This article presents tactile drafting techniques developed in collaboration with blind educators and students that have the potential to increase BLV students’ access to drafting and engineering graphic curriculum in K-12 and higher education.
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TEAM MEMBERS:
Wade GoodridgeNatalie ShaheenScott BartholomewAnn Cunningham
Spatial ability is a well-known predictor of success in science, technology, engineering, and mathematics (STEM) fields. The purpose of this study was to investigate and understand the spatial strategies that were used by blind and low-vision (BLV) individuals as they solved problems on the tactile mental cutting test (TMCT), an instrument that was designed to measure the spatial ability of BLV audiences.
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TEAM MEMBERS:
Theresa GreenWade GoodridgeDaniel KaneNatalie Shaheen
resourceresearchMuseum and Science Center Exhibits
We share a case study of a 10-year makerspace design process and identify key features for sustaining community–museum relationships over an extended period of work, which we call community-informed design
We present the assets that collaboration across a land grant university brought to the table, and the Winterberry Citizen Science program design elements we have developed to engage our 1080+ volunteer berry citizen scientists ages three through elder across urban and rural, Indigenous and non-Indigenous, and formal and informal learning settings.
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TEAM MEMBERS:
Katie SpellmanJasmine ShawChristine VillanoChrista MulderElena SparrowDouglas Cost
We used a youth focused wild berry monitoring program that spanned urban and rural Alaska to test this method across diverse age levels and learning settings.
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TEAM MEMBERS:
Katie SpellmanDouglas CostChristine Villano
In this study, we examined how two different CCS models, a contributory design and a co-created design, influenced science self-efficacy and science interest among youth CCS participants.
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TEAM MEMBERS:
Sarah ClementKatie SpellmanLaura OxtobyKelly KealyKarin BodonyElena SparrowChristopher Arp
Informal STEM learning experiences (ISLEs), such as participating in science, computing, and engineering clubs and camps, have been associated with the development of youth’s science, technology, engineering, and mathematics interests and career aspirations. However, research on ISLEs predominantly focuses on institutional settings such as museums and science centers, which are often discursively inaccessible to youth who identify with minoritized demographic groups. Using latent class analysis, we identify five general profiles (i.e., classes) of childhood participation in ISLEs from data
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TEAM MEMBERS:
Remy DouHeidi CianZahra HazariPhilip SadlerGerhard Sonnert
resourceresearchMuseum and Science Center Exhibits
An adapted three-dimensional model of place attachment is proposed as a theoretical framework from which place-based citizen science experiences and outcomes might be empirically examined in depth.
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TEAM MEMBERS:
Julia ParrishYurong HeBenjamin Haywood
resourceresearchProfessional Development, Conferences, and Networks
Why do scientists volunteer to be involved in public engagement in science? What are the barriers that can prevent them participating in dialogue with society? What can be done to facilitate their participation? We report the outcomes of a series of focus groups conducted with the young scientists who volunteered in SISSA for schools (S4S), the Children's University program of the International School for Advanced Studies (SISSA) in Trieste, Italy.
S4S is based on the contribution of PhD students as volunteers, has a participatory character, and is attentive to social and gender inclusion
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TEAM MEMBERS:
Simona CerratoValentina DaelliHelena PertotOlga Puccioni
The purpose of this paper is to provide an overview of the issues of scientific literacy in a dozen countries, as well as the actions taken to address the distinct problems they face. It also presents some experiments that are conducted there.
This dossier was produced as part of Les Journées internationales de la culture scientifique – Science & You, held in Montreal on May 4th, 5th and 6th, 2017.
Early field experiences, or those that come early in a teacher’s preparation before more formalized opportunities like practicum and student teaching, can provide a venue for preservice teachers to practice technology-specific instructional decision-making and reflective practice. Although research exists on the potential roles of field experiences in teacher education, little research exists on early field experiences, especially those taking place in informal contexts. Moreover, little research exists examining how those early field experiences in informal spaces might shape preservice