A Supplement to the April 6, 2011, Issue Vol. 30 • No. 27 Ed u c a ti o n Wee k A Special Report on Informal Science Education www.edweek.org/go/ScienceReport

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Learn more about this advertiser scholastic.com/everydayliteracy EDUCATION WEEK Sabrina Reyes, a 2nd grader at SpECIAL REPORT: Science Learning East San Jose Elementary Outside the Classroom april 6, 2011 School, investigates the effect of airstream on a group of NEW! pinwheels during Family Science Night at Explora, Copyright ©2010 by a science center in Editorial Projects in Education, Inc. All Albuquerque, N.M. rights reserved. Explora regularly hosts the No part of this publication shall be event to promote informal reproduced, stored science learning for area in a retrieval system, or transmitted by any students and their families. means, electronic or otherwise, without the written permission of the copyright holder. Cover Image: Readers may make up to 5 print copies Jackeli Queli views her of this publication at multiplying faces inside a giant no cost for personal, non-commercial use, Kitty Clark Fritz for Education Week kaleidoscope at Explora. The provided that each 5th grader and her classmates includes a full citation at Tomasita Elementary School of the source. Click to get to articles brought family members to the S2 Awareness Grows of S8 Science-Rich Institutions S13 Independent Play Fosters science center to explore its Importance of Learning Provide Venues For Children to Discovery in Youngsters many exhibits. Show StudentS all that reading can be. Science Beyond School Enjoy Exploration Kitty Clark Fritz for Education Week S14 National Science Foundation NEW! NEW! S2 Science Though the TV Screen S10 Science Competitions Seen as Leader in Advancing Teacher’s Titles Integrated Into Classroom Informal Learning Guide including S6 Researchers Playing Catch-Up Curriculum Graphic Novels! In Gauging Beyond-School S15 Environmental Issues Effects S12 Games and Simulations Inspire Children Draw Children Into New To Dig Into Science

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WEB EXCLUSIVES • Join Assistant Editor Erik W. Robelen and guests for NEW! a free Webinar on the evolving field of informal science Storage For more on informal science education: education—what we know about its impact, what it Click NEW! Bins! looks like in practice, the potential, and the on the Teaching Read Staff Writer Sarah D. Sparks’ story that delves into Cards •  challenges. Digital Edition PINNELL the growing world of online communities where science Read the digital (PDF) edition of the informal is the topic and see videos of the science experiments she presenters science education report and forward copies writes about. www.edweek.org/go/Experiments John H. Falk, professor of free-choice learning at to your colleagues. Oregon State University and founder and director INFORMAL SCIENCE EDUCATION Your coMPlete • Then, join an online forum to post your favorite videos of emeritus of the Institute for Learning Innovation www.edweek.org/go/ guided reading Solution experiments and share how you use these videos in the Alan J. Friedman, former director and CEO of the ScienceDownload classroom. New York Hall of Science, consultant in museum www.edweek.org/go/ExperimentsForum development and science communication, and member of the National Assessment Governing Board ALSO NEW FROM • View a photo gallery of the Explora science center. Special Offer! www.edweek.org/go/Explora Date: Tuesday, April 19, from 2 to 3 p.m. EDT FOUNTAS & PINNELL www.edweek.org/go/webinar/learningScience Order Today and receive 10% off!* Summer Call 1-800-387-1437, ext. 747 or 2011! visit scholastic.com/guidedreading!

*Offer expires 5/31/2011 Kitty Clark Fritz for Education Week scholastic.com/everydayliteracy Awareness Grows of Importance Of Learning Science Beyond School Opportunities are plentiful, from after- and the formal curriculum. “Efforts to enhance scientific ca- By But many leaders in the field pacity typically target schools and school programs to often referred to as “informal sci- focus on such strategies as improv- ence education” say that is begin- ing science curriculum and teacher erik w. ning to change. There are signs training and strengthening the computer simulations that this sector is garnering wider science pipeline,” the report said. attention and starting to be in- “What is often overlooked or un- robelen cluded in broader discussions on derestimated is the potential for to visiting a zoo. how to improve science learning science learning in nonschool set- among young people. tings, where people actually spend hen a fresh David A. Ucko, a former senior the majority of their time. round of official at the National Science “Beyond the schoolhouse door,” national Foundation, said the field now it said, “opportunities for science and inter- has greater external recognition learning abound.” national of its impact on public awareness, Indeed, they do. Visits to science- data on understanding, and engagement rich cultural institutions, such as student with science and related subjects. zoos, aquariums, science centers, achieve- “There is definitely momentum and natural-history museums ment in building,” agreed John H. Falk, a immediately come to mind. But science professor of free-choice learning it’s really a host of opportunities. came out recently, the results— at Oregon State University, in Astronomy and robotics clubs. Af- Wwidely seen as disappointing— Corvallis. “The good news is that ter-school programs and science prompted familiar hand-wring- the field is of late being invited to competitions. Collecting rocks or ing from political leaders and some tables and being taken seri- taking a walk in the woods. Watch- education experts about the steps ously as important, but it’s still ing television programs such as needed to improve science instruc- roughly an order of magnitude “MythBusters” or turning to the tion in the public schools. less than formal education.” Internet to learn more about can- What’s often missing from the One boost to the cause was the cer or global warming. The list national dialogue on the issue is 2009 release of a major National goes on and on. a concerted focus not simply on Research Council report, “Learn- President Barack Obama, who what happens in the classroom, ing Science in Informal Environ- has aggressively used his bully but also on the opportunities to ments.” With the prestige of the pulpit to promote education in the learn about science—and to in- National Academies behind s t e m fields of science, tech- spire a passion for the subject— it, the n r c document served nology, engineering, and that come outside the school day as a clarion call. mathematics, seems to

Science By Sarah D. Sparks In one of the best-remembered TV science experiments, Donald J. Herbert, aka Mr. Wizard, Through the and one of his student-helpers peered over a waist-high acrylic box filled with set mousetraps, TV Screen representing fissionable material in an atomic bomb. On each perched a pingpong ball, representing the neutrons. When one additional ball dropped into the mix, the entire box went up in an explosion of white plastic. When Mr. Herbert died in 2007, after more than a half-century in educational entertainment, science television shows had exploded more fully than his ping-pong balls. The National Research Council’s 2009 landmark study of informal science highlighted evidence that children’s shows such Watch Mr. Wizard (1951) as “Bill Nye the Science Guy” can increase not The granddaddy of all children’s science just students’ interest in science, but also their shows, “Mr. Wizard” first aired on WMAQ, understanding of complex scientific concepts. Chicago’s NBC station. It spanned more Here’s a look at some of the top science television than 600 shows during the 1950s and ’60s, series through the years. and another 78 shows, as the cable-based “Mr. Wizard’s World,” in the 1980s and ’90s, according to Tom Nikosey, the president of Photos by AP except where indicated Mr. Wizard Studios in West Hills, Calif.

