In this article, we invite you to expand your vision of what it means to work at the intersections of formal and informal science and literacy education by describing how educators have collaborated to create programs that blend science and literacy in schools, in museums, and across these two spaces. In 2012, K–12 teachers from the National Writing Project (NWP) began working with the Association of Science-Technology Centers (ASTC) and science museum educators in the National Science Foundation–funded Intersections project, which is being evaluated by Inverness Research. NWP is a network
Peer training provides Explainers with the knowledge, skills and confidence to facilitate high quality interactions with visitors. These are skills that carry into their academic, personal and professional lives. Explainers report better grades in school, improved communication skills and better understanding of diverse learning styles. By devoting this high level of time and attention to this valuable resource, we can truly see the significant influence the science center can have on this most valuable, and often underserved, museum audience.
The creation of a scientific culture through the experiences that can be offered in a museum is the central theme in the training of guides at Universum. Emphasising the social importance of science democratisation, providing the public with the chance to enjoy science itself, conceiving it as a human creation of extreme beauty, giving it the chance to be appreciated and enjoyed, presenting it from the different fields where an approach to it is possible, is something difficult to achieve outside a science museum and impossible without the intervention of the anfitriones.
The Science House of the Federal University of Rio de Janeiro (UFRJ) is a space where science is approached through the perspective of culture, seeking interdisciplinarity, stimulating debate among different areas of knowledge, and building a closer and more pleasant relationship between society and scientific knowledge. Work with mediators has gone through significant changes over time and the paths chosen have been modified, re-evaluated and transformed. The presence of mediators can mean the possibility of dialog, conversation, informal chat, and sharing. It has been one of the main
DATE:
TEAM MEMBERS:
Fatima Brito
resourceresearchProfessional Development, Conferences, and Networks
In this paper, the authors synthesize three types of research-practice partnerships (RPPs) for informal learning. The article includes descriptions of example partnerships between local researchers and informal educators from the Hive NYC Learning Network, Community Practice Research Collaboration, and California Tinkering Afterschool Network. The synthesis paper concludes with a review of characteristics commonly found in partnerships in informal science education.
This poster was presented at the 2016 Advancing Informal STEM Learning (AISL) PI Meeting held in Bethesda, MD on February 29-March 2. Grant funds for this project support research into the needs and preferences of the audiences to assemble content and test two pilot issues of a peer-reviewed journal supporting innovative
advances that work at the intersection of formal and informal science, technology, engineering, and math (STEM) education.
The overseas internship programme offered at Tokyo Institute of Technology as part of the science communication curriculum is highly significant, as it prompts graduate students to acquire new skills and awareness levels, including an enhanced meta-level understanding of the importance and complexity of human communications. The capacity to correlate and respond on-site in human interaction can be gradually cultivated during the internship as students experience diverse communication environments. Moreover, the exposure to different organisational, cultural and social environments helps
DATE:
TEAM MEMBERS:
Kayoko NoharaMike NortonMiki SaijoOsamu Kusakabe
Hiša Eksperimentov (The House of Experiments) is a very small science centre. We are situated in the centre of Ljubljana, the capital of Slovenia. The gross area of the centre is only 500 square meters and we meet around 25,000 visitors per year. We were opened for the public in the year 2000. In the Hiša Eksperimentov there are four full-time employees and around 10 persons working and paid by fees. There are specific institutions present in Slovenia so called Student services. They help students in finding paid job on daily basis. The state still encourages students to work by lowering the
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
How do people respond to needing information about something as scary as climate change? Yang and Kahlor investigated the role of emotion when people seek new information or stop paying attention to information about climate change. People who were worried about climate change were likely to search out information, and people who were hopeful were not – probably because they didn’t want new information to change their beliefs.
A public event series, “Ecohumanities for Cities in Crisis,” will bring humanities scholars and the public together in Miami, FL to discuss the tension between humans and nature over hundreds of years. Miami is on the verge of an environmental crisis from a warming planet and rising seas. As the region grapples with policy and science issues, humanities scholars have a unique role to play. The project will frame humanistic discussion about urban environments, risk, and resilience. The centerpiece is a public forum in March 2016 which includes a plenary of scholars from diverse humanities disciplines, a walking tour, and a panel on diversity and justice in environmental advocacy. There will be five subsequent public programs through the Fall 2016, an on online archive of all events, professional development activities for high school teachers, a graduate public environmental history course, and a curated museum exhibit.
This poster was presented at the 2016 Advancing Informal STEM Learning (AISL) PI Meeting held in Bethesda, MD on February 29-March 2. Earth Partnership: Indigenous Arts and Sciences (IAS) refines a model for integrating Indigenous and Western STEM education utilizing a 10-step framework for ecological restoration, project-based learning, and professional development. Through community dialogues and a collaborative design process with Native Nations of Wisconsin, Earth Partnership is developing an Indigenous Arts and Sciences approach that has allowed Native participants to voice their insights