Science belongs everywhere. Although informal science learning typically takes place in the bright spots of society—our museums, botanical gardens, and science centers—some science educators are creating programs for individuals who live in the darker parts of our communities, such as prisons. Over 2 million people are in prison in the United States, with a national recidivism level of over 70%. Yet men and women who are incarcerated can also participate in science learning and contribute to conservation projects.
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.
Socially inclusive science communication has to take place where people spend most of their time — within their communities. The concept of knowledge rooms uses empty shops in socially disadvantaged urban areas for offering low-threshold, interactive science center activities. The commentary carves out essential features that contributed to the success of the pilot project. Most importantly, the knowledge rooms had to be welcoming and comfortable for visitors of various backgrounds. The spaces were easy to access, the initiators were seen as trustworthy actors by temporarily becoming part of
This white paper discusses how out-of-school providers can inspire more underrepresented youth to become the innovators and problem-solvers of tomorrow. Boys & Girls Clubs of America convened key stakeholders from higher education, government, corporations and nonprofit organizations at the STEM Great Think, the first national thought leadership forum to combine innovation and creativity with STEM programming in the out-of-school time environment. The purpose of the STEM Great Think was to develop a plan for establishing strategic partnerships that advance STEM education during out-of-school
Despite new governmental initiatives aiming to engage the general public in policymaking related to nuclear energy, little is known about how expert stakeholders involved in the decision-making process perceive such activity. This study examines how a series of social, cognitive and communication factors influences expert stakeholders’ attitudes toward public participation in policy decisions related to nuclear energy. Specifically, using data from a survey of 557 experts identified through content analyses of public meeting records, we find that among those perceiving public opinion as being
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TEAM MEMBERS:
Nan LiLeona Yi-Fan SuXuan LiangDominique BrossardDietram Scheufele
This poster was presented at the 2014 AISL PI Meeting in Washington DC. It describes the CLUES project that provides STEM education opportunities to families.
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TEAM MEMBERS:
New Jersey Academy for Aquatic SciencesBarbara Kelly
This is a handout from the session "Unique Approaches to Community Engagement – Challenges, Successes, Lessons Learned" at the 2014 ASTC Conference held in Raleigh, NC. The handout includes presentation slides and the central questions discussed by each session contributor.
This is a handout from the session "Engaging Underrepresented Populations in your STEM Programming: A place-based approach" at the 2014 ASTC Conference held in Raleigh, NC. It includes slides from the presentation, which describe how a neighborhood-based approach can be used to reach target audiences.
This poster was presented at the 2014 AISL PI Meeting. It describes a project that creates experiences in herpetology (the study of reptiles and amphibians) for rural underrepresented groups.
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.
This poster was presented at the 2014 AISL PI Meeting in Washington, DC. The project created a bilingual exhibit and surrounding activities to explore the concept of sustainability.
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TEAM MEMBERS:
Oregon Museum of Science and IndustryMarilyn Johnson
Project STEAM aims to inspire art-interested girls to enter STEM careers through a series of activities, including summer academies that explore the biology and physics of color, science café-style presentations that feature the overlap between art and science, and the development of “kits” that can be used in informal and formal venues (Girl Scouts, science centers, and K-12 classrooms). Project research explores two questions: 1) How does an art-focused approach (STEAM) to teaching science support engagement in scientific practices such as experimentation, observation, and communication of
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TEAM MEMBERS:
University of Alaska, FairbanksLaura Conner