural History Museum of Utah (The University of Utah); author G. Neri; and a team of scientists and diversity advisers. This project is funded by the Advancing Informal STEM Learning (AISL) program, which seeks to advance new approaches to, and evidence-based understanding of, the design and development of STEM learning in informal environments. This includes providing multiple pathways for broadening access to and engagement in STEM learning experiences, advancing innovative research on and assessment of STEM learning in informal environments, and developing understandings of deeper learning by participants. The project has co-funding support from the Antarctic section of the Office of Polar Programs.
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.
Within the UNAM (The National Autonomous University of Mexico) there is an institution, the Dirección General de Divulgación de la Ciencia (DGDC) devoted to the popularization of science through different media such as museums, exhibitions, journals, books, radio and TV programs, internet, workshops for children, demos, shows, plays, summer courses and outreach programs. Most of these products and materials are planned, designed and manufactured by a multidisciplinary team of professionals in the DGDC. Some of our most outstanding projects are: the creation and operation of two science museums
Basing mainly on author's direct involvement in some science communication efforts in India, and other reports, this contribution depicts and analyses the present science communication/ popularization scenario in India. It tries to dispel a myth that rural people don't require or don’t crave for S&T information. It discusses need for science and technology communication, sustaining curiosity and creating role models. Citing cases of some natural, 'unnatural' and organized events, it recounts how S&T popularization efforts have fared during the past decade and a half. It's made possible using
In the field of scientific communication in Europe, science centres have gained increasing importance over the last ten years. Italy, beyond the City of Science in Naples, is also planning the set up of more science centres throughout the country. Their hands-on style makes them something between a museum and a fun fair and, beyond the issue of merit, no doubt the success of many science centres also depends on the fun offered. It is important then to be able to assess to what extent people can actually make use of the proposed themes. This report tries to point out the dialogue opportunities
The Self-Reliance Foundation (SRF) Conociendo Tu Cuerpo (Know Your Body) Hispanic Community Health Sciences Education project is an initiative designed to introduce Hispanic students and families to biomedical science and health education resources, and increase their participation levels in these fields. The educational goals of the project are to: (1) Encourage Hispanic undergraduate students to pursue careers in biomedicine and science through a mentoring program at the university level; (2) Inspire an interest in biomedical science among Hispanic elementary-age students and parents through community outreach activities; (3) Inform Hispanic parents about biomedical science education standards and academic requirements for pursuing biomedical and science related careers; and (4) Inform and inspire Hispanic students and their families about the biomedical sciences and related careers through a series of daily nationally broadcast Spanish-language radio capsules, and a nationally syndicated Spanish newspaper column. Conociendo Tu Cuerpo (Know Your Body) includes several key components: A model, Washington, D.C., area coalition of informal science, health, community, education, and media organizations that will publicize and provide hands-on health science activities at community festivals and other community settings; Hispanic undergraduate student health-science fellows to be trained and provided experience in facilitating health science activities; and nationally broadcast Spanish-language radio capsules that will cover topics in areas of biomedicine, research, education, and health-science careers. Parents and students will be able to access additional information about biomedical science opportunities and Hispanic role models in the biomedical sciences through the project's Conociendo Tu Cuerpo website and the bilingual 800 telephone help line promoted by 147 participating radio stations and 102 newspapers nationwide. The project will be supported at the national level through collaboration with the Hispanic Radio Network and the Pacific Science Center. The Washington, D.C., collaborative will include the Capital Children's Museum, local Spanish language radio stations, area universities, and health and community organizations. Development Associates, the largest American education and evaluation consulting corporation, will evaluate the project.