Making as a term has gained attention in the educational field. It signals many different meanings to many different groups, yet is not clearly defined. This project’s researchers refer to making as a term that bears social and cultural impact but with a broader more sociocultural association than definitions that center making in STEM learning. Using the theoretical lenses of critical relationality and embodiment, our research team position curriculum as a set of locally situated activities that are culturally, linguistically, socially, and politically influenced. We argue that curriculum
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TEAM MEMBERS:
Veronica OguilveWen WenEm BowenYousra AbourehabAmanda BermudezElizabeth GaxiolaJill Castek
This poster was presented at the 2021 NSF AISL Awardee Meeting.
Programming includes
Neighborhood Walks led by teams of scientists/engineers and artists
Community Workshops, Local Artist Projects, and Youth Mentorship focused on neighborhood and citywide water issues
Intergenerational participation, from seniors and adult learners to young adults, teens, and middle schoolers
This article describes an example of science engagement striving for social justice by invigorating neglected spaces. The pop-up science centre “Knowledge◦Room“ in Vienna encourages learning, participation and engagement and provides accessibility to different groups regardless of their background. Based on a case-study of a bottom-up event at the Knowledge◦Room, we show how science communication can create a trust-based connection with disadvantaged groups in society and inspire their curiosity in science. We argue that science communication can be used as a tool for advancing social justice
In this study, we explored how science teacher candidates construct ideas about science teaching and learning in the context of partnerships with urban community-based organizations. We used a case study design focusing on a group of 10 preservice teachers' participation in educational programming that focused on environmental racism and connected science to larger social issues in an economically dispossessed Mexican community in Chicago. Using theoretical lenses of humanistic science education, justice-centered science pedagogy, and structure-agency dialectic, we studied how preservice high
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TEAM MEMBERS:
Maria VarelasDaniel Morales-DoyleSyeda RazaDavid SeguraKaren CanalesCarole Mitchener
The art/science nexus has historically been approached through a challenge of aesthetics versus mathematics, and processes of knowledge production. Notably absent in this debate are the social sciences that explore human experience and perception. In particular, what has not been addressed clearly in the literature is how reasoning about the human experience can be provoked when people encounter content that does not assert itself as neatly defined in either an art or science discourse. By reflecting on one case study of a public art/science installation, we explore new fields of knowledge
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TEAM MEMBERS:
John FraserFiona MacDonaldNezam Ardalan
This document contains the following Appendices that provide information for the I/CaLL Community Science Learning study.
Appendix A: StreamLines Events
Appendix B: StreamLines Events Survey Instrument
Appendix C: Art + Science Brainstorm Coding Themes
Appendix D: Art + Science Brainstorm Flyer
I/CaLL is a four-year project that explores art as conduits for informal science learning on a citywide scale. The project attempts to transform the city of Indianapolis into an informal science-learning museum through the use of sculpture, dance, music, and poetry as educational tools in creating awareness and understanding of the city’s waterways. Specifically, I/CaLL addresses five sites located near and around waterways in impoverished or underserved communities, where art interventions created by artists in collaboration with scientists address topics around water sustainability
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TEAM MEMBERS:
John FraserNezam ArdalanChristina Shane-Simpson
This set of appendices represent all research instruments related to study presented in the I/CaLL Art Experiences and Advancing Science Literacy report (NewKnowledge Publication #NSF.097.115.07).
Appendix A: Installation Site Intercept Interview Instrument
Appendix B: Artists-Scientists Walk & Talks Instrument
Appendix C: Post-Performance Event Survey Instrument
Note that researchers did not use an instrument for the fourth aspect of the study, the post-performance event reflection sessions. Instead, they allowed the discussions to be directed by the reflection participants.
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TEAM MEMBERS:
John FraserRebecca Joy NorlanderSophie SwansonNezam ArdalanKate FlinnerJoanna Laursen BruckerNicole LaMarca