The Hands On Children's Museum will build on two of its most distinctive features-an Outdoor Discovery Center and a Young Makers program-to create a Nature Makers program. The interdisciplinary project will link nature-based learning with maker activities that use natural materials. Partnerships with Native American tribes, scientists, maker groups, and others will enrich the staff-led offerings. Nature Makers addresses two of the most significant needs in early learning-inspiring early STEM education and connecting children with the outdoors. Nature Makers will increase children's exposure to outdoor tinkering to build the foundation for STEM success in school; educate parents, caregivers, and teachers about the important role outdoor exploration plays in STEM achievement; and stimulate children's curiosity about the natural world and increase the time they spend outside. Evaluation findings will be shared internally to inform continuous improvement of program offerings, and externally to serve as a model for outdoor making activities.
WCS Education is committed to creating a diverse and inclusive movement of conservation advocates. We do this by creating equitable pathways to increased scientific literacy, engagement in conservation advocacy, and lasting connection with animals and nature.
One of the programs that incorporates all of these strategies is Project TRUE (Teens Researching Urban Ecology). Project TRUE is a partnership between WCS and Fordham University that is both a social science research study and a youth development program designed to support youth in STEM career pathways. Teams of high school students
Nature-based playgrounds—known as playscapes—offer numerous opportunities for young children to learn about nature. In the current study, we focus on teacher talk on playscapes, namely to capture the spontaneous utterances teachers offer when engaging with young children during playscape visits. Two different playscapes were contrasted, both of which featured loose parts, native plants, and running water. The difference in playscape was whether it featured ecosystems: While the rural playscape had a natural forest and a wetland, the urban playscape had a man-made stream and a garden. Ten
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TEAM MEMBERS:
Heidi KloosCatherine MaltbieRhonda BrownVictoria Carr
resourceevaluationProfessional Development, Conferences, and Networks
The attached evaluation is of the A2A (Awareness to Action) Planning Workshop held February 21-23 in two locations simultaneously connected by internet: the University of Colorado, Boulder and Princeton University in Princeton, New Jersey. It was made possible thanks to a collaboration of the Institute of Arctic and Alpine Research (INSTAAR) and EcoArts Connections, with additional assistance from the National Center for Atmospheric Research. A2A brought together 39 natural and social scientists, artists, urban planners, “sustainablists” (e.g. sustainability professionals working in a variety
The attached Briefing Booklet was created collaboratively by A2A (Awareness to Action) Planning Workshop facilitators and organizers in advance of the February 2018 convening and was available to participants.
The workshop's primary goal was to establish an operational strategy for knowledge sharing across entities, networks, and associations designed to strengthen communities of practice nationally to better conceive, conduct, and evaluate projects for the public, working at the intersection of science, arts, and sustainability.
The booklet contains an overview of the workshop purpose
This case study of the development of a cross-cultural museum exhibition illustrates value and difficulties of cross-cultural collaboration. University researchers worked with a class of postgraduate science communication students and designers from the Otago Museum to produce a museum exhibition. ‘Wai ora, Mauri ora’ (‘Healthy environments, Healthy people’) provided visibility and public access to information about Māori work. The exhibition assignment provided an authentic assessment of student work, with a professional output. Working on the exhibition involved cross-cultural communication
Communicating about environmental risks requires understanding and addressing stakeholder needs, perspectives, and anticipated uses for communication products and decision-support tools. This paper demonstrates how long-term dialogue between scientists and stakeholders can be facilitated by repeated stakeholder focus groups. We describe a dialogic process for developing science-based decision-support tools as part of a larger sea level rise research project in the Gulf of Mexico. We demonstrate how focus groups can be used effectively in tool development, discuss how stakeholders plan to use
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TEAM MEMBERS:
Denise DeLormeSonia StephensScott HagenMatthew Bilskie
In this study, we explored how science teacher candidates construct ideas about science teaching and learning in the context of partnerships with urban community-based organizations. We used a case study design focusing on a group of 10 preservice teachers' participation in educational programming that focused on environmental racism and connected science to larger social issues in an economically dispossessed Mexican community in Chicago. Using theoretical lenses of humanistic science education, justice-centered science pedagogy, and structure-agency dialectic, we studied how preservice high
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TEAM MEMBERS:
Maria VarelasDaniel Morales-DoyleSyeda RazaDavid SeguraKaren CanalesCarole Mitchener
Why Zoos and Aquariums Matter (WZAM3) conference presentaiton slides for the 2018 ASTC Annual Conference (Hartford, CT) and the NAAEE 2018 Annual Conference and Research Symposium (Spokane, WA).
Citizen science is a growing phenomenon. With millions of people involved and billions of in-kind dollars contributed annually, this broad extent, fine grain approach to data collection should be garnering enthusiastic support in the mainstream science and higher education communities. However, many academic researchers demonstrate distinct biases against the use of citizen science as a source of rigorous information. To engage the public in scientific research, and the research community in the practice of citizen science, a mutual understanding is needed of accepted quality standards in
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TEAM MEMBERS:
Julia ParrishHillary BurgessJake WeltzinLucy FortsonAndrea WigginsBrooke Simmons
Most researchers are keenly interested in disseminating their work beyond traditional publication routes. With an eye to increasing broader impacts, scientists can benefit from partnerships with informal educators who interact daily with the public and see their role as translating science to increase the public’s intellectual and emotional connections with the natural world. Typically, researchers give a one-time lunch hour talk, generally a modified version of a presentation aimed at scientific peers. Talks during which scientists show slides and interpreters mainly listen are a missed