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
We propose a thoughtful process for scientists to develop their “impact identity”, a concept that integrates scholarship in a scientific discipline with societal needs, personal preferences, capacities and skills, and one’s institutional context. Approaching broader impacts from a place of integrated identity can support cascading impacts that develop over the course of a career. We argue identity is a productive driver that can improve outcomes for scientists and for society. Widespread adoption of the concept of impact identity may also have implications for the recruitment and retention of
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
DATE:
TEAM MEMBERS:
John FraserFiona MacDonaldNezam Ardalan
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
The Indianapolis / City as Living Laboratory (I/CaLL) project was a civic collaboration that used the city of Indianapolis as an informal science learning (ISL) environment. The 21 Urban Water Science Concepts Resource Handbook is designed for all people who are interested in exploring science topics related to urban waterways, particularly in Indianapolis. Specifically, educators, artists, and community members in Indianapolis may find this publication useful. With a small amount of extra research for examples in their area of interest, urban environmental educators across the country will
Science centers are seen as places for communication of science very focused on the mise en scène of the content and methodologies of natural sciences. However, in the recent history, these institutions are transforming their role within education and transformation processes in the society they are engaged with. This communication presents a social project in Medellín, Colombia, that involves a vulnerable community, the local authorities of the city, academic institutions and NGO’s and a science center that is neighbor to this community.
This poster was presented at the 2016 Advancing Informal STEM Learning (AISL) PI Meeting held in Bethesda, MD on February 29-March 2. Indianapolis: City as a Living Laboratory (NSF Grant #DRL-1323117) examines how different public art mediums can serve as conduits for informal science learning at a city-wide scale.
This poster was presented at the 2014 AISL PI Meeting in Washington, DC. It describes an exhibit developed for bus transit stations designed to reach underrepresented groups in Portland.
"From Earth to the Universe" (FETTU) is a collection of astronomical images that showcase some of the most popular, current views of our Universe. The images, representing the wide variety of astronomical objects known to exist, have so far been exhibited in about 500 locations throughout the world as part of the International Year of Astronomy. In the United States, over 40 FETTU exhibits have occurred in 25 states in such locations as libraries, airports, nature centers, parks and college campuses. Based on preliminary evaluations currently underway, this project – a large-scale, worldwide
Interactive museum exhibits have increasingly placed replicated and virtual objects alongside exhibited authentic objects. Yet little is known about how these three categories of objects impact learning. This study of family learning in a botanical garden specifically focuses on how 12 parent-child family units used explanations as they engaged with three plant types: living, model, and virtual. Family conversations were videotaped, transcribed, and coded. Findings suggested that: 1) explanations of biological processes were more frequent than other types; 2) model and virtual plants supported
This white paper is the product of the CAISE Formal-Informal Partnerships Inquiry Group, which began work during a July 2008 ISE Summit organized by CAISE. Their examination of what the authors call "the hybrid nature of formal-informal collaborations" draws on relevant theoretical perspectives and a series of case studies to highlight ways in which the affordances of formal and informal settings can be combined and leveraged to create rich, compelling, authentic, and engaging science that can be systematically developed over time and settings.
This white paper is the product of the CAISE Public Participation in Scientific Research Inquiry Group. It describes how public participation in scientific research (PPSR) through informal science education can provide opportunities to increase public science literacy.