s2 Education WEEK: science learning outside the classroom l www.edweek.org/go/ScienceReport l april 6, 2011 share an appreciation for learning “If we allow the things that are Alliance, an advocacy group based gain better leverage for informal tremendous promise to advance outside the classroom. He hosted easy to measure in school districts in Washington. science learning. A prime target is science learning and interest, an Astronomy Night on the White as the only definitions of learning Meanwhile, initiatives have re- the main federal source of after- with the advent of increasingly House lawn in 2009 and, last fall, we’re going to consider, we are cently emerged in California and school aid, the $1.2 billion 21st sophisticated computer games and the first White House science fair, leaving off the table an awful lot Missouri to establish sustainable Century Community Learning simulations, among other develop- celebrating winners of s t e m -fo- of things,” said Kevin J. Crowley, statewide systems that support Centers program. ments. (See story, Page S12.) cused student competitions. the director of the University of and promote high-quality after- Last year, a White House advi- “In many ways, our future de- Pittsburgh’s Center for Learning school programming in the s t e m sory panel on science and technol- pends on what happens in those in Out-of-School Environments fields. The initiative in Missouri, ogy—as part of a larger report on contests,” Mr. Obama said at the and an associate professor of edu- Project Liftoff, is working to spark improving s t e m education—urged ‘urban advantage’ October event. “It’s in these pur- cation and psychology. “We need the government to create a set- suits that talents are discovered to have compelling, theory-based, aside in the program for those Ensuring access across the U.S. and passions are lit, and the fu- reliable measures, and we’re just fields. It suggested that the fund- population, especially among low- ture scientists, engineers, inven- beginning to chip away at that ing could be pooled with other income and minority families, tors, and entrepreneurs are born.” right now.” There is federal aid to create a new, coordi- is seen as an important goal for The n r c report said one impor- nated initiative across agencies to many informal initiatives and tant feature of informal learning support high-quality out-of-school institutions, from after-school No tests or grades settings is the absence of tests, definitely activities that “inspire” students programs to science centers and grades, and other familiar ap- “ in the s t e m subjects. Such activi- museums, such as Explora, in Al- proaches used by schools to docu- ties could include after-school and buquerque, N.M. Explora offers In an increasingly data-obsessed ment the effect of education. momentum summer school programs, as well free memberships for low-income education landscape, one chal- “Assessments should not be lim- as contests, the report said. families and hosts Family Science lenge is meeting the demand for ited to factual recall or other nar- The news and entertainment Nights in partnership with the concrete evidence on how individu- row cognitive measures of learn- building.” media have long served as power- city school district as a way to bet- als benefit from informal learning ing,” it said, but instead “should ful vehicles for educating the pub- ter acquaint such families with its opportunities. address the range of intellectual, lic about science, from newspapers offerings. (See story, Page S8.) john h. falk The n r c report found “abun- attitudinal, behavioral, social, and and magazines to TV and radio The Family Science Night idea dant evidence” that people of all participatory capabilities that in- Professor of Free-Choice Learning programs, documentaries, and also illustrates another theme: ages learn science across a wide formal environments effectively Oregon State University i m a x films. Even science-fiction the value of fostering direct con- range of venues and activities. promote.” movies have helped inspire young nections between schools and But that report, and interviews In fact, tools are now emerging similar undertakings in other people to learn about science. The informal learning environments. with experts in the field, suggest that show the potential to link Midwestern states as well. Among National Science Foundation is Around the country, there’s no there’s still a long way to go in bet- individuals’ learning across a life- the efforts planned are identify- a key supporter, having issued shortage of such collaborations. ter evaluating and understanding time of different experiences. (See ing a menu of first-rate curricular an assortment of grants over the Explora, like many other science the impact. story, Page S6.) materials in the s t e m fields, bet- years for educational program- centers, also offers professional- Advocates for informal learning One domain that is seeing a ter preparing after-school program ming, including the science desk development programs for teach- emphasize that it’s vital not sim- strong push to promote learning staff members to provide engaging at n p r , television programs like ers. And it offers a menu of more ply to align measures for out-of- and engagement in science is the s t e m activities, and supporting the DragonFly TV, and giant-screen than 200 hourlong experiential school learning with the focus on after-school setting. In fact, 2011 evaluation and improvement of movies like “Tornado Alley,” which programs for students, called “ex- standardized achievement tests was billed as the “Year of Science such after-school offerings. premiered in March. plorations,” pegged to the state’s so prevalent in public education. in After-School” by several leading The project is getting financial Private foundations have also academic standards. Instead, the idea is to gauge sci- groups, including the Afterschool backing from the Noyce Founda- played a role. In February, for In New York City, Urban Advan- entific skills and understanding in Alliance, the National AfterSchool tion, which also underwrote this instance, the Howard Hughes tage, a program led by the Ameri- ways that are more appropriate to Association, and the National special report, and the Charles S. Medical Institute, based in Chevy can Museum of Natural History, the various settings and activities, Summer Learning Association. Mott Foundation, which helps un- Chase, Md., announced the launch has brought together the city as well as to look at interest in “We’re all speaking with one derwrite economic-stimulus cover- of a $60 million documentary-film school system and an assortment science topics and a person’s self- voice to say this is important,” said age in Education Week. initiative to bring compelling sci- of science-rich institutions, includ- identification as someone knowl- Anita Krishnamurthi, the director Some advocates have eyed pol- ence features to television. ing the New York Hall of Science, edgeable about science. of s t e m policy for the Afterschool icy changes at the federal level to Further, new technologies hold Page 5>

NOVA (1971) National Geographic (1964) First launched by WGBH in Boston, the one-hour The first television specials by the National series won the National Science Foundation’s Geographic Society aired on CBS and have since inaugural Public Service Award in 1998. It spawned innumerable documentaries, additional repeatedly has won honors while spurring debate television series like “National Geographic in Congress for coverage of controversial topics, Explorer,” and, in 2001, a full cable channel such as the “Miracle of Life” (1983), which earned dubbed NatGeo. Peabody and Emmy awards. It spun off a news show, “NOVA scienceNOW,” in 2005.

The World of Jacques Cousteau (1966)

Mr. Cousteau, the founder of the French Navy’s Undersea Research Group in 1946 and a commander of the research ship Calypso, almost singlehandedly developed underwater wildlife documentaries with multiple cinematic films, television specials, and the series, which was later renamed “The Undersea World of Jacques-Yves Cousteau” and ran through 1976.

april 6, 2011 l Education WEEK: science learning outside the classroom l www.edweek.org/go/ScienceReport s3 Cosmos: A link to these shows A Personal Voyage (1980) is provided at The internationally renowned edweek.org/links. astrophysicist Carl Sagan presented and co-wrote both this 13-episode series and an accompanying book, which PBS first aired. According to its website, it remains the most popular PBS series in the world.

