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
Presentation slides and narration for the NARST 2022 Annual Conference. In this presentation we summarize findings from our interviewed with undergraduate STEM majors who identify as Latine, homing in on the ways in which they characterize "STEM" and "STEM people" and their descriptions of K-12 experiences that contributed to their characterizations of these concepts.
Engaging with Tinkering is a highly stimulating and complex experience and invites rich reflections from museum practitioners and teachers. "Tinkering as an inclusive approach for building STEM identity and supporting students facing disadvantage or with low science capital” presents the reflective practice process and tools designed by the "Tinkering EU: Building Science Capital for All" project aiming to understand in more depth the potential impact of using a Tinkering approach with students facing disadvantage. Using tools specifically designed to help teachers observe their students
In The Nature of Community: SCIENCES, we share the lessons learned from an innovative partnership designed to leverage the strengths of two nonprofit organizations—a large cultural institution and a smaller, deeply-rooted community-based organization, both of which offer informal science education expertise.
You’ll read first-hand reflections of how staff members, community leaders and members, children, and adults experienced this partnership: the expectations, surprises, challenges, successes, and lessons learned. We hope the description of this partnership inspires other organizations to
The PEAR Institute: Partnerships in Education and Resilience at McLean Hospital and Harvard Medical School conducted a year-long study of the Tulsa Regional STEM Alliance (TRSA). Funded by the Overdeck Family Foundation, STEM Next Opportunity Fund, and the Charles and Lynn Schusterman Family Foundation, this study is the first of its kind among 68 national and international STEM Ecosystems.
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TEAM MEMBERS:
Kristin Lewis-WarnerPatricia AllenGil Noam
This poster, which was presented at the Association of Science and Technology Centers Annual Conference on October 22, 2017, compares and contrasts evaluation findings across components of the Beyond Spaceship Earth project at The Children's Museum of Indianapolis. The project focuses on educating families and students about life and work aboard the International Space Station and generating interest in STEM topics and careers. Project components reviewed include an exhibit, a space object theater, and workshop-style programs focused on engineering and robotics for both families and school
Science educators in the United States are adapting to a new vision of how students learn science. Children are natural explorers and their observations and intuitions about the world around them are the foundation for science learning. Unfortunately, the way science has been taught in the United States has not always taken advantage of those attributes. Some students who successfully complete their K–12 science classes have not really had the chance to “do” science for themselves in ways that harness their natural curiosity and understanding of the world around them.
The introduction of
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TEAM MEMBERS:
National Academies of Sciences, Engineering, and Medicine
Computer Science (CS) education at the middle school level using educational games has seen recent growth and shown promising results. Typically these games teach the craft of programming and not the perspectives required for computational thinking, such as abstraction and algorithm design, characteristic of a CS curriculum. This research presents a game designed to teach computational thinking via the problem of minimum spanning trees to middle school students, a set of evaluation instruments, and the results of an experimental pilot study. Results show a moderate increase in minimum spanning