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NMEA–Anchorage, AK

July 9, 2012 in 2012 Conferences

National Marine Educators Association

24-28 June 2012
Anchorage, Alaska
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NARST–Philadelphia, PA

July 9, 2012 in 2010 Conferences, Conferences, Conferences and Publications

National Association for Research in Science Teaching

21-24 March 2010
Philadelphia, Pennsylvania
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ASTC–Baltimore, MD

July 9, 2012 in 2011 Conferences, Conferences, Conferences and Publications, RoP Resources

Association of Science and Technology Centers

15-18 October 2011
Baltimore, MD

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ROP in AZA Connect

January 19, 2012 in 2011 Publications

RoP Facilitators at three aquarium reflect on and share the impacts of the Reflecting on Practice program at their institutions.

The article is published in November 2011 issue of AZA Connect.

Title of Article:
Building communities of practice in informal science education

Authors:

  • Kristin Evans, Education Director, Birch Aquarium at Scripps
  • Eric Simms, Science Education Specialist, Scripps Institution of Oceanography
  • Dave Bader, Education Director, Aquarium of the Pacific
  • Ben Hunt, Coordinator of Outreach Programs, Shedd Aquarium
  • Lynn Tran, Research Specialist, The Lawrence Hall of Science
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    COS-RoP Design Framework

    August 5, 2011 in Materials Generated by the Network, Program Materials, RoP Resources

    The COS-RoP community developed a Design Framework that lists characteristics of the Network that should be incorporated into Network workshops, activities, courses, or programs. The community collaborated to develop the Design Framework during the 2011 COS-RoP Network Meeting.

    Download the COS-RoP Design Framework (PDF, 64 KB)

    Bransford, J. (2000). How People Learn: Brain, Mind, Experience, and School: Expanded Edition. Washington, D.C.: National Academies Press.

    August 3, 2011 in Recommended Reading, RoP Resources

    Description from National Academies Press:
    This popular trade book, originally released in hardcover in the Spring of 1999, has been newly expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This paperback edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning.
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    Fenichel, M. and Schweingruber, H. A. (2010). Surrounded by Science: Learning Science in Informal Environments. Washington, D.C.: National Academies Press.

    August 3, 2011 in Recommended Reading, RoP Resources

    Description from National Academies Press:
    Practitioners in informal science settings—museums, after-school programs, science and technology centers, media enterprises, libraries, aquariums, zoos, and botanical gardens—are interested in finding out what learning looks like, how to measure it, and what they can do to ensure that people of all ages, from different backgrounds and cultures, have a positive learning experience.

    Surrounded by Science: Learning Science in Informal Environments, is designed to make that task easier. Based on the National Research Council study, Learning Science in Informal Environments: People, Places, and Pursuits, this book is a tool that provides case studies, illustrative examples, and probing questions for practitioners. In short, this book makes valuable research accessible to those working in informal science: educators, museum professionals, university faculty, youth leaders, media specialists, publishers, broadcast journalists, and many others.

    Download a PDF of the book from National Academies Press.

    Bell, P., Lewenstein, B., Shouse, A. W., and Feder, M. A. (Eds.). (2009). Learning Science in Informal Environments: People, Places, and Pursuits. Washington, D.C.: National Academies Press.

    August 3, 2011 in Recommended Reading, RoP Resources

    Description from National Academies Press:
    Informal science is a burgeoning field that operates across a broad range of venues and envisages learning outcomes for individuals, schools, families, and society. The evidence base that describes informal science, its promise, and effects is informed by a range of disciplines and perspectives, including field-based research, visitor studies, and psychological and anthropological studies of learning.

    Learning Science in Informal Environments draws together disparate literatures, synthesizes the state of knowledge, and articulates a common framework for the next generation of research on learning science in informal environments across a life span. Contributors include recognized experts in a range of disciplines—research and evaluation, exhibit designers, program developers, and educators. They also have experience in a range of settings—museums, after-school programs, science and technology centers, media enterprises, aquariums, zoos, state parks, and botanical gardens.

    Learning Science in Informal Environments is an invaluable guide for program and exhibit designers, evaluators, staff of science-rich informal learning institutions and community-based organizations, scientists interested in educational outreach, federal science agency education staff, and K-12 science educators.

    Download a PDF of the book from the National Academies Press website.

    Jeremy Roschelle Lecture at 2011 COS-RoP Network Meeting: Helping scientists engage the next generation through learning technologies

    July 28, 2011 in Materials Generated by the Network, RoP Resources, Talks and Presentations

    Jeremy Roschelle of SRI International gave a talk at the 2011 COS-RoP Network Meeting. You can see his talk, Helping scientists engage the next generation through learning technologies, below. The talk has been divided into three parts. You can download the lecture slides at the bottom of the page.

    At the Network Meeting, we discussed a paper written by Jeremy Roschelle:
    Roschelle, J., Pea, R., Hoadley, C., Gordin, D., Means, B. (2001). Changing How and What Children Learn in School with Computer-Based Technologies. The Future of Children, 10(2). Los Altos, CA: Packard Foundation. 76-101.
    Download a pre-print of the paper: Roschelle et al. 2001 (PDF, 64 KB)

    Part 1:

    Part 2:

    Part 3:

    Download the lecture slides: Roschelle Lecture 2010 (PDF, 1.7 MB)

    Education Week: Science Learning Outside the Classroom, April 6, 2011.

