SETAC is funded by the Lifelong Learning Programme of the European Union and emerges out of the need to undertake specific action for the improvement of science education. It regards science education as among the fundamental tools for developing active citizens in the knowledge society. SETAC draws on the cooperation between formal and informal learning institutions, aiming to enhance school science education and active citizenship looking further into the role of science education as a lifelong tool in the knowledge society. On the day of the project’s conclusion, 31 October 2010, after two years of work SETAC contributes the following products and results to the field: 1. “Quality Science Education: Where do we stand? Guidelines for practice from a European experience” This is the concluding manifesto that presents the results of the SETAC work in the form of recommendations for practitioners working in formal and informal science learning institutions; 2. “Teaching and Learning Scientific Literacy and Citizenship in Partnership with Schools and Science Museums” This paper constitutes the theoretical framework of the project and innovative ways of using museums for science education and develop new modes of linking formal and informal learning environments; 3. Tools for teaching and learning in science: misconceptions, authentic questions, motivation. Three specific studies, leading to three specific reports, have been conducted in the context of the project, looking in particular into notions with an important role in science teaching and learning. These are on: Children’s misconceptions; Authentic questions as tool when working in science education; Students’ attitudes and motivation as factors influencing their achievement and participation in science and science-related issues; 4. Activities with schools: SETAC developed a series of prototype education activities which were tested with schools in each country. Among the activities developed between the partners, two have been chosen and are available on-line for practitioners to use and to adapt in their own context. These are: The Energy role game, a role game on Energy invites students to act in different roles, those of the stakeholders of an imaginary community, called to debate and decide upon a certain common problem; MyTest www.museoscienza.org/myTest, which aims to encourage students to engage in researching, reflecting and communicating science-oriented topics; 5. European in-service training course for primary and secondary school teachers across Europe. The training course is designed in such a way as to engage participants in debate and exploration of issues related to science education and active citizenship. The course is open to school teachers, headteachers and teacher trainers from all EU-member and associate countries. Professionals interested can apply for a EU Comenius grant. All the products of the project as well as information about the training course are available at the project website, some of them in more than one languages: www.museoscienza.org/setac
Safe Techniques Advance Research – Laboratory Interactive Training Environment (STAR-LITE) is an innovative laboratory safety training created by the National Institutes of Health, Office of Research Services, Division of Occupational Health and Safety, for high school and undergraduate students. The training was designed to incorporate laboratory safety and risk assessment with the architecture of game-based learning. In this respect, STAR-LITE provides student users with a salient educational experience that uses visual and audio clues, strategic thinking, and physical action to enhance the learning experience. The goal of STAR-LITE is to expand the student’s knowledge base with an introduction to safe laboratory and common risk assessment techniques. STAR-LITE comprises a series of pursuit or Quest-based activities that occur in a virtual laboratory environment. Users direct individualized characters, or avatars, to interact and engage with the features in the virtual laboratory to progress through continuous challenges. STAR-LITE provides users with a significant, repeatable educational experience using visual and audio clues, strategic thinking, and physical action to enhance the learning process. This training offers a unique method of instruction by integrating development of critical thinking proficiencies and application of problem solving skills with visualization of consequences, which result from unsafe behaviors. STAR-LITE’s educational content is presented in a virtual laboratory environment in which virtual characters experience exposures to hazardous biological, chemical, and physical hazards with real-life consequences. Student users participate in a series of Quests that require interaction with characters and laboratory equipment. Basic laboratory safety skills and techniques are presented in the training. These skills and techniques include an introduction to potential biological, chemical, and physical hazards that may be present in multi-discipline laboratories; methods to prevent injuries in the laboratory; methods to protect students, colleagues, and the environment from potential hazards in the laboratory; and emergency preparedness and response basics. STAR-LITE was designed to ensure student users walk through a risk assessment process during each Quest. Because STAR-LITE is a digital game-based learning experience, users can repeat the training as many times as they like. The repeatability of this training enhances the student’s learning experience and allows them to pursue different risk assessment decision paths as they progress through the Quest.
This project will develop a comprehensive Space Weather Outreach program to reach students, educators, and other members of the public, and share with them the discoveries from this scientific discipline. The Space Science Institute will capitalize on its prior successes and the success of other education programs to develop a comprehensive and integrated program that has the following five components: (1) the Space Weather Center website that includes online educational games; (2) Small Exhibits for Libraries, Shopping Malls, and Science Centers; (3) After-School Programs; (4) Professional Development Workshops for Educators, and (5) an innovative Evaluation and Education Research project. Its overarching goal is to inspire, engage, and educate a broad spectrum of the public and make strategic and innovative connections between informal and K-12 education communities. Partners include UC Berkeley's Space Sciences Laboratory; the American Library Association; Macerich: a mall developer with nationwide impact; and the Math, Engineering, Science Achievement program. The project brings together a creative collaboration between exhibit designers, graphic artists, formal/informal educators, and research scientists. The project spans a full spectrum of science communication strategies (formal, informal, and public outreach). The evaluation part of the project will examine how well the project elements work together and a pilot research study will explore the efficacy of online digital games for communicating complex space weather content. Results will be published and the findings presented at professional meetings and online. The three-year project is expected to impact well over two million people, including exhibit and website visitors and outreach visitors at various venues such as libraries and malls.