This article discusses the Youth in Science Action Club (SAC), which uses citizen science to investigate nature, document their discoveries, share data with the scientific community, and design strategies to protect the planet. Through collaborations with regional and national partners, SAC expands access to environmental science curriculum and training resources.
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TEAM MEMBERS:
Laura HerszenhornKatie LevedahlSuzi Taylor
The Science Museum of Minnesota (SMM) leverages a professional educator team (“instructors”) comprised of about two dozen individuals who facilitate both formal and informal educational programming in the museum, in K–12 classrooms, and at community-based sites. The experienced instructors of SMM’s Lifelong Learning Group bring innovative programs to both students and their teachers. Recognizing that long-term experiences can have a profound impact on students and teachers, SMM works to develop multiyear relationships based on collaboration. This article focuses primarily on SMM’s well
A skilled workforce is critical in high-quality out-of-school time (OST) programs (Smith, Devaney, Akiva & Sugar, 2009). However, the workshops commonly used to train OST staff are not adequately preparing practitioners to deliver quality programs that can benefit youth(Durlak & Weissberg, 2007; Smith et al, 2009).
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TEAM MEMBERS:
Femi VanceEmily SalvaterraJocelyn Atkins MichelsenCorey Newhouse
Scientific literacy is an important educational and societal goal. Measuring scientific literacy, however, has been problematic because there is no consensus regarding the meaning of scientific literacy. Most definitions focus on the content and processes of major science disciplines, ignoring social factors and citizens’ needs. The authors developed a definition of scientific literacy for the California 4-H Program from the citizen’s perspective, concentrating on real-world science-related situations. The definition includes four anchor points: science content; scientific reasoning skills
Wallace and Brooks examined the culture of an elementary science education methods course conducted in a summer science camp, along with the professional identity development of the preservice teachers during their participation in the course.
As part of a grant from the National Science Foundation, the National Federation of the Blind (NFB) is conducting regional STEM workshops in partnership with local science museums, entitled NFB STEM2U, for blind youth [youth], grades 3 – 6 and 9-12. During the third regional workshop in Columbus, Ohio, the NFB operated two different programs simultaneously: one program for youth, and a second program for their parents/caregivers. A third program, for COSI (science center) staff, was conducted earlier to prepare the museum staff to assist with the youth program. A separate report will discuss
Supervising youth workers is a challenging, demanding job in a complex field. Too frequently youth workers get mired in reacting to the everyday crises that dominate their work, finding it difficult to rise above the daily demands to reach a place where reflection can help guide their work. Strategies based in action research can empower youth work supervisors to invest in their own growth and in the continuous improvement of their programs.