The Crocodile Hunter (1997)

This wildlife documentary hosted by the exuberant Australian naturalist and zoo owner Steve Irwin proved a breakout hit for the cable channel Animal Planet in more Bill Nye the Science Guy than 130 countries before Mr. Irwin was (1993) killed in 2006. It spun off several specials and a children’s program, “Bindi, The KING-TV, Seattle’s NBC affiliate, first aired the Jungle Girl,” hosted by Mr. Irwin’s school-

elevision Workshop show by the Cornell University engineer while he age daughter. was moonlighting as a stand-up comic, according to his biography site. The show won 18 Emmys in its five years on air and has spun off several Children’s T science shows, such as the Science Channel’s “100 Greatest Discoveries,” “The Eyes of Nye” 3-2-1 Contact on PBS, and Planet Green’s “Stuff Happens.” (1980)

This science and technology show developed by the Children’s Television Workshop ran seven seasons in a magazine format. Its features included interviews with scientists and popular skits with a group of child detectives called the Bloodhound Gang, who used scientific knowledge and Mythbusters (2003) procedures to solve mysteries. The Discovery Channel launched this series, hosted by two Hollywood special-effects designers and their assistants, who test urban legends, Internet rumors, and historical myths through experiments. In 2009, President Barack Obama asked the team to re-create (and eventually bust) the legend that the ancient Greek Archimedes used a “solar death ray” of mirrors to ignite invading ships in 212 B.C. Lifelong Learning Photos by AP except where indicated A relatively small percentage of waking hours across the life span are spent in formal educational environments. Formal Learning Environments 9.25% Informal Learning Environments rs

ng hou 18.5% 7.7% 5.1% 16 waki

Ages Grades 1-12 Postgraduates Workers Retirees 0-5 Kindergarten Undergraduates

SOURCE: Learning in Informal and Formal Environments Center

s4 Education WEEK: science learning outside the classroom l www.edweek.org/go/ScienceReport l april 6, 2011 Special Report 2011 informal Science Education

Sid the Science Kid (2008) President & contributing writers DIRECTOR Of PRODUCTION Editor-In-Chief Sarah D. Sparks Jo Arnone The Jim Henson Co. and KCET/Los Angeles developed Virginia B. Edwards covers education research the program for PBS KIDS as the first science show for Education Week. ADVERTISING PRODUCTION targeted at preschool-age children. In each show, executive editor COORDINATOR the title character asks a child’s typical question, Sean Cavanagh such as “Where did my snowman go?” and discovers Gregory Chronister covers state policy and is a former Casey Shellenberger the answer in the course of the program. science and math reporter executive project for Education Week. ADVERTISING: For information about print editor Katie Ash Karen Diegmueller and online advertising in covers technology future special reports, for Education Week please contact senior writer and Digital Directions. Associate Publisher Erik. W. Robelen covers Mary-Ellen Phelps Deily Sharon Makowka, at curriculum for Education Week. covered out-of-school learning [email protected] for Education Week and is deputy or (815) 436-5149. editor of its Commentary section. Caralee Adams covers higher education for Education Week. Jim H enson Company

design Director assistant design Director of Laura Baker director, Project Lead photography Vanessa Solis Charles Borst deputy design director CONTINUED FROM PAGE 3 with Lynn D. Dierking, also a pro- fessor of free-choice learning at Gina Tomko designer the Queens and Brooklyn botanical that university, noted that far more Linda Jurkowitz gardens, and the Bronx Zoo, to pro- funding goes to public schooling in vide rich opportunities to improve science than informal learning op- middle school students’ understand- portunities. ing of scientific inquiry. “Even a modest change in this The value of such collaborations ratio could make a huge difference” between schools and informal in- to Americans’ science literacy, they stitutions was brought into clearer wrote in the December issue of focus by a 2010 report from the American Scientist magazine, Center for Advancement of Infor- though they emphasized that they mal Science Education, a partner- were not suggesting lessening sup- ship of several organizations that port to schools. was founded with n s f support. Martin Storksdieck, the director The report said formal-informal of the Board on Science Educa- collaborations can enhance stu- tion at the National Academies, dents’ and teachers’ conceptual suggests that advocates still have understanding of science, improve a lot of work to do in convincing student achievement, strengthen policymakers and the public that students’ disposition toward the informal science learning merits field, and help teachers integrate increased investment. inquiry and new materials into the He points to a telling illustra- classroom. tion. The federal economic-stim- “Despite scores of such examples, ulus legislation enacted in 2009 these collaborations have generally included on a short list of institu- Vanderbilt University’s Peabody College, failed to institutionalize: In many tions barred from receiving funds the nation’s top ranked school of education, communities, they come and go not only casinos, golf courses, and offers innovative programs that guide with changes in funding and lead- swimming pools, but also zoos and ership,” it said. “The walls between aquariums. (The Senate-passed professionals like Fatima in applying formal and informal learning pro- bill sought to add museums, the- theory to practice through: fessional fields are only beginning aters, and several other to crumble. There is too little trans- categories to the list, • Full-time degree programs fer of practice, learning, and com- but that language • Weekend Ed.D. programs for munity.” was removed.) senior practitioners “At the end of the day, we haven’t • Week-long summer institutes made the value ‘a modest change’ proposition in the political arena or to Fatima Mncube-Barnes Even as informal science educa- consumers as much as we Bioinformatician, Meharry Medical College tion is gaining more prominence, should,” Mr. Storksdieck said, “of Summer Fellow, Peabody Professional Institutes rmative action. University is committed to principles of equal opportunity and affi Vanderbilt people who know the field say just how fundamentally beneficial insufficient money remains a big these learning spaces are, and how barrier to expanding its role. much we as a society and as indi- In a recent essay, Mr. Falk from viduals benefit when we take part Explore Our Difference Oregon State University, along in what they have to offer us.” l peabody.vanderbilt.edu/professionaled.xml

Learn more about this advertiser april 6, 2011 l Education WEEK: science learning outside the classroom l www.edweek.org/go/ScienceReport s5 What’s measured in the Researchers Playing Catch-Up classroom—what students In Gauging Beyond-School Effects know and can do— differs from what’s currently measured

