The Kaulele Kapa Exhibit was created to explore the effectiveness of a Hawaiian culture-based framework and approach in increasing learner engagement and depth of knowledge in STEM among Native Hawaiian/Pacific Islander (NHPI) learners. The exhibit utilized hands-on and interactive activities, coupled with scientific and cultural information, to create relevant learning experiences for these communities. To determine the effectiveness, exhibit attendees were invited to complete a survey that asked about how the exhibit influenced their interest and understanding of STEM and Hawaiian culture
The "Exhibit appraisal and diverse populations: Pilot research about intersectional and science identities in science exhibits" (APPRAISE) project team worked extensively with minoritized youth between the ages of 9 and 17, including youth of color, girls and non-binary youth, and youth with disabilities, to create a research protocol
The "Exhibit appraisal and diverse populations: Pilot research about intersectional and science identities in science exhibits" (APPRAISE) project team worked extensively with minoritized youth between the ages of 9 and 17, including youth of color, girls and non-binary youth, and youth with disabilities, to create a research protocol
The Brains On! exploratory research study was guided by three overarching research questions:
Who is the audience for Brains On! and what are their motivations for listening to children’s science podcasts?
How are Brains On! listeners using the podcast and engaging with its content?
What kinds of impacts does Brains On! have on its audiences?
These questions were answered through a three-phase mixed-methods research design. Each phase informed the next, providing additional insights into answering the research questions. Phase 1 was a review of a sample of secondary data in the
Our goal in creating this guide is to provide practitioners, organizations, researchers, and others with a “one-stop shop” for measuring nature connections. The guide is for those interested in assessing and enhancing the connections their audiences have to nature; we use the term “audience” to refer broadly to your participants or to any group you are trying to assess. The guide can help you choose an appropriate tool (for example, a survey or activity) for your needs, whether you work with young children, teenagers, or adults (see the Decision Tree on p. 14). The guide also includes 11 tools
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TEAM MEMBERS:
Gabby SalazarKristen KunkleMartha Monroe
This document is the final summative evaluation report written by EDC, the external evaluator of the STEM Guides project. The report concludes that the project was highly ambitious, with many dynamic and evolving pieces. It was deemed successful as a model of brokering connections between students aged 10-18 and STEM resources and opportunities in rural Maine communities. The STEM Guides program contributed to the increase in STEM awareness within each community, as well as connecting youth with interesting and relevant STEM experiences.
Techbridge Girls’ mission is to help girls discover a passion for science, engineering, and technology (SET). In August 2013, Techbridge Girls was awarded a five-year National Science Foundation grant to scale up its after-school program from the San Francisco Bay Area to multiple new locations around the United States. In the fall of 2014, Techbridge Girls began offering after-school programming at five elementary and two middle schools in the Highline Public School district, located near Seattle, WA.
Education Development Center is conducting the formative and summative evaluation of the
The evaluation study supports the project Distance Learning Education Programs at the Saint Louis Zoo. To better understand what teachers want and need, and the characteristics of the settings in which their students learn, the Zoo conducted an online survey of the teachers of students with special needs in May 2014. The purpose of this evaluation was to clarify and expand the survey findings to support the design, development, and implementation of the Zoo distance learning curriculum so that it works effectively across a variety of school settings for K12 students with special needs and
Providence Children’s Museum was tasked with examining how children demonstrate their learning and thinking through their play at the museum, and how exhibit activities and resources can be designed to build awareness of these learning processes among children’s caregivers and museum educators. The project team created a set of resources, including an exhibit space called Mind Lab, a Circuit Block activity, and an Observation Tool for caregivers that highlighted different types of behaviors associated with learning that happens naturally while children play. Rockman et al conducted a summative
This document contains the appendices and literature review from the report "Art+Science: Broadening Youth Participation in STEM Learning." It includes assessment tools used during the project.
WCS launched its electronic field trip program, Distance Learning Expeditions, in 2001 when there
was tremendous interest in the educational community in the potential of videoconferencing
technology for program delivery, as well as money available for the purchase of related broadcast
equipment. The program grew rapidly and was successful through 2009 -- serving 9,600 students
in 2006-07, its largest year. From 2010 to 2014, with school budget cuts, high equipment
maintenance costs, and shifts in staffing, participation in the program declined. In 2010, WCS
secured a grant from IMLS for
This evaluation reports on the Mission: Solar System project, a 2-year project funded by NASA. The goal of the Mission: Solar System was to create a collection of resources that integrates digital media with hands-on science and engineering activities to support kids’ exploration in formal and informal education settings. Our goal in creating the resources were: For youth: (1) Provide opportunities to use science, technology, engineering, and math to solve challenges related to exploring our solar system, (2) Build and hone critical thinking, problem-solving, and design process skills, (3)