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resource research Professional Development, Conferences, and Networks
Advances in technology, science, and learning sciences research over the past 100 years have reshaped science education. This chapter focuses on how investigators from varied fields of inquiry who initially worked separately began to interact, eventually formed partnerships, and recently integrated their perspectives to strengthen science education. Advances depended on the broadening of the participants in science education research, starting with psychologists, science discipline experts, and science educators; adding science teachers, psychometricians, computer scientists, and sociologists
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TEAM MEMBERS: Marcia Linn Libby Gerard Camillia Matuk Kevin Mcelhaney
resource research Public Programs
This conference presentation explores the gap between formal education and informal education, with special attention to science center pedagogy.
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TEAM MEMBERS: Hannu Salmi
resource research Public Programs
This conference presentation explores the gap between formal education and informal education, with special attention to science center pedagogy.
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TEAM MEMBERS: Hannu Salmi
resource research Media and Technology
Over recent years, there has been much discussion of the status of science communication as a discipline, as a field of empirical research and theoretical reflection. In our own contributions to that discussion, we have tended to raise questions about the possibilities of this ‘emerging discipline’ (Trench & Bucchi 2010). We have some-times drawn attention to the marks of immaturity—notably, the relatively underdeveloped state of theory in the field. But when a major international academic publisher commissions an anthology of ‘major works’ in our field, we can surely say that science
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TEAM MEMBERS: Brian Tench Massimiano Bucchi
resource research Public Programs
This chapter discusses variation in the organization of children’s involvement in cultural activities. In particular, we examine three widespread cultural traditions that organize children’s learning and participation in cultural activities: intent community participation, assembly-line instruction, and guided repetition. We argue that investigating the organization of children’s participation in routine activities offers a way to address the dynamic nature of repertoires of cultural practices—the formats of (inter)action with which individuals have experience and may take up, resist, and
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TEAM MEMBERS: Barbara Rogoff Leslie Moore Behnosh Najafi Amy Dexter Marciela Correa-Chavez Jocelyn Solis
resource research Media and Technology
The Computer Clubhouse aims to help inner-city youth gain that type of technological fluency. The Computer Clubhouse is designed to provide inner-city youth with access to new technologies. But access alone is not enough. The Clubhouse is based not only on new technology, but on new ideas about learning and community. It represents a new type of learning community—where young people and adult mentors work together on projects, using new technologies to explore and experiment in new ways.
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TEAM MEMBERS: Mitchel Resnick Natalie Rusk Stina Cooke
resource research Media and Technology
Silence of the Lands is a virtual museum of natural quiet in Boulder, Colorado, based on locative and tangible computing. The project promotes a model of virtuality that empowers the active and constructive role of local communities in the interpretation, preservation, and renewal of natural quiet as an important element of the natural heritage. This is accomplished by using sounds as conversation pieces of a social narrative aimed at transforming the virtual museum into an organism linking the people, perspectives, and values that pertain to the specific environmental setting of Boulder
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TEAM MEMBERS: Elisa Giaccardi
resource research Media and Technology
Traditionally, collaborative technologies are intended to directly support joint, collaborative activity, taking their cues from communication and media. Here, empirical findings are presented about the types of information needs associated with the formation of a knowledge-building community among professional learning technology researchers. Several issues are outlined in designing, facilitating, supporting, and measuring knowledge-building activity in such as community of practice. It is argued that, rather than communication tools, a knowledge-building community is better served by
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TEAM MEMBERS: Christopher Hoadley Roy Pea
resource research Media and Technology
In this chapter we want to examine the reality behind these labels by examining the place of emergent technologies in the lives of young people. In doing so, we review and synthesize some of the key research in this area, highlighting the principal topics and potential issues of interest for future study. Although much has been published in the popular media, until fairly recently relatively little had been written from a more scholarly perspective. The overview we offer here is based on a wide range of academic research dispersed through a variety of disciplines including geography, sociology
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TEAM MEMBERS: Susan McKay Crispin Thurlow Heather Zimmerman
resource research Public Programs
This chapter explores what is already known about museums and their long-term impact on visitors, the complexities and challenges inherent in trying to study and understand long-term impacts, future research and methodological approaches that we can use to effectively assess the longterm impacts of museum experiences, and the implications of these efforts for practice.
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TEAM MEMBERS: David Anderson Martin Storksdieck Michael Spock
resource research Media and Technology
The goal of this chapter is to provide an overview of important aspects of human learning that are particularly relevant to educators, including learning across settings and lifelong learning.
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TEAM MEMBERS: John Bransford
resource research Exhibitions
In this chapter, we argue that the understanding of objects that children of different ages brings to the museum setting offers a unique perspective. Little direct work on this topic has been conducted in museums. However, there is a body of related work to be found in contemporary studies of children's emerging understanding of the natural and artificial worlds that can be used to develop a framework for understanding how children might approach the world of museum objects. Recent evidence on the development of children's thinking on this subject is presented in the larger context of the
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TEAM MEMBERS: E. Margaret Evans Melinda Mull Devereaux Poling