There can be a mistaken impression that the new vision for K-12 science education is only relevant to classroom science instruction. But youth frequently engage in powerful science and engineering activities that take place after or outside-of-school. They learn STEM content, engage in STEM practices, and develop an understanding of how STEM is used in the world. To capitalize on those assets, educators and other stakeholders should learn about, leverage, and broker connections for youth across the STEM learning experiences available in and out of school.
GECCo was designed for Junior and Cadette Girl Scout troops. Using the patch structure used in Girl Scouts, the TERC team developed six patches focused on energy conservation topics. Troops were expected to complete three patch activities and an additional “Energy Challenge” activity in order to earn each patch. Initially, 65 troops were recruited for the Field Test. Of those, 44 troops (38 Juniors and 26 Cadettes) completed the patches. Most troops who dropped out did so due to competing activities rather than because of a lack of interest. A total 483 girls (326 Juniors and 157 Cadettes)
The Franklin Institute (TFI) engaged Insight Evaluation Services (IES) to conduct a review of TFI museum/community partnership programs from 1993 through 2014 for the purpose of identifying "lessons learned", that is the successes and challenges of working together to achieve a common goal. IES reviewed over 40 research studies and evaluation reports for fourteen programs in which TFI was a partner in a long-term collaborative relationship with one or more community-based organizations, informal learning organizations, and/or other education-oriented public service institutions, including: The