turn back the clock 30 or 40 years,” scientific achievements or level of outside—such as motivation By said Kevin J. Crowley, the director interest in the subject. Teachers of the University of Pittsburgh’s reported the first-generation Hai- Center for Learning in Out-of tian daughter of a single mother and interest. Sarah D. -School Environments and an as- in Seattle had little interest in sociate professor of education and science and consistently “failed to psychology. “We are just now in the engage” with the chemical-mixing Sparks Wild West frontier, and people are tasks in her school lab. just starting to gear up the longi- Yet because researchers at the tudinal studies on how this will co- University of Washington, in Se- vital links Emerging research shows the sci- alesce into a coherent narrative of attle, had been observing the 4th ence school-age children learn in how people learn science.” grader across formal and informal Learning Science in Informal Environments: People, Places, informal settings—from museums Now, the tools being born of that settings for more than 2,000 hours, and Pursuits (2009) and clubs to online communities creativity show the potential to they knew that school didn’t tell and television shows—can have a link children’s education across a Brenda’s whole story. Not only did The National Research Council of the National Academies, big impact on their lives. Yet the lifetime of different experiences, she regularly measure and mix Edited by Philip Bell, Bruce Lewenstein, Andrew W. Shouse, and Michael open format and distinct structures and in the process uncover more chemicals and record the results A. Feder of informal science make it next to of how and what children learn for her perfume-making hobby, This landmark study by the National Academies’ Committee on impossible for researchers to evalu- than has ever been measured in a but she also had told the research- Learning Science in Informal Environments documented evidence ate the quality of those experiences school test alone. Children, after ers she was considering becoming in the same way they can gauge all, spend more than 80 percent a chemist when she grew up. that children and adults do learn science outside of direct school formal schooling. of their waking hours outside the “School science underrepresents instruction. Both designed science settings such as zoos or School assessments generally classroom. her developing expertise,” Philip museums and spontaneous settings such as a walk in the park can focus on cognitive measures, such “The research has evolved,” Mr. Bell, an associate professor of help children understand science. The book laid the foundation for a as what a student knows and can Crowley said. “In the past, the learning sciences at the university more evidence-based approach to informal science education. demonstrate about particular con- great flaw of the informal-learning and the director of ethnographic tent. In contrast, informal learn- science was we looked at it in situ- and design-based research at the ing is dominated by noncognitive Everyday Science and Technology Surrounded by Science: Learning Science in Informal measures such as motivation, in- Group there, said during a recent terest, and identity, according to lecture. “Just in terms of how peo- Environments (2010) Larry E. Suter, the National Sci- ple learn, our literatures don’t do National Academies, Marilyn Fenichel and Heidi A. Schweingruber ence Foundation’s program direc- justice to the varied pathways that tor for informal science education. We ’r e people take through their experi- A follow-up to the National Academies’ Learning Science in Informal Moreover, traditional “gold stan- ences to make progress on things Environments, this practitioner-focused guide provides case studies, dard” research methods such as just now in they care about.” framework tools, and other examples of how high-quality informal randomized controlled trials can “ science education programs and exhibits can look. be detrimental to activities that base their strength on people’s the Wild INTEREST vs. GRADES choosing to participate, rather Framework for Evaluating Impacts of Informal Science than being assigned. Such research raises the risk, West That’s a dangerous discon- Education Projects (2008) Mr. Suter said, that “if you touch nect, experts say, because National Science Foundation, edited by Alan J. Friedman it, you’re going to kill that thing mounting evidence shows you’re trying to study.” f r o n t i e r that early engagement, Based on an NSF workshop on informal science education, this That has led to some creative even through informal path- framework lays out the criteria for measuring informal science, based research alternatives. Alan J. ways, eventually can lead to on a participant’s awareness, knowledge, or understanding of a Friedman, a former director and ... [on] careers in the s t e m fields of sci- chief executive officer of the New ence, technology, engineering, and science topic; engagement or interest in science; attitude toward York Hall of Science and the edi- how people mathematics more surely than top science or careers in the field; changes in scientific behavior such tor of the n s f ’s 2008 framework grades in school. as inquiry; and the improvement of specific skills related to science, for evaluating informal science In a 2006 study published in such as experimenting or data analysis. education, recalls judging the ef- .” the journal Science, Robert H. Tai, fectiveness of an astronomy ex- learn science an associate professor at the Uni- hibit by the number of visitors versity of Virginia’s Curry School Measuring the Impact of a Science Center on Its who chose an astronomy poster kevin j. Crowley of Education, in Charlottesville, Community (2011) over a different prize. Barbara N. Associate Professor of Education and Psychology tracked thousands of students via Flagg, the director of the Mul- University of Pittsburgh the National Educational Lon- Journal of Research in Science Teaching, John H. Falk and Mark D. timedia Research consultant gitudinal Study. He found that Needham group in Bellport, N.Y., said students who had only average she has used smudged mu- ations; we weren’t really grades in middle school but ex- By studying Los Angeles residents and museum-goers before and a seum walls indicating where looking at a lifelong trajec- pressed interest in science were decade after a massive overhaul of the city’s California Science Center, visitors have touched exhibits, tory in science learning. For two to three times more likely to researchers showed that the museum had increased the public’s changes in Google and Amazon the first time, we’re asking ques- earn bachelor’s degrees in a sci- understanding of and interest in the science covered in the new search terms over time, and phone tions about how learning and par- ence or engineering field 12 years exhibits. The researchers used public understanding of homeostasis as interviews with parents and chil- ticipation are moving across place later than high-achieving students dren. and across time.” who did not voice interest. a conceptual marker to track improved scientific understanding. “If you’re comparing this to other “Brenda’s” school performance, The landmark 2009 study that education research, you’ve got to for instance, didn’t really show her Mr. Bell co-wrote, “Learning Sci- SOURCE: Education Week

Links to these reports are provided at edweek.org/links.

s6 Education WEEK: science learning outside the classroom l www.edweek.org/go/ScienceReport l april 6, 2011 ence in where we really can test design explore how people learn science learning, Mr. Falk said, because there’s no alignment among these Informal hypotheses based on what we across the formal and informal it has one science center, zoo, and pieces,” Mr. Falk said. “We need to Environ- know about the science of learn- experiences of their lives. public-broadcasting station and develop ways to better integrate ments,” for ing,” he said. The Oregon State researchers a few school districts that will practitioners across formal and in- the National Ultimately, John H. Falk and now are monitoring how children allow the researchers to track in- formal education. We don’t under- Research Coun- Lynn D. Dierking, both professors in Portland, Ore., come to learn dividual students over time. stand how people navigate, make cil, synthesized a in free-choice learning at Oregon scientific concepts across the “In order to see real systemic sense of, and make use of the re- vast array of research, State University, in Corvallis, city’s many formal and informal improvement, you have to have a sources in their community.” l including Mr. Tai’s, to con- hope the field will move toward science offerings during a four- whole greater than the sum of its clude that “abundant evidence” more “synergy” studies, like Mr. year period. Portland provides parts, and now the whole is less Links to the studies in this article exists that informal experiences Bell’s longitudinal work, that can a perfect microcosm for science than the sum of its parts because are provided at edweek.org/links. can effectively support learning. What’s more, it found that those free-choice, low-stakes pathways TM can engage children from groups Sally Ride Science underrepresented in science fields: students in poverty, those from eth- Bringing science to life nic and language minorities, and women. Professional Development Still, while the number of re- search proposals submitted to the Classroom Materials n s f about informal education has doubled in the past five years, from Classroom Programs 300 to 600 annually, Mr. Suter said, the vast majority have been and continue to be from practitioners evaluating their individual pro- grams, clubs, and exhibits, often using self-made assessments.

BETTER ALIGNMENT Did You Know? Sally Ride Science Professional Development—designed In 2008, the Program in Educa- 80% of new jobs in the next tion, Afterschool, and Resiliency at to help teachers fuel students’ interest in science and decade will require some Harvard University and McLean make the study of science more meaningful. Hospital in Boston found that of 64 form of math or science. widely used informal science eval- National Science Foundation, 2004 uation tools, none met all five of the n s f ’s five domains of informal learning: engagement and interest, attitude toward science and behav- ior, content knowledge, competence Teachers are trained on: and reasoning, and career knowl- • The importance of STEM education to all students edge and acquisition. Program founder Gil G. Noam • What the research says about when students and Rick Bonney, the director of disengage and why program development and evalua- • Research-based classroom strategies and resources to tion at the Cornell University Or- nithology Lab, in Ithaca, N.Y., and bring science to life, make it more meaningful, and the creator of several nationwide enable students to envision themselves doing science citizen-science projects, are work- • How to incorporate these strategies into existing ing to change that. Mr. Noam has established the Assessment Tools curriculum, including science, math, and language arts in Informal Science database of existing tests. He said that he and Mr. Bonney are about a year away This research-based training has been shown to be e ective in changing both teacher from using the tests to develop a single, unified assessment of in- practices and student attitudes—providing elementary and middle school teachers the formal science learning. motivation, background, strategies and resources to ignite students’ interests in science. “Our big goal in all this is to bring into this field some proof that the informal science work makes a difference,” Mr. Noam said. “At Sally Ride Science, we believe that Likewise, Mr. Crowley’s orga- every student deserves the encouragement nization, c a i s e , has gathered five and the tools to explore his or her interests years’ worth of evaluation reports from n s f informal science proj- in science. We see the excitement in the ects—many never published—and eyes of young students when they has started to cull best practices understand a concept or discover and other lessons learned from something for themselves.” across the many types of informal learning. - Dr. Sally Ride “Only recently has the learn- ing theory caught up with those hunches, and now we’re at a place For more information, please call 800.561.5161 or visit www.sallyridescience.com

