Knowing how specific publics understand and experience science is crucial for both researchers and practitioners. As learning and meaning-making develop over time, depending on a combination of factors, creative possibilities to analyze those processes are needed to improve evaluation of science communication practices. We examine how first grade children's drawings expressed their perceptions of the Sun and explore their views of a major astronomical body within their social, cultural and personal worlds. We then examine how the observation of the Sun through a telescope led to changes in
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TEAM MEMBERS:
Sara AnjosAlexandre AibéoAnabela Carvalho
We cannot take access to equitable out‐of‐school science learning for granted. Data compiled in 2012 show that between a fifth (22% in Brazil) and half (52% in China and the United States) of people in China, Japan, South Korea, India, Malaysia, the United States, the European Union, and Brazil visited zoos, aquaria, and science museums (National Science Foundation, 2012). But research suggests participation in out‐of‐school science learning is far from equitable and is marked by advantage, not least the social axes of age, social class, and ethnicity (Dawson, 2014, 2014; National Science
Ideas from social justice can help us understand how equity issues are woven through out-of-school science learning practices. In this paper, I outline how social justice theories, in combination with the concepts of infrastructure access, literacies and community acceptance, can be used to think about equity in out-of-school science learning. I apply these ideas to out-of-school science learning via television, science clubs and maker spaces, looking at research as well as illustrative examples to see how equity challenges are being addressed in practice. I argue that out-of-school science
The United States Botanic Garden (USBG) contracted Randi Korn & Associates, Inc. (RK&A) to study visitors’ experiences in the current West Gallery exhibition. However, after an initial meeting, USBG recognized that any changes to the West Gallery should be intentional and done in the context of staff’s aspirations for the whole Garden experience; thus, the study evolved into a more holistic endeavor with two main goals: (1) collect data about visitors’ experiences in the West Gallery exhibition to inform redesign of the Gallery; and (2) study visitors’ experiences in the whole Garden in the
This is a presentation about the ScienceCenter Netzwork, a network of science centers and museums in Austria. The presentation was a part of the Summit on Informal Science Networks at the Association of Science-Technology Centers annual conference in Albuquerque, NM.
This report is the result of work undertaken by Ecsite-uk, The UK network of science & discovery centres and museums, to demonstrate the impact of Science & Discovery Centres, to encourage their effective collaboration, and to maximize their future viability. The report includes three parts: the results of a survey of UK science and discovery centres, recommendations for science and discovery centres which will lead to demonstrating value, and best practices shared between science and discovery centres from those that have achieved financial stability. In addition to this report, Ecsite-uk
In this essay, researchers from King's College London, Work, Interaction and Technology Research Group, discuss a particular approach to the analysis of social interaction in museums and galleries, focusing on video-based field studies. The authors also give a few suggestions as to why it might be important to take verbal and physical interactions more seriously when designing, developing and evaluating exhibits and exhibitions.
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TEAM MEMBERS:
Dirk vom LehnChristian HeathJon Hindmarsh
resourceprojectWebsites, Mobile Apps, and Online Media
SETAC is funded by the Lifelong Learning Programme of the European Union and emerges out of the need to undertake specific action for the improvement of science education. It regards science education as among the fundamental tools for developing active citizens in the knowledge society. SETAC draws on the cooperation between formal and informal learning institutions, aiming to enhance school science education and active citizenship looking further into the role of science education as a lifelong tool in the knowledge society. On the day of the project’s conclusion, 31 October 2010, after two years of work SETAC contributes the following products and results to the field: 1. “Quality Science Education: Where do we stand? Guidelines for practice from a European experience” This is the concluding manifesto that presents the results of the SETAC work in the form of recommendations for practitioners working in formal and informal science learning institutions; 2. “Teaching and Learning Scientific Literacy and Citizenship in Partnership with Schools and Science Museums” This paper constitutes the theoretical framework of the project and innovative ways of using museums for science education and develop new modes of linking formal and informal learning environments; 3. Tools for teaching and learning in science: misconceptions, authentic questions, motivation. Three specific studies, leading to three specific reports, have been conducted in the context of the project, looking in particular into notions with an important role in science teaching and learning. These are on: Children’s misconceptions; Authentic questions as tool when working in science education; Students’ attitudes and motivation as factors influencing their achievement and participation in science and science-related issues; 4. Activities with schools: SETAC developed a series of prototype education activities which were tested with schools in each country. Among the activities developed between the partners, two have been chosen and are available on-line for practitioners to use and to adapt in their own context. These are: The Energy role game, a role game on Energy invites students to act in different roles, those of the stakeholders of an imaginary community, called to debate and decide upon a certain common problem; MyTest www.museoscienza.org/myTest, which aims to encourage students to engage in researching, reflecting and communicating science-oriented topics; 5. European in-service training course for primary and secondary school teachers across Europe. The training course is designed in such a way as to engage participants in debate and exploration of issues related to science education and active citizenship. The course is open to school teachers, headteachers and teacher trainers from all EU-member and associate countries. Professionals interested can apply for a EU Comenius grant. All the products of the project as well as information about the training course are available at the project website, some of them in more than one languages: www.museoscienza.org/setac
We are in the midst of an explosion of emerging humancomputer interaction techniques that redefine our understanding of both computers and interaction. We propose the notion of Reality-Based Interaction (RBI) as a unifying concept that ties together a large subset of these emerging interaction styles. Based on this concept of RBI, we provide a framework that can be used to understand, compare, and relate current paths of recent HCI research as well as to analyze specific interaction designs. We believe that viewing interaction through the lens of RBI provides insights for design and uncovers
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TEAM MEMBERS:
Robert J.K. JacobAudrey GirouardLeanne M. HirshfieldMichael S. HornOrit ShaerErin Treacy SoloveyJamie Zigelbaum
Assesses science-related attitudes along seven dimensions: social implications of science, normality of scientists, attitude toward scientific inquiry, adoption of scientific attitudes, enjoyment of science lessons, leisure interest in science, & career interest in science.
Assesses children's interest in, attitude towards, and experiences in science and technology, as well as their opinion about environmental challenges and career aspirations.