In this chapter, we argue that the understanding of objects that children of different ages brings to the museum setting offers a unique perspective. Little direct work on this topic has been conducted in museums. However, there is a body of related work to be found in contemporary studies of children's emerging understanding of the natural and artificial worlds that can be used to develop a framework for understanding how children might approach the world of museum objects. Recent evidence on the development of children's thinking on this subject is presented in the larger context of the
Designs for CSCL (Computer-Supported Collaborative Learning) applications usually presume a desktop or laptop computer. Yet future classrooms are likely to be organized around Wireless Internet Learning Devices (WILD) that resemble graphing calculators, Palm, or Pocket-PC handhelds, connected by short-range wireless networking. WILD learning will have physical affordances that are different from today’s computer lab, and different from classrooms with 5 students per computer. These differing affordances may lead to learning activities that deviate significantly from today’s images of K-12 CSCL
In this chapter we introduce the notion of islands of expertise, explore links between related socio-cultural and information processing theory, and overview a study of family conversations while parents and children look at authentic and replica fossils in a museum.
After-school programs, scout groups, community service activities, religious youth groups, and other community-based activities have long been thought to play a key role in the lives of adolescents. But what do we know about the role of such programs for today's adolescents? How can we ensure that programs are designed to successfully meet young people's developmental needs and help them become healthy, happy, and productive adults? Community Programs to Promote Youth Development explores these questions, focusing on essential elements of adolescent well-being and healthy development. It
Women in the United States are underrepresented in science, mathematics, and engineering (SME) educational programs and careers. One cause is the dramatic and disproportionate loss of women who intended in high school to pursue science-related careers. This article uses the longitudinal survey responses of 320 male and female SME summer program students to assess the ways in which their social relationships and experiences affect their involvement in science and technology. The issues are framed in terms of identity theory. Structural equation models support the identity framework; emotionally
We used meta-analysis to review 55 evaluations of the effects of mentoring programs on youth. Overall, findings provide evidence of only a modest or small benefit of program participation for the average youth. Program effects are enhanced significantly, however, when greater numbers of both theory-based and empirically based "best practices" are utilized and when strong relationships are formed between mentors and youth. Youth from backgrounds of environmental risk and disadvantage appear most likely to benefit from participation in mentoring programs. Outcomes for youth at-risk due to
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David DuBoisBruce HollowayJeffrey ValentineHarris Cooper
This paper reports the results of a study designed to determine people's preferences for different types of Web-based educational activity. Researchers identified six activity types for comparison: Creative Play, Guided Tour, Interactive Reference, Puzzle/Mystery, Role-playing Story and Simulation. They collected two sets of data: 1) user exit surveys evaluating the study site and preferred genre or type of learning activity and 2) serve statistics indicating the duration of stay. Researchers found clear differences in preferences between adults and children.
This exhibition was created to attract and appeal to families with children based on a major strategic planning effort targeting a specific audience. Summative evaluation was commissioned to reflect on the original goals for the exhibition as well as to inform future decisions regarding institutional and exhibition planning for family audiences. Several complementary research methods were used to address a variety of questions about family experiences in Splash Zone: two methods of exit interviews (281 family interviews where parents were asked most of the questions, and 55 interviews with
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Jeff HaywardMonterey Bay AquariumJolene Hart
This guiding question for this evaluation conducted by ILI was to measure the long term impact of the NYHS SCL program on its participants. The SCL participants also known as Explainers are high school and college students who are paid employees for NYHS. Focus was on knowledge development and skill development specifically critical thinking, and problem solving and transfer of those skills to everyday life. The evaluation also attempted to gauge SCL graduates' perception of science and scientists, influence of the program on career planning, leisure time choices with respect to lifelong
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Martin StorksdieckNew York Hall of ScienceKate Haley-GoldmanMika Cohen Jones
The Institute for Learning Innovation, Inc., requests $264,904 to pilot a project for establishing a national program to provide parents and significant other adults with support, training and materials. Also, the project goals will enable parents and other adults to become actively engaged in local science education reform and science literacy for their children. The duration of this project is eighteen months. The cost sharing for this NSF award is 24.6% of the total projected cost of the project. The Institute for Learning Innovation, Inc. will collaborate with the YWCA of Annapolis and Anne Arundel County, Boys and Girls Club of Annapolis and the Arundel County Public Schools' Family Involvement Center. Project "ASK with Science" will develop a model program for implementing and disseminating science education materials to young children in underserved communities, thereby creating a grassroots, family-oriented program that can become established in the local communities served by these organizations.
The New Mexico Museum of Natural History and Science proposed to develop an outreach science and mathematics program with a parent involvement and teacher enhancement professional development component. The goals of the project are as follows: (1) to involve parents in their children's education; (2) to promote a positive attitude on behalf of parents and students toward science and mathematics; (3) to increase teachers' level of comfort in teaching science; and (4) to enhance teacher's confidence in the hands-on approach as an effective method for teaching science. The objectives for the parent component of this project are: acquaint parents with the national and state science education goals and standards; introduce parents to activities that can be done at home with children; and provide families with materials and activity sheets that can be used at home. The objectives for the teacher component of this project are: (1) to provide teachers with opportunities for increased communication with parents about science literacy for children; (2) provide professional development for teachers on the use of hands-on science activities in the classroom; and (3) to providing bilingual activity guides and kits containing materials to encourage science learning. The methods for implementing this project will be varied according to the needs of the target audiences. Parents and children will be engaged through parent workshops and multi-aged children's activities conducted at the museum by experienced science educators. The professional development for teachers' component of this project will include an extensive summer workshop, on-going training/ planning sessions during the school calendar year and session on the uses of the bilingual teaching manuals. The cost sharing for this NSF award is 46.7% of the total project cost.
This project, Project PARTNERS (Parents: Allies Reinforcing Technology and Neighborhood Educators Reinforcing Science) supports parents and their children in learning the mathematics and science taught in the schools. The Bronx Educational Alliance (BEA), in collaboration with Lehman College, School District Nine, the Bronx High School Superintendency, and the Bronx Federation of High School Parent Association Presidents, provides a four-month Parent Academy twice a year. Thirty-six parents (20 elementary, 6 middle and 10 high school), from 18 Bronx schools in three K-12 corridors with which the BEA Resource/Outreach Center for Parents currently works, participate in each Academy, reaching 360 over five years. Project PARTNERS goals are to: 1) increase student achievement in 18 Corridor Schools through meaningful parental support; 2) provide parent training in Math, Science and Technology and enable parents to understand the New Standards; 3) develop skills to reinforce their children's learning at home; and 4) model how to effectively learn in science-rich informal educational institutions. Parents meet on Saturdays twice a month for six hours. On one Saturday they team with a teacher and child to visit a science rich institution. On the other Saturday they learn to use computer software programs which support MST, and math concepts through games and manipulatives. Incentives for parents include learning computer skills and stipends of $300 upon completion. The BEA Academies coordinate with the BUSI and District's Family Math and Family Science workshops.
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TEAM MEMBERS:
Herminio MartinezMarietta Saravia-Shore