This 2006 paper reviews the ways in which structured informal learning programs for youth have been characterized in the research literature. The paper synthesizes opportunities for and challenges to research in this domain; it categorizes programs and gives concrete examples of various program types. A proposed Vygotskian research framework is organized around key dimensions of the informal learning context, including location, relationships, content, pedagogy, and assessment.
This project is a full-scale development project that builds upon a pilot program funded by the NSF in 2007 (LEAP into Science/Pilot), developed by The Franklin Institute (FI) in collaboration with The Free Library of Philadelphia. By connecting children’s literature and hands-on science activities in out-of-school settings, LEAP/Pilot has promoted student and family engagement in science and literacy in Philadelphia for over six years. In 2011, a cohort of ten national sites joined the initiative to pilot LEAP into Science resources in multiple out-of-school time contexts and within unique institutional partnerships. The 10 sites, consisting of 27 institutional partnerships representing a diverse group of organizations (museums, libraries, K-12 school districts, universities, and public media). Through continued collaboration in Philadelphia and with these national cohort sites, LEAP into Science: Engaging Diverse Community Partners in Science and Literacy is leveraging the relationships, experiences, and resources initiated in LEAP /Pilot to address the needs of new audiences, meet partners’ requests for enhanced professional development, and study the efficacy of this program in different out-of-school time structures and populations across the country. The result will be an adaptable program that more effectively reaches diverse audiences in science and literacy through community partners, as well as a stronger understanding of implementation for improved sustainability.
America's adult populace has failed to keep pace with the rapid inundation of science-centric knowledge affecting nearly every facet of personal, familial, and communal life. With three out of eveiy four American adults considered scientifically illiterate, adult civic science literacy (CSL) has reached alarmingly low levels. The purpose of this research is to determine if the CSL of adults can be elevated through a renewed citizen science paradigm (RCSP)-incorporating nonformal outdoor adult education and structured experiential learning-in which volunteers conduct scientific research in an
The article presents information on the use of informational graphic novels to improve student motivation for reading instruction in U.S. education. The author looks at U.S. Common Core State Standards and close reading techniques. The article also discusses the use of Japanese Manga comic books in mathematics education.
This report presents a project overview and findings from a formative evaluation of the Ready, Set, School prototype exhibit space at Marbles Kids Museum in Raleigh, NC. This study was conducted by museum staff in consultation with Randi Korn & Associates in May 2013.
Over a period of three weeks in October 2012, Marbles Kids Museum conducted focus groups to support the development of a new school readiness-focused exhibit space and programming. Focus groups included parents of children ages 3-5, preschool and early elementary school educators, and staff from community organizations involved in early childhood education in Wake County, NC. Focus groups addressed the following questions: (1) What does school readiness mean to you? (2) What do you envision or expect in a school readiness exhibit space? (3) What school readiness program possibilities can you
This report addresses findings from the Bilingual Exhibit Research Initiative (BERI), a National Science Foundation-‐funded project (NSF DRL#1265662) through the Advancing Informal STEM Learning (AISL) program. This Pathways (planning grant) project was a 3-‐year project designed to better understand current practices in bilingual exhibitions and Spanish-‐speaking visitors’ uses and perceptions of bilingual exhibitions. Responding to a lack of extensive evaluation or audience research in informal science education (ISE) bilingual interpretation, the Bilingual Exhibit Research Initiative
Indian River State College (IRSC) will develop a digital literacy program to help build interest in scientific inquiry; ability to locate STEM resources in digital format; and scientific and digital literacy skills among up to 7,500 learners at IRSC's Adult Education Career Pathways, the Center for Media and Journalism Studies, the Career Pathways Initiatives Program, STEM baccalaureate programs, and the Upward Bound Math/Science program. The project will feature the use of new presentation apps in a small group or peer-led environment delivered using face-to face, synchronous, and asynchronous methods. The program will also have an instructional/application track for library employees with supplementary content for the user. Formal and informal assessments of learning will measure the acquisition of knowledge and curriculum strength.