This is a compilation of front-end, formative, and a partial summative evaluations, and an exploratory study using the xMacroscope, a data visualization technology developed for generating data from an exhibit using data captured from visitor actions.
The Louisiana Children’s Museum is developing a comprehensive set of resources entitled “Water Dialogues–Living with Water,” designed around its new exhibits and landscape resources, to strengthen the community’s understanding of the challenges associated with water management. They are creating a new field trip series and water-based science curriculum, “Water Pathways” as well as an outreach program, “Steward’s Ship,” to bring the program’s environmental messages to schools and camps. The museum will also conduct a professional development training series on science education for local educators implementing the state’s new science standards, in addition to a series of literacy workshops where children ages four to eight will write “how-to” books and “water journals.” To further spread the associated environmental and sustainability messages, they will organize an annual “Water Fest” program for the community.
This poster was presented at the 2021 NSF AISL Awardee Meeting.
This poster describes a newly funded collaborative project (9/2021) to engage Planet Word visitors in language science research.
Engage visitors in domain of science often overlooked in the public imagination (language arts -> language science enthusiasts!)
Diversify participants who contribute data to studies
Provide training in research & science communication to a diverse group of students across a range of institutions, including MSIs, broadening participation in STEM
Lower barrier to entry for other language
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TEAM MEMBERS:
Charlotte VaughnDeanna GagnePatrick PlummerYi Ting Huang
This project will expand and enhance an initiative that offers zoos, aquariums, and science museums the market research they need to engage and motivate the public on issues related to the ocean and climate change. The three-year project will measure changes in public awareness and action on ocean and climate-related issues. It will integrate these research findings into recommendations offered to staff working at zoos, aquariums, and science museums as well as to the ocean conservation community and provide professional development for staff members at these institutions in order to support and shape public outreach efforts that connect climate change, the ocean and individual actions, especially among our nation's youth.
Many people believe that both public policy and personal action would improve with better access to “reliable knowledge about the natural world” (that thing that we often call science). Many of those people participate in science education and science communication. And yet, both as areas of practice and as objects of academic inquiry, science education and science communication have until recently remained remarkably distinct. Why, and what resources do the articles in this special issue of JRST give us for bringing together both the fields of practice and the fields of inquiry?
Poet’s House, a preeminent poetry library in New York City, will collaborate with ten public libraries and zoos across the United States to support library-zoo partnerships in five cities. The project teams will install exhibitions that use poetry as an interpretive tool to deepen visitor thinking about wildlife and conservation in each zoo. This project follows a year-long planning grant funded by IMLS and extends the success of an IMLS-funded partnership in New York City between Poets House and the Wildlife Conservation Society’s Central Park Zoo, which pioneered the installation of poetry in the zoo. The new project will create a set of models and tools for developing strong collaborations and exhibits by carefully documenting the process of building these partnerships and evaluating their impact on visitors, the community, and professional audiences.
Science is a way of knowing about the world. At once a process, a product, and an institution, science enables people to both engage in the construction of new knowledge as well as use information to achieve desired ends. Access to science—whether using knowledge or creating it—necessitates some level of familiarity with the enterprise and practice of science: we refer to this as science literacy.
Science literacy is desirable not only for individuals, but also for the health and well- being of communities and society. More than just basic knowledge of science facts, contemporary
Comics are a popular art form especially among children and as such provide a potential medium for science education and communication. In an attempt to present science comics in a museum exhibit I found many science themed comics and graphic books. Here I attempt to provide an overview of already available comics that communicate science, the genre of ‘science comics’. I also provide a quick literature review for evidence that comics can indeed be efficiently used for promoting scientific literacy via education and communication. I address the issue of lack of studies about science comics and
Science and technology: these are the mainstays China wants to concentrate on in order to stabilise its future as an emerging world power. Beijing plans to have the whole, enormous Chinese population literate in the scientific field within a few years. Scientific popularization is the key to what now, due to political influences and deep social disparities, seems remote.
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.
Based on the number of visitors annually, zoos and aquariums are among the most popular venues for informal STEM learning in the United States and the United Kingdom. Most research into the impacts of informal STEM learning experiences at zoos and aquariums has focused on short-term changes in knowledge, attitudes and behaviors. This Science Learning+ project will identify the opportunities for and barriers to researching the long-term impacts of informal STEM learning experiences at zoos and aquariums. The project will address the following overarching research question: What are and how do we measure the long-term impacts of an informal STEM learning experience at a zoo and aquarium? While previous research has documented notable results, understanding the long-term impacts of zoo and aquarium learning experiences will provide a deeper and more nuanced understanding of the impact of these programs on STEM knowledge, skills and application. This study will use a participatory process to identify: (1) the range of potential long-term impacts of informal science learning experiences at zoos and aquariums; (2) particular activities that foster these impacts; and (3) opportunities for and barriers to measuring those impacts. First, an in-depth literature review will document previous research efforts to date within the zoo and aquarium community. Second, a series of consultative workshops (both in-person and online) will gather ideas and input from practitioners, researchers, and other stakeholders in zoo and aquarium education. The consultative workshops will focus on two questions in particular: (1) What are the different types and characteristics of informal science learning experiences that take place at zoos and aquariums? and (2) What are the long-term impacts zoos and aquariums are aiming to have on visitors in relation to knowledge, attitudes, skills and behaviors/actions? Finally, visitor surveys at zoos and aquariums in the US and UK will be conducted to gather input on what visitors believe are the long-term impacts of an informal STEM learning opportunity at a zoo or aquarium. The data gathered through all of these activities will inform the design of a five-year, mixed-methods study to investigate long-term impacts and associated indicators of an informal STEM learning experience at a zoo or aquarium. One of the aims of the five-year study will be to test instruments that could eventually be used by the global zoo and aquarium community to measure the long-term impacts of informal STEM learning programs. Designing tools to better understand the long-term impacts of informal STEM learning at zoos and aquariums will contribute to our ability to measure STEM learning outcomes. Additional benefits include improved science literacy and STEM skills amongst visitors over time and an understanding of how education programs contribute to wildlife conservation worldwide.
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TEAM MEMBERS:
Brian JohnsonStanford UniversityLancaster UniversitySarah ThomasNicole ArdoinMurray Saunders
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.