Since the summer of 2006, the Nature Museum at Grafton (TNM) has been offering three day intensive courses in Nature Writing and Nature Journaling. In 2006-07, TNM worked with PEER Associates to develop and analyze a survey which teachers complete on the last day of their course. TNM has continued to use that evaluation method, and, in December 2008 and February 2010, asked past participants to answer follow up questions about their future interest in programming options, experiences with the institutes, and their implementation of course content in their own classrooms. In late 2010, TNM
In this article, I review recent findings in cognitive neuroscience in learning, particularly in the learning of mathematics and of reading. I argue that while cognitive neuroscience is in its infancy as a field, theories of learning will need to incorporate and account for this growing body of empirical data.
Youth participants in an informal after school science program created a multimodal digital video public service announcement video. This paper considers the counterstories that emerge within the video and during the making of the video that challenge existing definitions of science literacy. The investigation suggests youth engage in expansive learning where vertical knowledge and horizontal knowledge inform their actions toward community based energy issues. Vertical knowledge describes the scientific knowledge youth engage while horizontal knowledge refers to the locally situated knowledge