This review examines how natural history museums (NHMs) can enhance learning and engagement in science, particularly for school-age students. First, we describe the learning potential of informal science learning institutions in general, then we focus on NHMs. We review the possible benefits of interactions between schools and NHMs, and the potential for NHMs to teach about challenging issues such as evolution and climate change and to use digital technologies to augment more traditional artefacts. We conclude that NHMs can provide students with new knowledge and perspectives, with impacts
This paper describes innovative ways of bringing mathematical learning into community venues in rural settings. We selected highly engaging mathematical activities, adapted them for middle school youth and their families, and brought them to the “locavore” contexts of Farmers Markets and community agricultural fairs. “STEM Guides”—community people hired to connect youth with local STEM resources—set up math-oriented booths at local Farmers Markets and fairs. They enlisted visitors in weighing produce, comparing weights of typical fruits/vegetables to record-weighing produce, and composing
This meta-article aims to explore the role of uncertainty in knowing in informal science learning contexts. Subjects (N=2591) were sixth-graders from four countries. In addition to the correct and incorrect questionnaire alternatives, there was a "don't know" option to choose if uncertain of the answer. The unique path-analysis finding showed that the role of motivation was uniformly positive on correct and negative on uncertainty of answers. In all contexts the number of correct answers increased, incorrect and uncertain answers decreased. Interestingly, although there was no more difference
Making is a recent educational phenomenon that is increasingly occurring in schools and informal learning spaces around the world. In this paper we explore data from maker educators about their experiences with failure. We surveyed maker educators about how they view failure happening with youth in their formal and informal programs and how they respond. The results reveal some concrete strategies that seem to show promise for helping educators increase the likelihood that failure experiences for youth can lead to gains in learning and persistence.
This article summarizes a survey of formal
We present results of an experimental study of an urban, museum-based science teacher PD programme. A total of 125 teachers and 1676 of their students in grades 4–8 were tested at the beginning and end of the school year in which the PD programme took place. Teachers and students were assessed on subject content knowledge and attitudes towards science, along with teacher classroom behaviour. Subject content questions were mostly taken from standardised state tests and literature, with an ‘Explain:’ prompt added to some items. Teachers in the treatment group showed a 7% gain in subject content
Conducting qualitative research in any discipline warrants two actions: accessing participants and eliciting their ideas. In chemistry education research, survey techniques have been used to increase access to participants and diversify samples. Interview tasks (such as card sorting, using demonstrations, and using simulations) have been used to elicit participant ideas. While surveys can increase participation and remove geographic barriers from studies, they typically lack the ability to obtain detailed, thick description of participant ideas, which are possible from in-person interviews
This paper describes an NSF-funded study which explored the relationship between female-responsive exhibit designs and girls’ engagement. Across three participating science centers, 906 museum visitors ages 8 to 13 were observed at 334 interactive physics, math, engineering, and perception exhibits. We measured girls’ engagement based on whether they chose to use or return to the exhibits, opted to spend more time at them, or demonstrated deeper engagement behavior. Findings suggest that the design strategies identified in our previously developed Female-Responsive Design Framework can inform
This paper describes the development of a Female-Responsive Design Framework for Informal Science Education (ISE). The FRD Framework translates ideas from Culturally Responsive Pedagogy to discover and recommend pedagogical strategies that apply to females and design. This paper describes our synthesis of prior research about females’ social, historical, and cultural practices in STEM learning from a variety of fields. The paper further details our process of developing the FRD Framework with the help of museum practitioners, female youth, researchers, and experts from the fields of design
As part of ongoing efforts to support a diverse and robust engineering workforce and ensure that children and adults from all communities have the engineering and design thinking skills to succeed in a science, technology, engineering, and mathematics (STEM)-rich world, identity has become a growing focus of research and education efforts. In order to advance our understanding of engineering-related identity negotiation within informal STEM education contexts, we conducted an in-depth, qualitative investigation of six adolescent girls participating in an afterschool engineering education
The Museum of Science, Boston’s Research and Evaluation Department conducted a summative evaluation of The Hall of Human Life (HHL) exhibition. This 9,700 square foot exhibition is geared towards older children and adults. It is focused on human biology and human health with the main message, “Human beings are changing in a changing environment.” Visitors are able to use their own bodies and behaviors to understand biological mechanisms. Unique to this exhibition, visitors are able to use scannable wristbands to record and compare personal data with other Museum visitors to learn about their
This article provides an overview of the Chief Science Officer program launched in 2015 by Arizona SciTech. Students vote for one of their peers to become a STEM advocate in their school. These Chief Science Officers select and promote STEM programming, connect with STEM organizations to bring STEM programming to their communities, or participate in local and state conversations on education and the workforce.
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Jeremy BabendureNagib BalfakihSusan FarrettaBecky Hughes
This article discusses Purdue University's Center for Global Soundscapes' five-day camp program for students with visual impairments. The program follows an inquiry-based learning approach to explore concepts fundamental to soundscape ecology.