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april 6, 2011 l Education WEEK: science learning outside the classroom l www.edweek.org/go/ScienceReport s7 Growing a Scientist A biweekly program in which children ages 2-4, accompanied by an adult, explore basic sci- Science-Rich Institutions Provide Venues ence principles together through playful experiences. Science to Grow On For Children to Enjoy Exploration Children from K-3 learn about science through questioning, experiencing, and investigating in this biweekly program. and natural-history museums, long learning through interactive By among others, help the public gain experiences in science, technology, a better understanding of science. and art,” was born in 1995 as a re- Helping Hand They also excel at inspiring curios- sult of the merger of a small science Free annual museum member- erik w. ity and a passion for science-related center and a children’s museum. Fi- ships for low-income families. topics in ways that experts say are nancial support comes from several all too rare in the classroom. sources, including earned income, museum robelen Such organizations have a big public dollars from the city and Teacher Professional audience. In 2008, a majority of the state, and corporation and Development Americans said they had visited an foundation grants. menu informal science institution such as With about 20,000 square feet Offers half-day workshops for edu- cators on topics such as designing Albuquerque, N.M. a zoo or natural-history museum of exhibit space, Explora is on Explora offers a host of learning environments, asking ques- over the past year, according to a the small end among science programs and initiatives n a recent eve- report from the National Science centers and museums, dwarfed tions that support cognitive growth, ning, hundreds Board. About one in four had visited by venues such as the California to promote science learning and facilitating a science fair. of children and a science center like Explora. Science Center in Los Angeles and engagement. their families Science centers and museums, and the Museum of Science and Classroom Explorations climbed off in particular, have mushroomed in Industry in Chicago, which, ac- Offers more than 200 hourlong, school buses recent decades, both in the United cording to its website, is home to experiential programs, called “explo- and filed into a States and abroad, notes Alan J. some “35,000 artifacts and nearly rations,” for preschoolers through science center Friedman, a former director and 14 acres of hands-on exhibits.” “The 12th graders facilitated by Explora in this city’s his- chief executive officer of the New Indeed, while some of these in- staff is educators and benchmarked to toric Old Town York Hall of Science in New York stitutions have significant collec- part of the state standards. Examples include neighborhood. The event that drew City. Still uncommon in the 1960s, tions, and even house full-fledged exhibit in a sense,” How Does Your Garden Grow?, Othem, dubbed Family Science Night, they can be found today in virtually natural-history museums, Explora said Kristin W. Leigh, the Light and Shadow, and Triangles was no invitation to hear a lecture every major metropolitan area of the does not. director of educational services. and Tribulations. Also offers some on climate change or quantum country—and plenty of smaller com- Its exhibits are essentially learn- The Albuquerque center has explorations for older adults. physics, or to catch a documentary munities, too—from Liberty Science ing activities, said Paul Tatter, the drawn national notice for its work. on a gigantic i m a x screen. Center in Jersey City, N.J., to the associate director. Explora is on the “innovative Instead, families from two high- Ann Arbor Hands-On Museum in “The place is organized into clus- edge” among science centers and Youth Intern Program poverty public schools dived into an Michigan, to one of the pioneers, the ters of very small exhibits,” he said. museums, said Mr. Friedman, who At-risk high school students array of hands-on, interactive ex- Exploratorium in San Francisco. “Most of the exhibits are things that now consults with such facilities participate in a three-year intern- hibits separated into small alcoves The most explosive growth oc- you can hug. You can get your arms around the country. “One [example] in a place aptly named Explora, curred during the 1970s and 1980s, around them. They fit on table- is the physical arrangement on the ship in which they are trained Spanish for “explore.” according to Mr. Friedman, who said tops.” floor to encourage families to stay to help with various educational And explore they did. Children got there are now more than 350 science Visitors are invited to investigate longer and get deeper into each ac- programs—and­ in some cases their hands wet—literally—as they centers, museums, and related insti- with their hands, rather than spend tivity,” he said. “Another is the use run them—as well as interact manipulated objects in water-based tutions across the nation. a lot of time reading explanatory of on-floor staff who pose questions with visitors on the center’s displays in the Water of Life, Life of “That’s just astonishing to text. One kindergarten teacher more than answer them.” exhibit floor. Water exhibit area. They tapped on build cultural institutions visiting recently with her class Like many science centers, Ex- a keyboard in the Shapes of Sound at that rate,” he said. gushed that her students “get plora has developed a big menu of section that produced not tones but Experts say most science to touch everything.” educational offerings and activities After-School Clubs deep vibrations felt through the centers and museums, like At the Cup Copter display, that go beyond the exhibit floor. For Runs clubs both onsite and in bench on which they sat. Over in schools, have a core mission of visitors experiment with how example, it runs after-school clubs the community, including Robo the Moving Air section, they sliced educating the public, but plenty of changing variables about the and summer camps and provides up paper cups to see how differ- big differences exist. Perhaps most paper cups, such as modifying the professional development for teach- Task Force, focused on robot- ent sizes and shapes would float obvious, they are “free choice” en- wing length and angle or chang- ers. It’s established an extensive ics; Art/Tech, which explores or twirl when placed atop a barrel vironments: People can take them ing the weight, alter how they youth-intern program that provides science-art connections, with a fan inside blowing air toward or leave them. And visitors decide float or spin. support and training for high school especially using digital technol- the ceiling. where to linger and what to ignore. “Part of it is the process of investi- students who help with various ed- ogy; and Niñas Explorando la “Hey, Daddy, come and look at Also, most visitors come only on gation,” said Betsy Adamson, Explo- ucational programs—and, in some Ciencia (Spanish for “girls doing this!” a young boy blurted out as rare occasions. ra’s exhibits director. “Visitors get cases, run them—and interact with science”). his paper creation in the Cup Cop- The forte of these institutions is experience with scientific concepts visitors on the exhibit floor. ter exhibit danced in the air. highly engaging, and usually hands- even if they don’t get the names.” Explora also offers a selection Amid concern that the United on, activities and exhibits that try Mr. Tatter, previously the center’s of some 200 hourlong, hands-on Portal to the Public States is failing to adequately pre- to bring theoretical concepts to life executive director, said Explora is classes, called “explorations,” both Local scientists, working closely pare young people with the knowl- with power and immediacy. not designed to teach specific con- on site and in public schools, com- with Explora staff members, give edge of science and related fields tent: “We don’t determine ahead of munity centers, and senior-living they need to thrive as individu- time what the experience is sup- facilities, that are run by the cen- a presentation on the exhibit als and keep the nation glob- posed to be.” ter’s staff of full-time educators. floor with materials-based activi- ally competitive, recognition is ‘Inspirational Staff members say that great The explorations are benchmarked ties to convey their research to growing that the vast Ameri- care is taken in providing mate- to New Mexico’s state standards in the public. can landscape of science-rich Discovery’ rials that will foster meaningful science, math, or art. institutions can play a powerful exploration and learning. In addi- Experts say most science centers role in addressing the situation. Explora, with a stated mission of tion, the members of the floor staff try to ensure a diverse audience— Science centers and museums, “creating opportunities for inspira- are seen as integral to facilitating including minority and low-income Spring Break botanical gardens, zoos, aquariums, tional discovery and the joy of life- the experience. families who ordinarily may be less and Summer Camps Offers half-day or full-day camps focused on activities that explore science, technology, and art.