    July 8, 2011 in Recommended Reading, RoP Resources

    Introduction: A Special Report on Informal Science Education
    As concern mounts that U.S. students lack sufficient understanding of science and related fields, it has become increasingly clear that schools can’t tackle the challenge alone. This special report explores the field often called “informal science education,” which is gaining broader recognition for its role in helping young people acquire scientific knowledge and skills. Opportunities abound outside the classroom to learn about science, and to inspire a passion for it. Zoos and science museums, robotics clubs, science competitions, and online games are just a few of the options to engage American youths. Education Week reporters examine what informal science education looks like in practice, and what we know about its impact, its potential, and the challenges it faces.

    Download the Special Report:Education Week: Science Learning Outside the Classroom (PDF, 6.2 MB)

    Sawyer, R. K. (2006). Introduction: The new science of learning. In R. K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (pp. 1-18). New York, NY: Cambridge University Press.

    July 8, 2011 in Recommended Reading, RoP Resources

    Introduction:
    By the twentieth century, all major industrialized countries offered formal schooling to all of their children. When these schools took shape in the nineteenth and twentieth centuries, scientists didn’t know very much about how people learn. Even by the 1920s, when schools began to become the large bureaucratic institutions that we know today, there still was no sustained study of how people learn. As a result, the schools we have today were designed around commonsense assumptions that had never been tested scientifically.

    Download the Book Chapter: Introduction: The new science of learning (PDF, 1.9 MB)

    Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher professional development in the United States and abroad. Texas: National Staff Development Council.

    July 8, 2011 in Recommended Reading, RoP Resources

    Introduction:
    In recent decades, school reform efforts have recognized teacher professional development as a key component of change and as an important link between the standards movement and student achievement. As students are expected to learn more complex and analytical skills in preparation for further education and work in the 21st century, teachers must learn to teach in ways that develop higher order thinking and performance. These new standards require a new kind of teaching, conducted by “teachers who understand learning as well as teaching, who can address students’ needs as well as the demands of their disciplines, and who can create bridges between students’ experiences and curriculum goals” (Darling-Hammond, 2005, p.5). Efforts to improve student achievement can succeed only by building the capacity of teachers to improve their instructional practice and the capacity of school systems to advance teacher learning.

    Download the Report: Professional learning in the learning profession: A status report on teacher professional development in the United States and abroad (PDF, 1.1 MB)

    Center for Advancement of Informal Science Education (CAISE)

    July 8, 2011 in Online Resources, RoP Resources

    Center for Advancement of Informal Science Education (CAISE) works to strengthen and connect the informal science education community by catalyzing conversation and collaboration across the entire field—including film and broadcast media, science centers and museums, zoos and aquariums, botanical gardens and nature centers, digital media and gaming, science journalism, and youth, community, and after-school programs. CAISE focuses its work on improving informal science education practice, documenting evidence of impact, and communicating the contributions of informal science education.

    Informalscience.org from UPCLOSE

    July 8, 2011 in Online Resources, RoP Resources

    Informalscience.org is a resource and online community for informal learning projects, research and evaluation. It is an ongoing project of the University of Pittsburgh’s Center for Learning in Out-of-School Environments (UPCLOSE) at the Learning Research and Development Center.

    Falk, J. & Dierking, L. (2010). The 95% Solution. American Scientist 98(6): 486.

    July 8, 2011 in Recommended Reading, RoP Resources

    Introduction:
    The scientific research and education communities have long had a goal of advancing the public’s understanding of science. The vast majority of the rhetoric and research on this issue revolves around the failure of school-aged children in the United States to excel at mathematics and science when compared with children in other countries. Most policy solutions for this problem involve improving classroom practices and escalating the investment in schooling, particularly during the precollege years. The assumption has been that children do most of their learning in school and that the best route to long-term public understanding of science is successful formal schooling. The “school-first” paradigm is so pervasive that few scientists, educators or policy makers question it. This despite two important facts: Average Americans spend less than 5 percent of their life in classrooms, and an ever-growing body of evidence demonstrates that most science is learned outside of school.

    Download the Article: The 95% Solution (PDF, 1.9 MB)

    ROP & Network Slides for Presentations

    July 8, 2011 in Conferences, RoP Resources, Templates

    Giving a presentation about ROP or the COS-RoP Network? We have prepared slides that you can use in your presentation. Included are a description of ROP, the goals of the program, a list of participating institutions, an overview of the modules, and a written description and graphical depiction of the COS-RoP Network.

    Download the PowerPoint Slides: ROP-slides.ppt (PowerPoint, 5.9 MB)

    Observation Instruments

    July 8, 2011 in Program Materials, RoP Resources

    These observation instrument are designed for use with videos of educators’ presentations and facilitation. It is appropriate for interactions that occur in class, cart, exhibit, or other environments. There are three instruments, each focuses on a different aspect of practice:

      • Module 2: Knowledge & Understanding
      • Module 3: Learning Conversations
      • Module 4: Objects & Design

    Download the instrument: RoP Observation Instruments (Word, 115 KB)
    Download the video ground rules: RoP Video Ground Rules (Word, 57 KB)
    How have you used the observation instrument? Have you found it to be helpful in your practice? Let us know by leaving a comment below.

    NMEA–Boston, MA

    July 7, 2011 in 2011 Conferences, Conferences, Conferences and Publications, RoP Resources

    National Marine Educators Association

    30 June – 2 July 2011
    Boston, Massachusetts

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    NSTA–San Francisco, CA

    July 7, 2011 in 2011 Conferences, Conferences, Conferences and Publications, RoP Resources

    National Science Teachers Association

    10-13 March 2011
    San Francisco, California

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    CAM–Pasadena, CA

    July 7, 2011 in 2011 Conferences, Conferences, Conferences and Publications

    California Association of Museums

    2-4 March 2011
    Pasadena, California

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