The University of Arkansas Center for Math and Science Education (CMASE), one of eleven mathematics and science centers on university and college campuses around the state, provides quality resources and materials to the home, private and public education community. The Arkansas NASA Educator Resource Center, located within CMASE, is the state's dissemination point for education materials provided by NASA. Resources and school/classroom presentations are free of charge. The main objectives of both centers are to provide: (1) K-16 education outreach to the home, private and public Northwest Arkansas education community; (2) quality professional development for pre-service and in-service teachers at local, regional, state and national levels; (3) access points for dissemination of educational materials, resources and information; and (4) links to common education allies throughout the state and nation.
The National Science Foundation and other funding agencies are increasingly requiring broader impacts in grant applications to encourage US scientists to contribute to science education and society. Concurrently, national science education standards are using more inquiry-based learning (IBL) to increase students’ capacity for abstract, conceptual thinking applicable to real-world problems. Scientists are particularly well suited to engage in broader impacts via science inquiry outreach, because scientific research is inherently an inquiry-based process. We provide a practical guide to help
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TEAM MEMBERS:
Lisa KomoroskeSarah HameedAmber SzoboszlaiAmanda NewsomSusan Williams
This report applies a practice-based approach to learning and making in the context of a museum makerspace (The Makeshop at the Children's Museum of Pittsburgh). This perspective draws upon theories of cultural and social learning, which assert an understanding of learning as fundamentally tied to the social and cultural contexts in which it occurs and focuses on the "practices" that define learning communities. The practices identified in this report are observable and/or reportable evidence of learners' engagement in making as a learning process.
Connected learning is an educational approach designed to make learning relevant to students, creating a deeper form of learning and understanding that will help students become life-long learners who will grow and thrive in school, work and life. Afterschool programs have long been implementing this approach that ties together students interests, peer networks and academic pursuits. This report explores the benefits of using a connected learning approach, the variety of ways afterschool programs are offering connected learning opportunities to engage students in learning, and shares ideas on
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)
Science from the Start provides informal science learning opportunities for children, mainly those of pre-school age, along with support and information for their parents/carers. Activities use free or low cost materials to facilitate recreation or expansion at home and address a broad range of scientific topics, often linking with wider local, national or international science awareness events to give extra context. Science from the Start has received funding and support from the Lancashire County Council, the Royal Society of Chemistry, the British Society for the History of Science, the British Pharmacological Society, and STEMnet.
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