s8 Education WEEK: science learning outside the classroom l www.edweek.org/go/ScienceReport l april 6, 2011 SOURCE: Explora Visitors get experience “with scientific concepts even if they don’t get the names.”

betsy adamson Exhibits Director, Explora

under their roof,” said Kirsten El- with at least some museums getting lenbogen, the senior director of fewer public dollars and seeing a lifelong learning at the Science decline in visitors, such as students Museum of Minnesota in St. Paul. on field trips. “Museums are finding more and Few would argue that there’s more ways to make sure they’re anything wrong with science cen- fully integrated into their commu- ters’ featuring fun activities that nities and being a resource.” draw visitors and sell tickets. “Common to all of us is: How do But Ms. Ellenbogen from the Sci- we connect to the communities ence Museum of Minnesota said we serve and add relevance and she’s among those who worry that value?” said Nancy J. Stueber, the some blockbuster exhibits, partic- president and chief executive officer ularly those sponsored by private of the Oregon Museum of Science companies, may be high on gloss and Industry, in Portland. “We want and entertainment but thin on to go from being ‘nice’ to being re- educational value. ally necessary and seen as integral She points, for example, to Harry to advancing s t e m learning.” Potter: The Exhibition, which has been featured at several major sci- ence museums. “It’s not designed to be a science learning experience,” ‘a perennial challenge’ she said. Mr. Ucko suggests there’s a To be sure, Explora looks a lot larger public-policy matter at issue: different from many science cen- “Should informal science institu- ters and museums, especially tions be getting more dollars from the bigger ones. For example, it the large amount of money that the doesn’t have an i m a x theater, nor nation spends on education?” does it feature the traveling exhib- One emerging area of work in the its popular at many such centers. science museum world that could One current touring exhibit help make the case for expanded that’s drawn plaudits is Race: Are public financing is research, driven We So Different?, put together by in part by the n s f , to gauge more the American Anthropological carefully and in more sophisticated Association in collaboration with ways the impact of museum exhib- the Science Museum of Minne- its and activities. Some institutions, sota. The exhibit, which got sup- such as the Oregon and Minnesota port from the National Science science museums as well as the Foundation, explores the science, Exploratorium, even employ sub-

Kitty Clark Fritz for Education Week history, and everyday experi- stantial in-house research teams ences of race in America through to continuously evaluate their of- interactive exhibits, historical ferings and conduct broader stud- Alessandra Chavez, a 2nd grader apt to make use of them—whether tive American languages. artifacts, photographs, and mul- ies to advance the field of informal with regular free days, limited free “We make it a priority to hire timedia presentations. Another science learning. at Tomasita Elementary School memberships, or other strategies. people that reflect the community,” recent exhibit, Charlie and Kiwi’s An ongoing challenge is figuring in Albuquerque, reaches toward The California Science Center, in he said. Evolutionary Adventure, which out ways to better connect muse- Los Angeles, is free to all comers. Sara Keeney, the principal of Los debuted in 2009 at the New York ums and other informal learning a paper creation floating above a Leaders at Explora take the mat- Padillas Elementary School, one of Hall of Science, uses a child- institutions to the formal school barrel blowing air at the Explora ter of access seriously. One strategy the two local public schools invited friendly story line to help young world. Plenty of examples of such is Family Science Night, which to Family Science Night in late Feb- people discover the link between partnerships exist. But a recent re- science center’s Cup Copter the center offers about 20 times ruary, said it’s a big hit. dinosaurs and modern birds. port suggests such endeavors have exhibit. The occasion was Family a year. It’s a partnership with the “This is definitely our biggest fam- Experts say an issue among sci- generally failed to “institutional- 90,000-student Albuquerque public ily event of the year,” she said. “All ence museums is tension between ize,” and experts caution that form- Science Night. schools funded through the district’s the families know about it; they all the educational mission and the ing such ties can be tricky. federal Title I aid for disadvantaged want to come.” pressure to bring in revenue. “The schools have standards students. In December, Explora won a na- “This is a perennial challenge for and curricula and assessments, “We had these free family tional award from the Institute of science museums, because most are and none of them are designed to memberships, and we saw Museum and Library Services for funded to a large degree by earned work with what happens outside that not a lot of people what the federal agency described income,” said David A. Ucko, a for- of school,” said Mr. Friedman, who were using them,” said as its creative approach to lifelong mer senior official at then s f . also serves on the governing board Patrick Lopez, Explora’s learning and its success in reaching On average, only 17 percent of the for the National Assessment of executive director and a out to the community in effective operating revenue for U.S. science Educational Progress. “They don’t former school administra- and inventive ways. centers and museums comes from measure a lot of things that really tor. “OK, they don’t really un- Science museum officials around public funds, compared with about matter to us, like are students in- derstand what a science center the country say connecting with 50 percent from earned income, ac- terested in science, do they improve is, so that’s how we got Albuquerque the community and serving as a cording to recent survey data from their interest over time? public schools involved.” resource in multiple ways are high the Association of Science-Technol- “We offer an alternative chan- In addition, many Explora floor- priorities. ogy Centers, based in Washington. nel,” he added. “I cherish all the staff members speak Spanish, Mr. “You would be hard-pressed And the recent recession has cre- ways we are different, and I don’t Lopez noted, and some speak Na- to find museums that only work ated still more budgetary pressure, want to lose those.” l

april 6, 2011 l Education WEEK: science learning outside the classroom l www.edweek.org/go/ScienceReport s9 Bill Yucuis encourages his students at Lyman High School in Longwood, Fla., to participate in science competitions. Seniors, from left, Brandon Kaiser, Spencer Brint, and Robert Kagel work on a miniature rocket for an upcoming contest.

