This document summarizes lessons learned from implementing Leap into Science: Cultivating a National Network for Informal Science and Literacy (Leap into Science) from 2017-2023.
The following summative report describes overarching evaluation findings from the evaluation of Leap into Science, including future considerations for the Leap into Science program team (program team). The report aims to summarize takeaways from 2018-2023 and report on overall insights pertaining to the core evaluation questions of interest.
This conference project will bring together Black children's media creators with climate scientists and developmental psychologists to promote climate science story making that speak to the concerns, circumstances, and experiences of Black audiences.
Successful peer-to-peer practices in informal science learning (ISL) are often not well defined, but further investigation has the potential to help uncover how to motivate and scaffold children's joint learning in science and engineering. Team Hamster!, a PBS KIDS interactive digital series that helps youth think creatively and use engineering skills to solve problems with everyday tools, will be used to achieve the goals of this project.
This project will focus on understanding how media can improve boys' and girls' perceptions of female scientists and engineers and increase children's understanding of mixed-gender collaborations in STEM.
DATE:
-
TEAM MEMBERS:
Sara SweetmanDaniel WhitesonAbdeltawab HendawiJorge Cham
There is growing interest in stories as potentially powerful tools for science learning. In this mini-review article, we discuss theory and evidence indicating that, especially for young children, listening to and sharing stories with adult caregivers at home can make scientific ideas and inquiry practices meaningful and accessible. We review recent research offering evidence that stories presented in books can advance children’s science learning.
Parents exert a strong influence on the development of foundational science, technology, engineering, and mathematical (STEM) skills in early childhood. This influence occurs, in large part, through playful parent-child interactions and conversations that expose children to mathematical and spatial concepts in interesting and useful ways. Prior research suggests that guided play is effective in building the STEM knowledge, reasoning, and interests of preschool children. Guided play requires adults to strategically present and scaffold STEM play in ways that support child initiative and
DATE:
TEAM MEMBERS:
Karen BiermanLynn LibenJessica MenoldMeg SmallScarlett MillerJennifer Connell