This report details the results of a five-year longitudinal study on the Explainer program at the Exploratorium. Explainers from the summer 1999, fall 1999 and spring 2000 cohorts were interviewed before and after their first semester of work as an Explainer, then followed up with additional interviews three more times at intervals of from one to three years. Additional supplemental data were gathered from a larger set of Explainers via surveys that were administered to these same cohorts before and after their first semester of work, and to a set of Explainer alumni who had been out of the
This study investigated the effect of different scientific inquiry activities on visitors’ understanding of the science underlying an interactive exhibit. The exhibit, “colored shadows,” creates a pattern of colored shadows on a white wall, due to a person’s body blocking the light from colored lamps. The subjects were 392 museum visitors, aged 7 to adult. They were individually guided through a structured interview, during which they did one of seven inquiry activities, randomly assigned. The activities were: generate an explanation; interpret an explanation; troubleshoot an explanation
This position paper, co-authored Center for Childhood Creativity's Director Elizabeth Rood and Director of Research Helen Hadani, details the importance of exposing children ages 0-8 to science, technology, engineering, and math (STEM) experiences. The review of more than 150 empirical studies led Rood and Hadani to conclude that, despite what has been previously thought, modern research supports the understanding that children are capable of abstract thinking and STEM-learning from infancy, beginning before their first birthday.
The Roots of STEM Success, authored in support of classroom
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TEAM MEMBERS:
Helen Shwe HadaniElizabeth RoodAmy EisenmannRuthe FousheeGarrett JaegerGina JaegerJoanna KauffmannKatie KennedyLisa Regalla