This project is designed to support collaboration between informal STEM learning (ISL) researchers, designers, and educators with sound researchers and acoustic ecologists to jointly explore the role of auditory experiences—soundscapes—on learning. In informal STEM learning spaces, where conversation advances STEM learning and is a vital part of the experience of exploring STEM phenomena with family and friends, attention to the impacts of soundscapes can have an important bearing on learning. Understanding how soundscapes may facilitate, spark, distract from, or even overwhelm thinking and conversation will provide ISL educators and designers evidence to inform their practice. The project is structured to reflect the complexity of ISL audiences and experiences; thus, partners include the North Park Village Nature Center located in in a diverse immigrant neighborhood in Chicago; Wild Indigo, a Great Lakes Audubon program primarily serving African American visitors in Midwest cities; an after-school/summer camp provider, STEAMing Ahead New Mexico, serving families in the rural southwest corner of New Mexico, and four sites in Ohio, MetroParks, Columbus Zoo and Aquarium, Franklin Park Conservatory and Botanical Gardens, and the Center of Science and Industry.
Investigators will conduct large-scale exploratory research to answer an understudied research question: How do environmental sounds impact STEM learning in informal learning spaces? Researchers and practitioners will characterize and describe the soundscapes throughout the different outdoor and indoor exhibit/learning spaces. Researchers will observe 800 visitors, tracking attraction, attention, dwell time, and shared learning. In addition to observations, researchers will join another 150 visitors for think-aloud interviews, where researchers will walk alongside visitors and capture pertinent notes while visitors describe their experience in real time. Correlational and cluster analyses using machine learning algorithms will be used to identify patterns across different sounds, soundscapes, responses, and reflections of research participants. In particular, the analyses will identify characteristics of sounds that correlate with increased attention and shared learning. Throughout the project, a team of evaluators will monitor progress and support continuous improvement, including guidance for developing culturally responsive research metrics co-defined with project partners. Evaluators will also document the extent to which the project impacts capacity building, and influences planning and design considerations for project partners. This exploratory study is the initial in a larger research agenda, laying the groundwork for future experimental study designs that test causal claims about the relationships between specific soundscapes and visitor learning. Results of this study will be disseminated widely to informal learning researchers and practitioners through workshops, presentations, journal articles, facilitated conversations, and a short film that aligns with the focus and findings of the research.
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TEAM MEMBERS:
Martha MersonJustin MeyerDaniel Shanahan
The Year in ISE is a slidedoc designed to track and characterize field growth, change and impact, important publications, and current topics in ISE in 2018. Use it to inform new strategies, find potential collaborators for your projects, and support proposal development. Scope This slidedoc highlights a selection of developments and resources in 2018 that were notable and potentially useful for the informal STEM education field. It is not intended to be comprehensive or exhaustive, nor to provide endorsement. To manage the scope and length, we have focused on meta analyses, consensus reports
Informal STEM education institutions seek to engage broader cross sections of their communities to address inequities in STEM participation and remain relevant in a multicultural society. In this chapter, we advance the role that evaluation can play in helping the field adopt more inclusive practices and achieve greater equity than at present through evaluation that addresses sociopolitical contexts and reflects the perspectives and values of non-dominant communities. To do this for specific projects, we argue that evaluation should privilege the voices and lived experiences of non-dominant
As part of its overall strategy to enhance learning in informal environments, the Advancing Informal STEM Learning (AISL) program funds innovative research, approaches, and resources for use in a variety of settings. The proposed project broadens the utility of Public Participation in Scientific Research (PPSR) approaches, which include citizen science, to support new angles in informal learning. It also extends previous work on interactive data visualizations in museums to encompass an element of active contribution to scientific data. To achieve these goals, this project will develop and research U!Scientist (pronounced `You, Scientist!')--a novel approach to using citizen science and learning research-based technology to engage museum visitors in learning about the process of science, shaping attitudes towards science, and science identity development. Through the U!Scientist multi-touch tabletop exhibit, visitors will: (1) interact with scientific data, (2) provide interpretations of data for direct use by scientists, (3) make statements based on evidence, and (4) visualize how their data classifications contribute to globe-spanning research projects. Visitors will also get to experience the process of science, gaining efficacy and confidence through these carefully designed interactions. This project brings together Zooniverse, experts in interactive design and learning based on large data visualizations in museums, and leaders in visitor experience and learning in science museums. Over fifty thousand museum visitors are expected to interact annually with U!Scientist through this effort. This impact will be multiplied by packaging the open-source platform so that others can easily instantiate U!Scientist at their institution.