Below: Team member Brian Pavelchak, 17, checks the inside integrity of one section of the

. Perez for Education Week rocket. ilda M H Science Competitions Integrated Into Classroom Curriculum

as extracurricular activities, some- amazing,” said George Blanks, the By times as part of clubs. executive director of the b e s t — But some teachers, such as Mr. for Boosting Engineering, Science Yucuis, have carried those activi- and Technology—robotics competi- Sean ties a step further. The aerospace tion, a nationwide contest serving and engineering teacher is one middle and high school students. of many educators who choose to “They’ve learned how to problem- Cavanagh fully integrate science competitions solve,” he said. “They’re discovering Students’ positive experiences within their classes, curricula, and competencies that they had no idea in the competition played a strong individual lessons, rather than they had until the competition.” role in administrators’ and teach- ompetition has treat them as one-shot events that ers’ decision to launch the Engi- brought out the are won or lost and then forgotten. neering Pathways Integrated Cur- best in students The teacher, who gives students riculum, an academy at Davidson Taking part in at Lyman High a list of competitions to choose No Easy Task High School in Mobile, Ala. School: Styro- from, began weaving contests into Seven years ago, teacher Mike foam gliders, his classes because he saw their Many science educators and ad- Fletcher and school officials ar- contests both inside designs for air- potential to inspire teenagers and vocates say schools are devoting ranged to have a group of students plane wings, and cultivate their scientific skills. less time to science, as opposed take part in the competition, which and outside school miniature rock- “The job of the teacher is to get to reading and math, in the era of that year challenged teams to de- ets built to soar students interested in something, the No Child Left Behind Act. As a sign and build a miniature robot hundreds of feet in the air. where they can go out and do the result, they say, blending competi- with a fixed base and a movable enables young CFor teacher Bill Yucuis, it’s about research and find the answers,” ex- tions into the classroom, or doing arm capable of picking up a series fun, creativity—and day-to-day plained Mr. Yucuis. Using competi- anything beyond the required cur- of balls. Mr. Fletcher ended up cre- classroom instruction. tions, he said, “meets the require- riculum, can be difficult. ating a new, semesterlong elective people to delve Each year, students at the Long- ments of what I consider better Even so, in some schools, com- class structured around the com- wood, Fla., school, outside Orlando, teaching.” petitions have helped shape les- petition. take part in science and engineer- Many other educators, as well as sons and curricula, and even en- That class had about a dozen deeper into the ing competitions, which have given organizers of competitions, agree, tire programs. For instance, Mr. students. Over the course of the rise to a wealth of air-and-space and they hope that more school Blanks, who is also the director of semester, they spent time in class, creations. They join thousands of administrators and teachers will K-12 outreach at the Samuel Ginn as well as after school and on subject and witness their peers across the country who find ways to follow suit. Weaving College of Engineering at Auburn weekends, building the project. sign up for contests designed to in- competitions into classroom activi- University, in Alabama, says a Mr. Fletcher graded spire students and allow them to ties, they say, provides greater op- number of schools in that state students on a its application. apply science skills in inventive portunities for students, including were at least partly influenced to combination and fun ways. those of different ability levels, to establish academies or programs of their com- In many schools and districts, delve into science and see how it focused on s t e m subjects—science, pletion of students prepare their scientific is applied. technology, engineering, and math- individual projects for competitions before or “The change, the transformation ematics—after seeing the effects of assign- after school, or on weekends, often that happens in these students is b e s t participation. ments

s10 Education WEEK: science learning outside the classrooml www.edweek.org/go/ScienceReport l april 6, 2011 and projects related to building the into science classes is evident They’re discovering robot. among participants in the Toshiba/ Despite a few initial hiccups, Mr. National Science Teachers Asso- competencies they had no idea they Fletcher and school officials were ciation ExploraVision competition, “ sufficiently impressed with the im- now in its 19th year, says Arthur pact of competition on students to Eisenkraft, a founder of the contest had until the competition.” charged with building a structure more classes around it. who now chairs the judging panel. rocket capable of flying to Since then, he and other teachers at A recent survey of more than 700 a height of 750 feet and stay- Davidson High have made the b e s t teachers who took part showed that george blanks ing airborne for 40 to 45 seconds— competition a major part of several of about 290 respondents, more Executive Director, best while carrying a single raw egg. It’s elective s t e m -related classes. than three-fourths said they had supposed to return to the ground helped teams work on their projects vate and shape learning. and USA Today Education, a devel- with the help of a parachute and both inside and outside classroom “There’s a pride, a motivation, a oper of school programs owned by the egg intact. settings, or only inside them. commitment” among participants, the national newspaper. The com- The team started the project at Big Payoff Mr. Eisenkraft believes many of he said, “and a level of retention.” petition asks student teams to de- the beginning of the school year; the teachers who had integrated At Lyman High School, Mr. vise strategies for marketing s t e m it’s supposed to be completed by In one of the engineering-focused competitions into their classroom Yucuis’ students are motivated, and careers, such as those at the federal the end of April. The students have electives, Mr. Fletcher devotes sev- work were elementary or middle busy. One recent day, as the teacher space agency, to teenagers. had to clear numerous hurdles. De- eral weeks to computer-aided de- school teachers, rather than high answered a reporter’s questions, signing the rocket on a computer sign and various types of program- school teachers, who generally face students in one of his senior-year was one thing, he said, but craft- ming, topics that help students with more specific curricular demands. classes worked in small groups on ing its various components, from their b e s t projects. He and fellow Blending science competitions individual competition entries. The Success by failure the nose cone to the motor, has re- teachers also weave in many s t e m into the classroom has become teacher excused himself periodically quired continuous readjustments. concepts, from lessons on mechan- easier with the growth of classes to help them. One group asked per- As the students work through Mr. Kagel, who plans to study ics and electricity to digital sound focused on intensive scientific re- mission to head off to the carpentry various competitions, Mr. Yucuis computer engineering and software and imaging, that have nothing to search and project-based learning, shop to sand down a piece of wood gives them individual and team at the University of Florida next do with the competition. said Mr. Eisenkraft, a professor of they needed to design a miniature grades, and evaluates them on year, said students are motivated The challenge of competition gives science education at the University rocket. written and oral reports docu- by factors that are stronger than students in his class the sense that of Massachusetts Boston. In many Mr. Yucuis allows his students to menting their work. He does not the desire to get good grades. They they’re taking part in an enjoyable cases, teachers may allow or urge choose from a number of competi- grade them on how well they fare want a rocket that can hold up to yet high-stakes event, and it empha- students to take part in competi- tions. They are taking part this year in the competitions. To do so, he scrutiny in the competition. Mem- sizes the importance of understand- tions as independent projects. in the Internet Science and Technol- says, would miss the point. bers of his group don’t want to let ing each day’s lessons and how to When he speaks to former partici- ogy Fair, the Team America Rock- “I tell them, you probably learn each other down. apply them, Mr. Fletcher observed. pants in the ExploraVision contest, etry Challenge, and the Real World more by failing than by succeed- “I like winning,” he said. “It “They don’t realize at first how Mr. Eisenkraft is often surprised at Design Challenge, among others. ing,” the teacher said. does make everybody want to great the payoff is in what they’re how many details about those proj- His freshmen also take part in the Senior Robert Kagel is working do a lot more. It makes you re- learning,” he said. “There’s more at ects they can remember years later. No Boundaries National Competi- with a group of fellow students alize you’re not going to be able stake than just a grade.” That recall, he said, is probably a tion, directed by the National Aero- on a project for the Team Amer- to skate by on the work of others. The integration of competitions sign of competitions’ power to moti- nautics and Space Administration ica Rocketry Challenge. They’re You have to do it.” l

