This research in service to practice project will examine the impact of a 12-year statewide science field trip program called LabVenture. This hands-on program in discovery and inquiry brings middle school students and teachers across the State of Maine to the Gulf of Maine Research Institute (GMRI) in Portland, Maine to become fully immersed in explorations into the complexities of local marine science ecosystems. These intensive field trip experiences are led by informal educators and facilitated entirely within informal contexts at GMRI. Approximately 70% of all fifth and sixth grade students in Maine participate in the program each year and more than 120,000 students have attended since the program's inception in 2005. Unfortunately, little is known to date on how the program has influenced practice and learning ecosystems within formal, informal, and community contexts. As such, this research in service to practice project will employ an innovative research approach to understand and advance knowledge on the short and long-term impacts of the program within different contexts. If proven effective, the LabVenture program will elucidate the potential benefits of a large-scale field trip program implemented systemically across a community over time and serve as a reputable model for statewide adoption of similar programs seeking innovative strategies to connect formal and informal science learning to achieve notable positive shifts in their local, statewide, or regional STEM learning ecosystems.
Over the four-year project duration, the project will reach all 16 counties in the State of Maine. The research design includes a multi-step, multi-method approach to gain insight on the primary research questions. The initial research will focus on extant data and retrospective data sources codified over the 12-year history of the program. The research will then be expanded to garner prospective data on current participating students, teachers, and informal educators. Finally, a community study will be conducted to understand the potential broader impacts of the program. Each phase of the research will consider the following overarching research questions are: (1) How do formal and informal practitioners perceive the value and purposes of the field trip program and field trip experiences more broadly (field trip ontology)? (2) To what degree do short-term field trip experiences in informal contexts effect cognitive and affective outcomes for students? (3) How are community characteristics (e.g., population, distance from GMRI, proximity to the coast) related to ongoing engagement with the field trip program? (4) What are aspects of the ongoing field trip program that might embed it as an integral element of community culture (e.g., community awareness of a shared social experience)? (5) To what degree does a field trip experience that is shared by schools across a state lead to a traceable change that can be measured for those who participated and across the broader community? and (6) In what ways, if at all, can a field trip experience that occurs in informal contexts have an influence on the larger learning ecosystem (e.g., the Maine education system)? Each phase of the research will be led by a team of researchers with the requisite expertise in the methodologies and contexts required to carry out that particular aspect of the research (i.e., retrospective study, prospective study, community study). In addition, evaluation and practitioner panels of experts will provide expertise and guidance on the research, evaluation, and project implementation. The project will culminate with a practitioner convening, to share project findings more broadly with formal and informal practitioners, and promote transfer from research to practice. Additional dissemination strategies include conferences, network meetings, and peer-reviewed publications.
The potential insights this research could garner on intersectionality between formal and informal STEM learning are substantial. As a consequence, this project is co-funded by the Advancing Informal STEM Learning (AISL) and Discovery Research K-12 (DRK-12) Programs. The Advancing Informal STEM Learning (AISL) program seeks to advance new approaches to, and evidence-based understanding of, the design and development of STEM learning in informal environments. Likewise, the Discovery Research-K12 Program seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools.
This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.
KY-H.E.R.O.S. (Health Education Rural Outreach Scientists) is a health science education program that partners the largest science center in Kentucky with Science Heroes-- important regional biomedical research scientists. The Science Heroes, their stories and their studies serve as inspiration to our rural audience. The project objectives are to: (1) Convey the relevance of health science research to people's daily lives and promote awareness of healthy lifestyle choices and wellness; (2) Promote understanding of the fundamental principles of the scientifc process and inspire K-12 teachers to incorporate current research into their teaching of health science; and (3) Encourage students to pursue advanced science education and increase awareness of the wide range of health science related careers. The Science Center, working with the distinguished Science Heroes, their research teams and a group of 15 knowledgeable professional advisors will develop the new KY-H.E.R.O.S. science education program. The program will include new hands-on labs and demonstrations, teacher training workshops, career exploration activities, interactive videoconferencing distance learning links, and innovative public programs. Using museum-based exhibits and a wet lab, traveling exhibit components, telelinking (distance learning), an interactive website and printed and electronic materials, we will present information about the work of the Science Heroes and its relevance to the lives of participants. The focus of the program will change every two years to feature three different scientists and their work. A total of nine scientists will be included during the 5 year period covered by the SEPA grant. As the focus changes every two years to a different three scientists, all the programs and exhibits will be changed accordingly. KY-H.E.R.O.S. will be designed to serve audiences composed of school groups on field trips; teachers in workshops; classes in remote areas of the state participatng through videoconferencing; underserved groups including economically disadvantaged, minorities and young women; and the family audience that makes up about 60% of the Science Center's annual attendance. Formative and summative evaluation will be conducted by an outside firm to ensure effectiveness.
LIGO's Science Education Center is in charge of Education and Public Outreach Component for the LIGO Livingston Observatory. The three prime efforts are: (1) Professional development for teachers utilizing lab facilities and cross-institute collaborations. (2) Outreach to students K-16 (targeting 5- 9th grade), with on-site field trips to the LIGO Lab and Science Education Center, as well as off-site visits & presentations. (3) Outreach to the general public and community groups with on-site tours and Science Education Center Experience, as well as off=site visits and presentations. LIGO's Science Education Center is located at the LIGO Observatory, and has an auditorium, a classroom and a 5000 square foot exhibit hall with interactive exhibits at its disposal to complete its mission. In addition LIGO-SEC staff serve to help press and documentary film makers complete their missions in telling the "LIGO story" and encouraging budding scientists.
The IRIS Education and Public Outreach program draws upon the seismological expertise of Consortium members and combines it with the staff expertise to create products and activities that advance awareness and understanding of seismology and geophysics while inspiring careers in Earth science. These products and activities are designed to impact 6th grade students to adults in diverse settings: self-directed exploration over the Web, interactive museum exhibits, major public lectures, and in-depth exploration of the Earth’s interior in formal classrooms. Each year, a select group of undergraduates spends the summer conducting research under the expert guidance of Consortium members and affiliates. Other highlights include the widely distributed Teachable Moment slide sets for use in college and school classrooms within a day of major earthquakes, new animations and videos, new content for the Active Earth Monitor, and expanded use of social media.