Learning Science in Informal Environments People, Places, and Pursuits (2009) / Chapter Skim
Currently Skimming:
6 Programs for Young and Old
6 Programs for Young and Old
Pages 173-206
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From page 173... ...
What these programs have in common is an organizational goal to achieve curricular ends -- a goal that distinguishes them from everyday learning activities and learning in designed environments. Science learning programs are typically led by a professional educator or facilitator, and, rather than being episodic and self-organized, they tend to extend for a period of weeks or months and serve a prescribed population of learners.
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From page 174... ...
. LEARNING SCIENCE IN OUT-OF SCHOOL-TIME PROGRAMS Out-of-school-time programs have existed for some time, first appearing at the end of the 19th century. Throughout the years, they have changed and adapted to serve different purposes, needs, and concerns, including provid ing a safe environment, academic enrichment, socialization, acculturation, problem remediation, and play (Halpern, 2002)
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From page 175... ...
. However, a range of evaluation studies show that out-ofschool programs can have positive effects on participants' attitudes toward science, grades, test scores, graduation rates, and specific science knowledge and skills (Gibson and Chase, 2002; Building Science and Engineering Talent, 2004; Archer, Fanesali, Froschl, and Sprung, 2003; Project Exploration, 2006; Ferreira, 2001; Harvard Family Research Project, 2003; DeHaven and Weist, 2003; Jarman, 2005; Campbell et al., 1998, as cited in Fancsali, 2002; Brenner, Hudley, Jimerson, and Okamoto, 2001; Johnson, 2005; Fusco, 2001; Jeffers, 2003)
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From page 176... ...
Noam and colleagues also outline the different ways these researchers are more concerned with academic skills and improved academic achievement, as measured by standardized test scores, grades, graduation rates, and continued involvement in school science (Campbell et al., 1998; Building Engineering and Science Talent, 2004; Brenner et al., 2001)
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From page 177... ...
The benefit of this model is that out-of-school and school science are connected, and the connection between the two is explicit. In the coordinated model, out-of-school science programs connect their activities to the general school science curriculum and standards but not to what students are learning in class on a daily or weekly basis.
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From page 178... ...
We examine evi dence in light of the strands of science learning -- some but not all of which are evident in the research base on out-of-school-time programs. Strand 1: Developing Interest in Science Promoting interest in science is a common goal of out-of-school science programs (e.g., Brenner et al., 2001; Building Science and Engineering Tal ent, 2004; Gibson and Chase, 2002; Archer et al., 2003; Project Exploration, 2006)
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From page 179... ...
. ined the effects of a two-week summer science program for middle school students that employed inquiry-based instruction.
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From page 180... ...
. In a program in which African American middle school girls worked on projects with female engineers, participating girls held more positive attitudes toward science class and science careers after participation in the program (Ferreira, 2001)
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From page 181... ...
. Strand 2: Understanding Scientific Knowledge Several studies have examined students' learning of science concepts and explanations by relying largely on academic outcome measures -- test scores, grades, and graduation rates.
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From page 182... ...
also pointed to the limi tations of using standardized tests as a measure of the learning that took place in the program. They explain: "It was mandated by the school district and the funding agencies that we had to use standardized test scores as documentation of the benefits of the program.
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From page 183... ...
He points out that an entire year of classroom instruction is estimated to raise achievement test scores a quarter of a standard deviation. By this measure, an out-of-school-time program providing students with an hour of instruction five days per week could be expected to raise test scores 0.05 standard deviation (assuming there is 100 percent attendance every day)
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From page 184... ...
A product-oriented model of assessment similar to portfolio assessment, in which descriptions and artifacts reflecting students' participation in the program was used as evidence of learning. In Service at Salado, an after-school science program combining service and learning, middle school students, undergraduate student mentors, and university-based scientists work together to learn about an urban riverbed habitat through classroom lessons and service and learning activities (Saltz, Crocker, and Banks, 2004)
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From page 185... ...
Strand 6: Identifying with the Scientific Enterprise We came across little use of the construct "identity" in research and evaluation of out-of school science programs. However, a number of studies examine a suite of outcome measures that collectively may point to identity development.
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From page 186... ...
