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.
A short literature review and personal essay on Massive Science about the history of colonialism and racism within informal science education's history in the United States.
Informal Science Education (ISE) and Science Communication (SciComm) are two overlapping but distinct fields that support engagement in science, technology, engineering, and math (STEM) in a variety of settings. Though fluid boundaries and fuzzy definitions make a clear distinction between ISE and SciComm difficult, the two fields nevertheless exhibit strong differences in core values and goals, based in part on different histories, commitments, and trajectories.
The Center for Advancement of Informal Science Education (CAISE) conducted two kinds of baseline studies that mapped the
Informal Science Education (ISE) and Science Communication (SciComm) are two overlapping but distinct fields that support engagement in science, technology, engineering, and math (STEM) in a variety of settings. Though fluid boundaries and fuzzy definitions make a clear distinction between ISE and SciComm difficult, the two fields nevertheless exhibit strong differences in core values and goals, based in part on different histories, commitments, and trajectories.
The Center for Advancement of Informal Science Education (CAISE) conducted two kinds of baseline studies that mapped the
Informal Science Education (ISE) and Science Communication (SciComm) are two overlapping but distinct fields that support engagement in science, technology, engineering, and math (STEM) in a variety of settings. Though fluid boundaries and fuzzy definitions make a clear distinction between ISE and SciComm difficult, the two fields nevertheless exhibit strong differences in core values and goals, based in part on different histories, commitments, and trajectories.
This paper summarizes two studies conducted by the Center for Advancement of Informal Science Education (CAISE):
A survey
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 working white paper begins the process of establishing a research agenda for how to use adult volunteers most effectively to engage K-12 students in STEM subjects. It does so by describing a comprehensive review of the literature, searching for articles and papers about programs designed to increase student interest, engagement, participation and academic achievement/attainment in STEM subjects.
This chapter examines what is known about the use and the potential of including informal science education in formal science teacher preparation. The chapter’s first section provides an introduction to the argument for innovation in formal science teacher preparation and the potential positive inclusion of informal science education. The second section provides a definition with conceptual understandings and common features of informal science education. The third section presents a review of the literature on including informal science education in formal science education for preservice
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
This bibliography was created for the 2015 Public Libraries & STEM Conference in Denver, CO. It lists resources related to STEM learning in a library setting.
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
DATE:
TEAM MEMBERS:
Jay LemkeRobert LecusayMichael ColeVera Michalchik