In this chapter we explore how people build new theories in the context of collaborative scientific thinking. As illustrated by many of the chapters in this volume, our default notion of "scientific thinking" has changed from that of the lone scientist or student toiling away on a magnum opus or in the laboratory, to that of people working as part of collaborative groups who negotiate goals for the task, co-construct knowledge, and benefit from the diverse prior knowledge that each collaborator brings to the table. In some ways, conceptualizing scientific thinking as fundamentally
When designing programs for science learning, it is important to consider that children's experiences with science begin years before they encounter science in the classroom. Children's developing understanding of science begins in their everyday activities and conversations about the natural and technical world. Children develop "scientific literacy" as they begin to learn the language of science (e.g., concepts such as "gravity" or "metamorphosis"), the kind of causal explanations that are used in scientific theories (e.g., the day-night cycle results from the rotation of the earth), and the
For children to achieve an understanding of science and of the ways of doing science, and for them to be motivated to use these ways in coping with, understanding, and enjoying the physical, biological, and social world around them, it is not enough that they believe that science is practically important. They must also be curious. Curiosity calls attention to interesting, odd, and sometimes important items in the drama that is revealed to us through our senses. Idle or purposeful, curiosity is the motor that interests children in science; it is also the principal motor that energizes and
Two important content areas associated with informal environmental science programs are ecology/natural science topics and awareness of environmental problems/issues. This study attempted to evaluate which of these content areas may provide a more optimum learning experience. A quantitative analysis was conducted on two field trips to a science center that represented an ecological oriented program and an environmental issue presentation. Two variables that were chosen as indicators of program success—knowledge retention and attitude change—are outcomes that have been found prevalent in
Classroom tasks should develop a spirit of inquiry and a sense of delight in discovery that will become part of the individual's learning style. Yet in the traditional elementary classroom, the use of worksheets, lectures and basal reading tasks to the exclusion of hands-on, participatory opportunities fails to encourage a child's construction of knowledge. By setting up a problem to be solved, demanding interaction, producing effects from direct actions and allowing variations of approach, cognitive development in children is enhanced. Hands-On Children's Museums encourage contextually
This volume explores the integration of recent research on everyday, classroom, and professional scientific thinking. It brings together an international group of researchers to present core findings from each context; discuss connections between contexts, and explore structures; technologies, and environments to facilitate the development and practice of scientific thinking. The chapters focus on: * situations from young children visiting museums, * middle-school students collaborating in classrooms, * undergraduates learning about research methods, and * professional scientists engaged in
The Developmental Studies Center is supporting the active involvement of parents in their children's mathematical development, helping parents understand more about how their children learn mathematically and socially, and increasing the likelihood that children will discuss mathematics with an adult who is significant in their lives. The first phase of this project develops, pilot tests, and evaluates a Homeside Math resource book for each grade level, K-2, with activities teachers can send home to foster positive interaction about mathematics between parents and their children. These activities are related to exemplary school curricula, particularly those developed with NSF support. The next phase develops a limited number of additional activities to add to the Homeside Math collection to be published as Community Math. Community Math is a resource book for youth workers with activities that foster mathematical discussions between children ages 5-8 and a significant adult and can be used in a variety of community organization settings and sent home for family use. Workshops are developed for parents, teachers, and youth workers to strengthen their knowledge of child-centered instructional strategies, meaningful activities, and how children develop mathematically and socially. And facilitator workshops are developed for parents, teachers, and youth workers to enable them to lead workshops for parents.
The New Mexico Museum of Natural History and Science proposed to develop an outreach science and mathematics program with a parent involvement and teacher enhancement professional development component. The goals of the project are as follows: (1) to involve parents in their children's education; (2) to promote a positive attitude on behalf of parents and students toward science and mathematics; (3) to increase teachers' level of comfort in teaching science; and (4) to enhance teacher's confidence in the hands-on approach as an effective method for teaching science. The objectives for the parent component of this project are: acquaint parents with the national and state science education goals and standards; introduce parents to activities that can be done at home with children; and provide families with materials and activity sheets that can be used at home. The objectives for the teacher component of this project are: (1) to provide teachers with opportunities for increased communication with parents about science literacy for children; (2) provide professional development for teachers on the use of hands-on science activities in the classroom; and (3) to providing bilingual activity guides and kits containing materials to encourage science learning. The methods for implementing this project will be varied according to the needs of the target audiences. Parents and children will be engaged through parent workshops and multi-aged children's activities conducted at the museum by experienced science educators. The professional development for teachers' component of this project will include an extensive summer workshop, on-going training/ planning sessions during the school calendar year and session on the uses of the bilingual teaching manuals. The cost sharing for this NSF award is 46.7% of the total project cost.