Studies also provide evidence that some programs have documented associations with graduation rates, grades, and test scores. Evaluations show that through participation in out-of-school science programs, students may increase their science content knowledge, learn scientific skills, and develop their ability to think scientifically.
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From page 187... ...
While still relatively new, the study of out-of-school science programs holds great potential. To realize this potential, it will be necessary not only to greatly expand the body of literature regarding out-of-school science programs, but also to define the hoped-for outcomes.
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From page 188... ...
In fact, informal institutions host and organize many adult programs, and they could potentially engage more adults if they were perceived as interested in adult learners. This section describes a variety of programs for adult science learning in informal settings.
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From page 189... ...
: citizen science, health, and teacher professional development programs. Citizen Science and Volunteer Monitoring Programs Citizen science and volunteer monitoring programs encourage networks of volunteers, including both adults and children, to engage in scientific practice (Strand 5)
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From page 190... ...
The dataset generated new insights into the location of automobile-wildlife collisions that were not evident in models previously developed, providing important, empirically established guidelines for policy makers as they planned road maintenance and construction. The number and scale of citizen science programs is increasing (Cohen, 1997; http://pathfinderscience.net/; http://www.citizenscience.org)
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From page 191... ...
To measure knowledge, attitude, and interest in science, the researchers used several instruments that are commonly used repeatedly in science education research (such as the Attitudes Towards Organized Science Scale, ATOSS)
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From page 192... ...
Health Education Another group of studies examines adult programs that relate specifically to managing human health. These programs typically focus on improving
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The few studies assessing informal health programs that the committee was able to identify focused on issues other than participant learning. The studies we identified have focused on measuring levels of participation of health care professionals, identifying sustainability factors (Abbott et al., 2006)
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From page 194... ...
Just a decade ago, a well-known national study described these institutions as an "invisible infrastructure" of science education supporting K-12, yet it did not include data on teacher professional development (Inverness Research Associates, 1996)
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From page 195... ...
These included broadening teachers' sense of education and enhancing their understanding of educational theory, improving their classroom skills, enhancing their sense of autonomy and self-efficacy, strengthening their commitment to collaborative work, and helping them recognize the power of hands-on experiences in learning science (Anderson, Lawson, and MayerSmith, 2006, p.
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From page 196... ...
, older adults are often misunderstood. One aspect of older learners that gets little attention, but which is especially important for thinking about educational programming in informal environments, is their extensive experience base and knowledge.
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From page 197... ...
Jolly (2002) reminds the informal science education community that it must make a bid to educate the large group of older adults who will begin to avail themselves of opportunities in museums and science centers between
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From page 198... ...
• Producing more on-the-go and virtual programming that can travel to populations that cannot come to museums and science centers. • Increasing collaboration between the informal science community and the local network of aging services.
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From page 199... ...
, at the Ramapo College of New Jersey, is supported by a grant from NSF and represents a partnership between the Meadowlands Environment Center, Ramapo College, and regional aging community services, including the Bergen County Division of Senior Services. The project is using interactive videoconferencing technology to educate and enhance science learning among senior citizens in assisted living facilities, nursing homes, and senior community centers in the Meadowlands District of New Jersey and in facilities in the northern area of the state.
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From page 200... ...
There is evidence that programs can result in scientific learning and un derstanding across the strands. For the types of programs we reviewed, we found science-specific learning outcomes for school-age participants and a few studies on adults.
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From page 201... ...
International Journal of Science Education, 27 (9)
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From page 202... ...
. Citizen science central.
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From page 203... ...
. Science learning through scouting: An understudied context for informal science education.
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From page 204... ...
Background paper for the Committee on Learning Science in Informal Environments. Available: http://www7.nationalacademies.org/bose/ Lindberg_et%20al_Commissioned_Paper.pdf [accessed October 2008]
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From page 205... ...
Presentation to the Committee on Learning Science in Informal Environments, December 13-14, Keck Center, National Research Council, Washington, DC. Sachatello-Sawyer, B., Fellenz, R.A., Burton, H., Gittings-Carlson, L., Lewis-Mahony, J., and Woolbaugh, W
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From page 206... ...
. When schools stay open late: The national evaluation of the 21st century community learning centers program: First-year findings.
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