The U!Scientist exhibit development process will follow rapid iterations of design, implementation, and revision driven by evaluation of experiences with museum visitors. It will involve close collaboration between specialists in computer science, human-computer interaction and educational design, informal science learning experts, and museum practitioners. The summative evaluation will be based on shadowing observations, U!Scientist and Zooniverse.org logfiles (i.e., automated collection of user behavior metrics), and surveys. Three key questions will be addressed through this effort: Q1) Will visitors participate in PPSR activities (via the U!Scientist touch table exhibit) on the museum floor, despite all the distractions and other learning opportunities competing for their attention? If so, who engages, for how long, and in what group configurations? Q2) If visitors do participate, will they re-engage with the content after the museum visit (i.e., continue on to Zooniverse.org)? Q3) Does engaging in PPSR via the touch table exhibit--with or without continued engagement in Zooniverse.org after the museum visit--lead to learning gains, improved understanding of the nature of science, improved attitudes towards science, and/or science identity development?
This resource showcases a conference poster that the Wildlife Conservation Society presented at the 2014 Visitor Studies Association Conference and the 2014 Inclusive Museum Conference, outlining the work we undertook to explore the development of a proposed new family exhibit at the Bronx Zoo, "Safari Adventure," paired with selected results and takeaways. In 2011, the Institute of Museum and Library Services awarded WCS a grant to support our investigation and development. We asked ourselves the questions: How can zoo exhibits better connect people to nature? By what methods can we explore
This report was completed by the Program Evaluation Research Group at Endicott College in October 2013. It describes the outcomes and impacts of a four-year, NSF-funded project called Go Botany: Integrated Tools to Advance Botanical Learning (grant number 0840186). Go Botany focuses on fostering increased interest in and knowledge of botany among youth and adults in New England. This was being done through the creation of an online flora for the region, along with the development of related tools, including PlantShare, and a user-friendly interface for ‘smartphones’. In January 2012, the PI
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TEAM MEMBERS:
Judah LeblangNew England Wild Flower Society
Our Year 3 formative evaluation of Go Botany, a four-year NSF-funded project focused on botanical learning, centered on tracking the continued development and the launch of the Go Botany Simple Key, which contains botanical data on more than 1200 native plants in the New England region. The project is a collaboration between the New England Wild Flower Society and three partnering institutions: The Montshire Museum of Science in Norwich, VT; The Chewonki Foundation in Wiscasset, Maine; and the Yale Peabody Museum on Natural History in New Haven, CT. During Year 3, the Go Botany Simple Key was
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TEAM MEMBERS:
Judah LeblangNew England Wild Flower Society
This white paper is the product of the CAISE Public Engagement with Science Inquiry Group. It describes how public engagement with science (PES) in the context of informal science education can provide opportunities for public awareness of and participation in science and technology. The term engagement is characterized by mutual learning by publics and scientists rather than a one-way transmission of knowledge from experts to publics.
This white paper is the product of the CAISE Public Participation in Scientific Research Inquiry Group. It describes how public participation in scientific research (PPSR) through informal science education can provide opportunities to increase public science literacy.
In 2010 the Royal Society journal Biology Letters published an article, ‘Blackawton bees’, which caused something of a sensation: the findings, on bees’ foraging patterns, were original, but the true originality lay in the fact the experiments were in part devised, and the paper written, by a group of 8- to 10-year-old children at Blackawton Primary School in Devon (Blackawton et al., 2011).[1] The article attracted considerable media attention, troubling, as it did, the boundaries of professional science, and distinctions between scientific practice and education, not to mention the