Exploring Inner Space: Engaging the Public With Ocean Scientists

AbstractA prototype telepresence communications system was designed, piloted, and tested for use in informal science education institutions to provide public, student, and educator interactions with scientists aboard ships and in the University of Rhode Island Graduate School of Oceanography (GSO) Inner Space Center (ISC). In addition to providing opportunities for the engagement of scientists with diverse audiences, a goal of this initiative was to promote an appreciation and understanding of the ocean, while exposing aquarium visitors to advanced telepresence communication technologies. The project partnership was comprised of a leading ocean science research and education institution (the GSO); two national ocean science education networks—the National Centers for Ocean Sciences Education Excellence Network and the National Oceanic and Atmospheric Administration's Office of Exploration and Research Education Alliance; and two partner aquariums—Mystic Aquarium and South Carolina Aquarium. The main outcomes of the project were as follows: (1) a partnership of ocean science research and informal science education professionals that linked ocean scientists and informal science institution staff and visitors; (2) a state-of-the-art hardware and software system for partner aquariums capable of delivering live and prerecorded ocean exploration experiences to visitors; (3) professional development for informal science educators focused on educating the public and improving ocean literacy; (4) a useful and effective digital media interface and software for communicating and interacting with the ocean science content; and (5) an understanding of how live and prerecorded ocean exploration experiences affect aquarium visitor ocean literacy.

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The Nanoscale Informal Science Education Network

MRS Proceedings ◽

10.1557/proc-1105-oo02-01 ◽

2008 ◽

Vol 1105 ◽

Author(s):

Larry Bell

Keyword(s):

Science Education ◽

National Science Foundation ◽

Informal Science Education ◽

Science Museum ◽

Informal Science ◽

Educational Materials ◽

The Public ◽

National Science ◽

Education Network ◽

Nanoscale Science

AbstractThe Nanoscale Informal Science Education Network was formed by the Museum of Science in partnership with the Science Museum of Minnesota and the Exploratorium through a cooperative agreement with the National Science Foundation in the fall of 2005. Over the course of its first two years the NISE Net focused on developing prototype informal educational materials to engage the public in learning about nanoscale science and technology. Now the NISE Net if focusing on building the network and disseminating materials and knowledge broadly to facilitate capacity building, partnering, and getting nano education activities for the public to happen in over 100 sites nationwide. NanoDays in 2008 from March 29 through April 6 has been developed to focus these efforts.

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An Ocean Science Education Network for the Decade

Marine Technology Society Journal ◽

10.4031/mtsj.55.3.40 ◽

2021 ◽

Vol 55 (3) ◽

pp. 102-103

Author(s):

Gail Scowcroft ◽

Tina Bishop ◽

Liesl Hotaling ◽

Paula Keener ◽

Janice McDonnell ◽

...

Keyword(s):

Science Education ◽

Research Priorities ◽

Business Leaders ◽

Policy Makers ◽

The Public ◽

Ocean Literacy ◽

Ocean Science ◽

Ocean Sciences ◽

Education Network ◽

Flow Of Information

Abstract Ocean science education and ocean literacy are overarching components of all Ocean Decade challenges. Educating the next generation of ocean scientists will help achieve Ocean Decade objectives, while increasing public ocean literacy will motivate citizens to engage in the ocean science enterprise. During the UN Ocean Decade, a coordinated flow of information among scientists, educators, policy makers, business leaders, and the public will help guide research priorities in addition to enhancing citizens' ocean literacy. Ocean literacy is about more than the acquisition of ocean science knowledge. It also relates to critical needs for citizens to become responsible in sustainably using the ocean and its resources. Society must gain scientific understanding of the ocean's responses to pressures and make management decisions that are fundamental for sustainable development of its resources. U.S. ocean science education, outreach, and communication initiatives have been greatly expanded since 2002 due to the work of the National Science Foundation-funded, national Centers for Ocean Sciences Education Excellence (COSEE; now the Consortium for Ocean Science Exploration and Engagement) network. The infrastructure established by COSEE is well-poised to take on the establishment of a network of networks to forge U.S. leadership in robust international collaborations in support of Ocean Decade objectives.

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Authentic STEM research, practices of science, and interest development in an informal science education program

International Journal of STEM Education ◽

10.1186/s40594-021-00314-y ◽

2021 ◽

Vol 8 (1) ◽

Author(s):

Bobby Habig ◽

Preeti Gupta

Keyword(s):

Science Education ◽

Scientific Research ◽

Science Research ◽

Informal Science Education ◽

Informal Science ◽

Scientific Practices ◽

Interest In Science ◽

Interest Development ◽

Survey Results ◽

Research Questions

Abstract Background Two critical challenges in science education are how to engage students in the practices of science and how to develop and sustain interest. The goal of this study was to examine the extent to which high school youth, the majority of whom are members of racial and ethnic groups historically underrepresented in STEM, learn the skills and practices of science and in turn develop interest in conducting scientific research as part of their career pursuits. To accomplish this goal, we applied Hidi and Renninger’s well-tested theoretical framework for studying interest development in the context of a museum-based, informal science education (ISE) program. We used a mixed methods approach, incorporating both survey and interview data, to address three research questions: (1) As youth engage in authentic science research, do they develop perceived competence in mastering the skills and practices of science? (2) Do participants increase, maintain, or decrease interest in science research as a result of this experience? (3) How does participation in scientific practices manifest in non-program contexts? Results Our study yielded three main results. First, we found that participants developed competence in mastering several of the skills and practices of science. Strikingly, there was significant improvement in self-reported level of competency for 15 specific research skills. Second, we found that participants maintained their interest in scientific research over time. Our post-survey results revealed that one hundred percent of students were either excited about or expressed deep interest in scientific research. Based on a Phases of Interest Development Rubric developed for this study, most participants exhibited emerging individual interest. Finally, participants exhibited significant increases in the frequency in which they engaged in scientific practices outside of the program. Conclusions Our findings suggest that participation in authentic research in an ISE context affords youth critical opportunities for gaining mastery of several of the skills and practices of science, which in turn reinforces, and in some cases increases participants’ interest in scientific research beyond the span of the program.

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