Nowadays, India is experiencing a widespread diffusion of science communication activities. Public institutions, non-governmental organisations and a number of associations are busy spreading scientific knowledge not only via traditional media but also through specific forms of interaction with a varied public. This report aims to provide a historical overview of the diffusion of science communication in India, illustrating its current development and its future prospects.
This article presents a case study of the design, development and evaluation of a science museum exhibition called Planetary Landscapes: Sculpting the Solar System. The exhibition was created by Chabot Space and Science Center in Oakland, California, in collaboration with the artist Ned Kahn. (A slightly smaller version has been traveling to science museums around the country, and has been sent to the Middle East and Asia.) This exhibition affords a chance to explore the work of a gifted artist as he seeks to merge art and science and create beautiful inquiry-based exhibits. The story also
Students will apply themselves to learning if the context interests them. Focusing on a subject close to middle school students' hearts, such as fashion, rather than on specific academic tasks such as writing or researching, builds intrinsic motivation for learning. This article explores the Fabulous Fashions program, which engages students in mathematics and literacy through the context of their interest in fashion.
A unique afterschool class in making comic strips and comic books, taught by a professional comic artist, encourages both literacy development and identity development in adolescent participants.
In recent years, afterschool programs have come to be envisioned as sites for addressing the failure of urban schools to provide adolescents with the requisite skills and knowledge to participate in a rapidly shifting social, political, and economic landscape. The purpose and nature of such educational endeavors has taken many varied forms, as a growing number of stakeholders become invested in shaping the direction and implementation of afterschool programming. However, youth, as the recipients of these programs, have rarely been looked to as sources of experiential knowledge about the
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TEAM MEMBERS:
Katherine SchultzEdward BrockenbroughJaskiran Dhillon