Blue Mountain Films, in association with the American Museum of Natural History, is producing a multi-component project on biodiversity that will examine closely the risks we face if the web of life on Earth is progressively diminished. The central component of the project will be a large format film that seeks to locate and understand humans' place in, and impact upon, the natural order of life on this planet. The film will be based on what appears to be a critical paradox: while we humans, like all living things, have always been dependent upon natural systems for our survival, our unique cultural development and technological prowess have convinced us that we are somehow "above" nature. As a corollary theme, the Life in the Balance film will examine the urgency of the scientific effort to explore and understand ecosystems and the flora and fauna they contain before their unique genetic information is lost due to human actions. In addition, the film will convey an appreciation of how science actually is done in the field. The film will be augmented by: * The Life in the Balance Bookshelf of material currently being developed by the new National Center at the American Museum of Natural History: * Biodiversity: An Action Guide aimed at encouraging children and their families to explore together topics and issues surrounding biodiversity. * Teacher's Curriculum-Biodiversity Counts designed as a middle school-based activity that encourages students to engage in scientific exploration and discover the diversity of species in their own neighborhoods. * Book of Essays designed as a resource book for high school students and their teachers. * Teacher/Educator's Guide consisting of hands-on science activities that can be used independently of the film and as preparation for viewing and/or following screenings of the film. * Life in the Balance "Interactive" Poster with a four-color acetate overlay of pictures which, wen pulled away, reveals a seco nd sheet with science information. * Fun Facts Brochure with biodiversity facts and questions presented in a simple, fun fashion, such as quizzes and games. * Life in the Balance Website feature family activities, an extinction conference section, and a bio-bulletin. * Life in the Balance National Training Institute, a 10 day workshop brining together teams of science educators from community organizations, schools, and science centers and museums. The PI and producer/director/writer of the film will be Bayley Silleck who served in these same roles for the Cosmic Voyage film. The Co-PI and producer will be Jeffrey Marvin. The principal scientist will be Thomas Eisner, Jacob Gould Schurman Professor of Chemical Ecology at Cornell University. This production team will work closely with an advisory committee that includes Jane Lubchenco, Peter H. Raven, Edward O. Wilson, Andrew Peter Dobson, Myles Gordon, Mary Elizabeth Murray-Wilson, and Lee Schmitt.
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TEAM MEMBERS:
Bayley SilleckJeffrey MarvinThomas Eisner
This project, Project PARTNERS (Parents: Allies Reinforcing Technology and Neighborhood Educators Reinforcing Science) supports parents and their children in learning the mathematics and science taught in the schools. The Bronx Educational Alliance (BEA), in collaboration with Lehman College, School District Nine, the Bronx High School Superintendency, and the Bronx Federation of High School Parent Association Presidents, provides a four-month Parent Academy twice a year. Thirty-six parents (20 elementary, 6 middle and 10 high school), from 18 Bronx schools in three K-12 corridors with which the BEA Resource/Outreach Center for Parents currently works, participate in each Academy, reaching 360 over five years. Project PARTNERS goals are to: 1) increase student achievement in 18 Corridor Schools through meaningful parental support; 2) provide parent training in Math, Science and Technology and enable parents to understand the New Standards; 3) develop skills to reinforce their children's learning at home; and 4) model how to effectively learn in science-rich informal educational institutions. Parents meet on Saturdays twice a month for six hours. On one Saturday they team with a teacher and child to visit a science rich institution. On the other Saturday they learn to use computer software programs which support MST, and math concepts through games and manipulatives. Incentives for parents include learning computer skills and stipends of $300 upon completion. The BEA Academies coordinate with the BUSI and District's Family Math and Family Science workshops.
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TEAM MEMBERS:
Herminio MartinezMarietta Saravia-Shore
The Museum of Science and Industry will develop "Genetics: Decoding Life," a 4325 sq. ft. permanent exhibit about the basic principles of genetics, the Human Genome Project, new tools and technology to study life, and the biomedical and biotech applications resulting from genetic information. As a result of interacting with this exhibit, visitors will understand the basic principles of genetics, they will become familiar with the role of genes in the development of life, they will learn something about how and why scientists used genetic tools, and visitors will become aware of applications of these principles and the potential social, ethical, medical and economic outcomes. In addition to the exhibit there will be a number of complementary outreach programs. An electronic web site will be created, software used in the exhibit will be modified into a format suitable for use in schools, computers loaded with genetic programs will be loaned to Chicago public school groups, churches and other community agencies, and the content of the exhibit will be used to enhance special Lamaze and prenatal classes held at the museum. Special consideration will be given to developing the relationship between the project personnel and the staff of the Chicago Systemic Initiative. They will work together to produce a school program about genetics that will be suitable for grades 5 to 8. School materials will include a teacher's guide for the exhibit, a program of classroom activities, and materials to be used before and after a trip to the museum to see the exhibit.
Parent Partners in School Science (PPSS) is a partnership project between The Franklin Institute and the Philadelphia School District. This is a three and one-half year program which will provide a pivotal role for the informal science learning center to be a facilitator in parental support of K-4 school instruction in science. The PPSS program will involve teachers, families and children in grades K-2 the first year, grades 1-3 the next, and finally grades 2-4 in the third year. The incorporation of the national science standards and working with Home and School Associations (HSA) in the area schools, the program will impact over 3600 children, 5400 parents and 45 educators participating over the life of the project. There are several goals and elements in the program. This will certainly demonstrate how an informal science center supports learning and it is also hoped to become a model for effective parent-teacher and parent-child collaboration to support learning. There will be Exploration Cards developed, which are at-home schince challenges for families, Discovery Days that are museum-based days of science inquiry using the yearly theme, Parent/Teacher Workshops at the museum, and finally a Science Celebration which is a showcase of participants' year-long achievements via an exhibit to be displayed at The Franklin Institute for a month, then traveling the exhibit to participating schools. The project's structure, disseminination acitivites and products are designed for national application and as a model for use in both formal and informal education communities. It is hoped the program will offer new opportunities for science center methology and pratice to provide direct support for the school agenda in science.