This study collected data from seven planetarium email lists (one per planetarium regional organization in the United States), as well as online survey panel data from residents in each area, to describe and compare those who do and do not visit planetariums.
We present the assets that collaboration across a land grant university brought to the table, and the Winterberry Citizen Science program design elements we have developed to engage our 1080+ volunteer berry citizen scientists ages three through elder across urban and rural, Indigenous and non-Indigenous, and formal and informal learning settings.
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TEAM MEMBERS:
Katie SpellmanJasmine ShawChristine VillanoChrista MulderElena SparrowDouglas Cost
Education Development Center (EDC) conducted the external evaluation of this second phase of NASA@ My Library. Library staff from partner libraries increased their confidence and ability to facilitate library programming related to Earth, space, and engineering.
Artificial Intelligence (AI), the research and development of machines to mimic human thought and behavior, encompasses one of the most complex scientific and engineering challenges in history. AI now permeates essentially all sectors of the economy and society. Young people growing up in the era of big data, algorithms, and AI need to develop new awareness, content knowledge, and skills to understand humans’ relationships with these new technologies and become producers of AI artifacts themselves.
YR Media and MIT’s Understanding AI project researched and developed innovative approaches to
The Aldrich Contemporary Art Museum will amplify its partnership with Hart Magnet School, a Title 1 elementary school in urban Stamford, Connecticut, by increasing exposure and access to the arts for first-fifth graders, their families, and educators. A new program model, leveraging the museum's artist exhibitions, will focus on technology and an inquiry-based approach to science. Students, educators, and families will be encouraged to see and think in new ways through on-site STEAM tours at the museum, artist-led workshops at Hart, teacher professional development, and afterschool family activities. Outside evaluators will work with the project team to develop goals and associated metrics to measure how the model of museum-school partnership can enhance student achievement, engage families more deeply in their child's school experience and community, and contribute to teacher professional development. The evaluator will also train museum staff on best practices for program assessment.
In 2019, the Advancing Informal STEM Learning program at the National Science Foundation funded the Advancing Ocean Science Literacy through Immersive Virtual Reality project, a pilot/feasibility and collaborative research project between The Hydrous and the Virtual Human Interaction Lab (VHIL) at Stanford University designed to investigate how immersive virtual reality using head mounted displays can enhance ocean literacy and generate empathy towards environmental issues, particularly among high school girls from different socio-economic backgrounds. The Hydrous was responsible for designing
The Bay Area Discovery Museum will address the need for STEM education by delivering engineering outreach programming to schools and libraries throughout the San Francisco Bay Area. The museum's mobile engineering lab, Try It Truck, will introduce the engineering design process to students and teachers in grades K-5 with hands-on activities (both on and off the truck) where they can collaborate, experiment, and design solutions to engineering challenges. The Try It Truck will serve 21,600 children, parents, and educators throughout the Bay Area, with at least 50 percent of all participants coming from underserved communities and Title I schools. The museum will work with an external evaluator to design survey instruments for both formative and summative evaluation, analyze summative evaluation data, and produce a report. Museum staff will share project results with colleagues at national and statewide conferences.
To advance justice, equity, diversity, and inclusion in science, we must first understand and improve the dominant-culture frameworks that impede progress and, second, we must intentionally create more equitable models. The present authors call ourselves the ICBOs and Allies Workgroup (ICBOs stands for independent community-based organizations), and we represent communities historically excluded from the sciences. Together with institutional allies and advisors, we began our research because we wanted our voices to be heard, and we hoped to bring a different perspective to doing science with
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TEAM MEMBERS:
María Cecilia Alvarez RicaldeJuan Flores ValadezCatherine CrumJohn AnnoniRick BonneyMateo Luna CastelliMarilú López FrettsBrigid LuceyKaren PurcellJ. Marcelo BontaPatricia CampbellMakeda CheatomBerenice RodriguezYao Augustine FoliJosé GonzálezJosé Miguel Hernández HurtadoSister Sharon HoraceKaren KitchenPepe Marcos-IgaTanya SchuhPhyllis Edwards TurnerBobby WilsonFanny Villarreal
Hero Elementary is a transmedia educational initiative aimed at improving the school readiness and academic achievement in science and literacy of children grades K-2. With an emphasis on Latinx communities, English Language Learners, youth with disabilities, and children from low-income households, Hero Elementary celebrates kids and encourages them to make a difference in their own backyards and beyond by actively doing science and using their Superpowers of Science. The content is aligned with NGSS and CCSS-ELA for K–2.
This report summarizes findings from a case study with 4 large
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TEAM MEMBERS:
Betsy McCarthyDaniel BrennerClaire MorganJoan FreeseMomoko Hayakawa
Hero Elementary is a transmedia educational initiative aimed at improving the school readiness and academic achievement in science and literacy of children grades K-2. With an emphasis on Latinx communities, English Language Learners, youth with disabilities, and children from low-income households, Hero Elementary celebrates kids and encourages them to make a difference in their own backyards and beyond by actively doing science and using their Superpowers of Science. The content is aligned with NGSS and CCSS-ELA for K–2. This report summarizes findings from a case study with 4 large
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TEAM MEMBERS:
Betsy McCarthyDaniel BrennerClaire MorganJoan FreeseMomoko Hayakawa
In spring 2019, WestEd conducted a pilot study using five playlists to understand the feasibility of implementing the playlists in afterschool programs and to discuss the potential impact of the playlists on student science learning. The research questions were: 1) How are the playlists implemented in after-school programs? 2) What is the potential impact of playlists on student science knowledge and skills? Student science knowledge was measured using the ScienceQuest test, and attitudes towards science were measured by the Emerging STEM Learning Activation Survey. Data were analyzed using a