This white paper is the product of the CAISE Formal-Informal Partnerships Inquiry Group, which began work during a July 2008 ISE Summit organized by CAISE. Their examination of what the authors call "the hybrid nature of formal-informal collaborations" draws on relevant theoretical perspectives and a series of case studies to highlight ways in which the affordances of formal and informal settings can be combined and leveraged to create rich, compelling, authentic, and engaging science that can be systematically developed over time and settings.
This white paper is the product of the CAISE Public Engagement with Science Inquiry Group. It describes how public engagement with science (PES) in the context of informal science education can provide opportunities for public awareness of and participation in science and technology. The term engagement is characterized by mutual learning by publics and scientists rather than a one-way transmission of knowledge from experts to publics.
This white paper is the product of the CAISE Public Participation in Scientific Research Inquiry Group. It describes how public participation in scientific research (PPSR) through informal science education can provide opportunities to increase public science literacy.
Global Climate Change as Seen by Zoo and Aquarium Visitors reports on the findings of a summer 2011 survey conducted at 15 zoos and aquariums. The study was designed to characterize the readiness of U.S. zoo and aquarium visitors to engage with the issue of global climate change. This included describing visitors' cognitive, attitudinal, and behavioral predispositions toward climate change in addition to describing their attitudes and beliefs regarding wildlife, nature, and conservation actions. Results indicate that zoo and aquarium visitors are receptive audiences for climate change
Today, there exists a greater need to connect people to nature. Stemming from exploratory work into useful nature exhibit practices, the Wildlife Conservation Society aims to develop a new family exhibit–Safari Adventure–along with related programs and institutional practices, to better connect the families in our urban community to nature. This Logic Model outlines the impacts, activities, outputs, outcomes, and impacts for future development of this project, based on our exploratory investigation that included benchmarking trips, advisor and local educator workshops, community focus groups
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TEAM MEMBERS:
Wildlife Conservation SocietyLee Patrick
Supported by a grant from the Institute of Museum and Library Services (IMLS), the Safari Adventure Advisory Committee Workshop was held on March 11, 2013 at the Bronx Zoo, with the following experts and educators in the fields of children and nature education, hands-on and place-based learning, and digital learning: Professor Louise Chawla, educator David T. Sobel, Urban Assembly high school principal Mark Ossenheimer, researcher Ingrid Erickson, and noted author and environmentalist Richard Louv. Through this workshop, we obtained scholarly input for the purpose of assessing the conceptual
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TEAM MEMBERS:
Wildlife Conservation SocietyLee Patrick