There is growing interest in stories as potentially powerful tools for science learning. In this mini-review article, we discuss theory and evidence indicating that, especially for young children, listening to and sharing stories with adult caregivers at home can make scientific ideas and inquiry practices meaningful and accessible. We review recent research offering evidence that stories presented in books can advance children’s science learning.
This paper presents synthesized research on where XR is most effective within a museum setting and what impact XR might have on the visitor experience.
In order to work towards greater coherence across different training approaches supporting science communication and public engagement efforts, we present a preliminary framework that outlines foundational science communication skills. This framework categorizes different skills and their component parts and includes: identifying and aligning engagement goals; adapting to communication landscape and audience; messaging; language; narrative; design; nonverbal communication; writing style; and providing space for dialogue. Through this framework and associated practical, research, and evaluative
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TEAM MEMBERS:
Elyse AurbachKatherine PraterEmily Therese CloydLaura Lindenfeld
With support from the National Science Foundation’s Science Learning+ initiative, Twin Cities Public Television (TPT), in St. Paul, MN, in collaboration with a team of researchers in the US and the UK organized a workshop with the title Affinity Spaces for Informal Science Learning: Developing a Research Agenda. Our goal was to develop and refine a set of concepts and issues that will guide future investigations into how participation in online affinity spaces can promote and enable informal science learning. The workshop took place on July 6th and 7th, 2015, ahead of the Games+Learning
This report summarizes an extensive review of the literature on assessment of learning in such informal settings as after-school programs, museums and science centers, community-based organizations, and online communities. In addition, we convened three expert meetings involving a total of 25 participants to discuss key issues, identify successful approaches and outstanding challenges, and review summaries of prior meetings in the series. Our aim is twofold: first, to offer to those who design and assess informal learning programs a model of good assessment practice, a toolkit of methods and
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TEAM MEMBERS:
Jay LemkeRobert LecusayMike ColeVera Michalchik
Today educational activities take place not only in school but also in after-school programs, community centers, museums, and online communities and forums. The success and expansion of these out-of-school initiatives depends on our ability to document and assess what works and what doesn’t in informal learning, but learning outcomes in these settings are often unpredictable. Goals are open-ended; participation is voluntary; and relationships, means, and ends are complex. This report charts the state of the art for learning assessment in informal settings, offering an extensive review of the
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TEAM MEMBERS:
Jay LemkeRobert LecusayMichael ColeVera Michalchik