MobiLLab is a mobile science education program designed to awaken young people’s interest in science and technology (S&T). Perceived novelty, or unfamiliarity, has been shown to affect pupils’ educational outcomes at similar out-of-school learning places (OSLePs) such as museums and science centers. A study involved 215 mobiLLab pupils who responded to three surveys: a pre-preparation, at-visit, and post-visit survey. Results provide evidence for four dimensions of pupils’ at-visit novelty: curiosity, exploratory behavior, oriented feeling, and cognitive load. Findings also show that classroom
MobiLLab is a mobile science education program designed to awaken young people’s interest in science and technology (S&T). To guide program development, mobiLLab leaders sought to identify and assess meaningful indicators of program effectiveness. Through an exploratory background investigation, we identified the following indicators: participant satisfaction; usefulness of classroom preparation materials; and pupils’ outcomes (S&T interest, attitude and self-concept). Results of a mixed-methods pilot investigation indicated that pupils and teachers are satisfied with their mobiLLab
MobiLLab is a mobile science education program designed to awaken young people’s interest in science and technology (S&T). Perceived novelty, or unfamiliarity, has been shown to affect pupils’ educational outcomes at similar out-of-school learning places (OSLePs) such as museums and science centers. A study involved 215 mobiLLab pupils who responded to three surveys: a pre-preparation, at-visit, and post-visit survey. Results provide evidence for four dimensions of pupils’ at-visit novelty: curiosity, exploratory behavior, oriented feeling, and cognitive load. Findings also show that classroom
Stephanie Spiris is a 12-year veteran teacher at George Washington High School in Denver, teaching courses in biomedical science (Figure 1). Last year, Spiris spent four weeks in a summer internship at Terumo BCT, a medical device company that focuses on blood processing for medical treatment and care. Decked in full lab gear and ready to learn, Spiris worked in a sterile lab, conducting projects that allowed her firsthand experience with tasks such as separating t-cells from blood and freeze-drying plasma.
In this chapter we present the ways in which institutional cultural differences impact the development and implementation of learning activities in informal settings. Five university-based centers for the study of chemistry worked with informal learning professionals to re-envision educational and public outreach activities about science. The projects were part of a broader effort to catalyze new thinking and innovation in informal education and chemistry centers. The set of projects illustrates the broad possibilities for informal learning settings, with projects targeting diverse audiences
A short outline of the evolution of communications at CERN since 1993 and the parallel growth of the need both for professional communications and, at the same time, the need for training in more and more complex competencies for the new profession.
U.S. strength in science, technology, engineering, and mathematics (STEM) disciplines has formed the basis of innovations, technologies, and industries that have spurred the nation’s economic growth throughout the last 150 years. Universities are essential to the creation and transfer of new knowledge that drives innovation. This knowledge moves out of the university and into broader society in several ways – through highly skilled graduates (i.e. human capital); academic publications; and the creation of new products, industries, and companies via the commercialization of scientific
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National Academies of Sciences, Engineering, and Medicine
This poster was presented at the 2016 Advancing Informal STEM Learning (AISL) PI Meeting held in Bethesda, MD on February 29-March 2. The project investigates how Co-generative Dlogue (cogen), a respectful conversation among students and scientists for improving teaching and learning, may produce more engaging and productive interactions and learning environments.