The National Academy of Sciences’ LabX program came into existence in 2017 with a directive to develop programming meant to engage with a young-adult (18-37 years old) target audience who are active decision-makers and whose actions impact current and future policies. While conducting preliminary research, the LabX staff and advisory board discovered that available research on young adults’ relationship with science was sadly lacking in detail, beyond obvious conclusions about high levels of interest in technology and social experiences.
To fill these knowledge gaps, gain a deeper
The aim of this paper is to analyze the impact of Comics & Science workshops where forty-one teenagers (designated Trainee Science Comic Authors [TSCAs]) are asked to create a one-page comic strip based on a scientific presentation given by a PhD student. Instrumental genesis is chosen as the conceptual framework to characterize the interplay between the specific characteristics of a comic and the pieces of scientific knowledge to be translated. Six workshops were conducted and analyzed. The results show that the TSCAs followed the codes that are specific to the comic strip medium and took
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TEAM MEMBERS:
Cecile de HossonLaurence BordenavePierre-Laurent DauresNicolas DecampChristophe HacheJulie HoroksNassima GuediriEirini Matalliotaki
The goal of our research is to identify strengths and weaknesses of high school level science fair and improvements that might enhance learning outcomes based on empirical assessment of student experiences. We use the web-based data collection program REDCap to implement anonymous and voluntary surveys about science fair experiences with two independent groups -- high school students who recently competed in the Dallas Regional Science and Engineering Fair and post high school students (undergraduates, 1st year medical students, and 1st year biomedical graduate students) on STEM education
Research misconduct has become an important matter of concern in the scientific community. The extent to which such behavior occurs early in science education has received little attention. In the current study, using the web-based data collection program REDCap, we obtained responses to an anonymous and voluntary survey about science fair from 65 high school students who recently competed in the Dallas Regional Science and Engineering Fair and from 237 STEM-track, post-high school students (undergraduates, 1st year medical students, and 1st year biomedical graduate students) doing research at
In partnership with the Digital NEST, students engage in near to peer learning with a technical tool for the benefit of a nonprofit that tackles issues the youth are passionate about. Youth build first from an 'internal’ Impactathon, to planning and developing an additional Impactathon for a local partner and then traveling to another partner elsewhere in the state. Participants range from 14 to 24 from UC Santa Cruz students to middle schoolers from Watsonville and Salinas.
This poster was presented at the 2019 AISL Principal Investigators Meeting.
Increased integration and synergy between formal and informal learning environments is proposed to provide multiple benefits to science learners. In an effort to better bridge these two learning contexts, we developed an educational model that employs the charismatic nature of arachnids to engage the public of all ages in science learning; learning that aligns with the Next Generation Science Standards (NGSS Disciplinary Core Ideas associated with Biodiversity and Evolution). We created, implemented, and evaluated a family-focused, interactive science event—Eight-Legged Encounters (ELE)—which
A survey was conducted during the University of Manchester’s 2014 ‘Science Extravaganza’, which saw the participation of over 900 Key Stage 3 (ages 11–14) students in a range of interactive demonstrations, all run by active University researchers. The findings of this study suggest that a new approach is necessary in order to use these large science events to actively engage with school students about the career opportunities afforded by science subjects. Recommendations for such an approach are suggested, including the better briefing of researchers, and the invitation of scientists from
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TEAM MEMBERS:
Sam IllingworthEmma LewisCarl Percival
In this paper I use the concepts “understanding of science” and “appreciation of science” to analyze selected case studies of current science communication in Denmark. The Danish science communication system has many similarities with science communication in other countries: the increasing political and scientific interest in science communication, the co-existence of many different kinds of science communication, and the multiple uses of the concepts of understanding vs. appreciation of science. I stress the international aspects of science communication, the national politico-scientific
This poster was presented at the 2014 AISL PI Meeting. In this NSF International Research Experiences for Students project MSU students will travel to the Altai Republic and work with faculty and students at Gorno-Altaisk University to conduct research related to native language use in learning ecological sciences in informal settings.
The Magnet Lab has a strong commitment to education. Through the Center for Integrating Research & Learning, the lab supports educational programming at all academic levels: K-12, technical, undergraduate, graduate and postdoctoral. Please explore the links listed to the left to find out more about the depth of our educational resources for the community, for teachers and for students as well as our unique research offerings. Our programs are designed to excite and educate students, teachers and the general public about science, technology and the world around them. All of our programs are developed in close collaboration with research scientists and educators. Housed at and partly funded by the MagLab, the Center is uniquely positioned to take advantage of the excellent resources, connections, world-class facilities and cutting-edge science the lab has to offer. We also receive generous support from the National Science Foundation and the State of Florida. The Center maintains a rigorous research agenda designed to investigate how Center programs and materials affect teachers and students. Our Mission Statement is to expand scientific literacy and to encourage interest in and the pursuit of scientific studies among educators and students of all ages through connections between the National High Magnetic Field Laboratory and the National Science Foundation, the community of Tallahassee, the State of Florida and the nation.
At the CSMC, we have three main goals for our Outreach and Education activities, and we do our best to accomplish all three goals with all of our programs and activities. These goals include increasing young peoples' interest in STEM, increasing adults' appreciation of the importance of publicly funded research, and professional development for our students, post docs and PIs. With that in mind, we have created a suite of education and outreach programs that highlight professional development for the people doing the outreach while also accomplishing our outreach goals. Our programs include hosting local and regional Science Pub events, participating in Meet-a-Scientist style outreach events at schools and science and technology centers, and something called the Oregon Outreach Days tours. These tours combine a Science Pub event for the public in the evening with meetings with business, political and educational leaders during the day.