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25_12_3_EdWeek_HoursOppor_9.86x6.5_Mar_2011_04.indd 1 3/14/11 4:18 PM Learn more about this advertiser april 6, 2011 l Education WEEK: science learning outside the classroom l www.edweek.org/go/ScienceReport s11 Games and Simulations Draw Children Into New Vistas for Accessing Science

in reaching out beyond our walls, take, such as feeding and taking “What underlies the whole initia- With all the time By educating people no matter where care of pups. tive [of the center] is really paying they are, and for us, we felt like the Players take the role of the animal attention to the dynamics of what today’s youths Internet was a great tool to provide and are presented with response op- motivates students’ engagement,” Katie access to educational resources and tions when they encounter certain Ms. Honey said. “Keeping that play- connect with kids where they’re at,” situations, such as the presence of ful and entertaining and slightly already spend on said Grant Spickelmier, the zoo’s as- other wolves. humorous is really important to ash sistant director of education. For example, when interacting creating the right kind of positive High-tech games and simulations with a potential mate, players can emotional residue toward science computers and are second nature to today’s stu- choose to leave the interaction, take learning. Particularly in this day of dents. For educators and research- a defensive stance, play, or show high-stakes accountability, it’s the ant to ers, those virtual worlds offer the interest in the wolf. They are re- joy and passion and deep motivation mobile devices, know what freedom to create innovative digital warded for choosing authentic wolf for learning that we’ve lost.” it’s like to tools that tap into children’s motiva- behavior. stalk elk, tion outside the classroom and gen- WolfQuest is a multiplayer game technology can or a mate, erate excitement about science. with a chat function that allows from the As prominent an authority as participants to talk to one another. Inside a Virtual World vantage the National Research Council has Launched in 2007, it continues to serve as a familiar point of a extolled the potential of computer receive thousands of hits daily. Whyville, a virtual-learning envi- wild ani- games and simulations to better Although the game was created ronment for children started in 1999, mal? engage young people in science primarily for children to access was created by James Bower, the vehicle for Educators at the Minnesota Zoo, learning and promote a deeper un- on their home computers, the zoo chief executive officer and founder Wlocated in a suburb south of the derstanding of and facility with the has increasingly been contacted by of Whyville.net. Twin Cities, created just such an subject. teachers interested in incorporating “Our original intent was to build learning. online game a few years ago that “They enable learners to see and it into their classrooms, Mr. Spick- games and network-based worlds has proved immensely popular— interact with representations of elmier said. The zoo has since crafted for use in schools and out of schools and educational. Called WolfQuest, natural phenomena that would oth- curricular materials to help connect and connecting the two,” he said. it allows players to learn about wolf erwise be impossible to observe—a the game with what students are “And we are just now crossing that ecology by exploring Yellowstone process that helps them to formu- learning in class, he said. threshold, which is being accelerated National Park as that creature. late scientifically correct explana- by the fact that states are deciding “We’ve always been interested tions for these phenomena,” the n r c to go with digital curriculum.” Unlike games, Whyville is an ‘playful unstructured online environment Players of WolfQuest take experimentation’ where players participate in ac- the role of the animal and tivities to earn “clams”—the form of currency in Whyville. are presented with options At the New York Hall of Science, Through partnerships with com- when they encounter a hands-on science and technology panies and organizations, such as center in New York City, digital tools Dell, Toyota, and n a s a , players can certain situations, such are helping draw the connections be- explore a host of activities. as the presence of other tween a day at a museum and chil- For example, the infectious “Why- dren’s lives at home and at school. Pox” was introduced into Whyville, wolves. “One of the things you struggle prompting a series of responses with in an informal science-center from its residents, who covered the environment is that kids come, they outbreak in the Whyville Times, the Whyville residents may have a blast, but they don’t neces- player-organized newspaper have to battle against the sarily leave with anything,” said “They didn’t know it was coming,” Margaret Honey, the president and said Mr. Bower, the chief executive infectious ‘WhyPox’ or they chief executive officer of the facil- officer of Numedeon Inc., which runs ity. “The potential of digital tools to Whyville. “They just started break- can visit a bioplex to capture and then allow for playful ing out.” conduct research. experimentation post-fact is really The U.S. Centers for Disease Con- cool.” trol and Prevention later came in For instance, children can enter and “vaccinated” players against said in a recent report. “Simulations their height and weight into a com- the disease. and games can motivate learners puter and wear radio-frequency The Texas Workforce Commission with challenges and rapid feedback identification bracelets as they go has also partnered with the virtual and tailor instruction to individual down giant slides in the science world to finance a bioplex “where learners’ needs and interests.” playground. The bracelets record kids actually do research on how you The Minnesota Zoo’s evaluation of data about the speed, velocity, and develop antibodies, different types its own game found “that kids were friction of their journey. of viruses, and how they work,” Mr. learning the science, were more in- They can then add other factors Bower said. terested in wolves, and were more into the mix—like going down the The power of Whyville comes from interested in science as a result of slide on different materials, such as the children’s interest in exploring playing the game,” Mr. Spickelmier vinyl or felt, and holding weights—to and asking questions, he said. said. manipulate the data and look at the “We finally have the technology to In WolfQuest, players learn about relationship between the changes ‘scale’ Socrates,” he said. “We haven’t wolves by embarking on missions the children make and the read-outs had the technology to do it right that a wolf would typically under- they receive. until now.” l

s12 Education WEEK: science learning outside the classrooml www.edweek.org/go/ScienceReport l april 6, 2011 brary system’s associate librarian with many parents and young One goal is to help preschool for youth services. Some services children who might not otherwise teachers respond to children’s in- are provided in other languages visit; it even provides free trans- quiries with comments designed to Independent Play to reach immigrant families, of portation and translation ser- fuel further discussion, not simply which Hartford has a high num- vices for a parent-child day at the to provide the right answer and ber. museum. That is crucial in a city move on. Teachers should work to “We think that we’re making a where, in 2009, 39 percent of the engage their students with let’s- difference for these kids,” Ms. Car- children were living in poverty, think-about-it and what-if-we- Fosters Discovery rier-Perry said. “They enjoy it as a according to Census data. do-it-this-way queries, Ms. Clark- story time. They like the rhymes. For all ages, the center’s goal “is Chiarelli suggested. They do the activities.” to enable all of our visitors to have Preschool science cannot be just Recently, librarian Rubina conversations about our exhibits,” about words and theory, another In Young Children Hamid led a group of children said Holly Harrick, the center’s researcher on the team cautioned. through a picture book they loved education director. With parents “Science is more than just this as part of the grant program. The of young children, “we want them body of knowledge. Science is book, Guess What Is Growing to help the children observe ... and about engaging in process. ... The When the adults handed the toy Inside This Egg, by Mia Posada, help them formulate questions.” kids have to be engaged in that ac- By to the first group, youngsters took was light on text, but included She added: “Young children are tive process,” said Cindy Hoising- it and pushed all different buttons the kinds of questions that got naturally curious, so we really ton of the learning and teaching in an attempt to figure out what the children talking about con- build on that.” division at the e d c . mary-ellen would make noise. By contrast, cepts such as the different sizes of That means hands-on experi- Librarian Hamid knows that when the children in the second the eggs, the animals that laid the menting and touching and rais- well and tries to impart the mes- group got the toy, they pushed only eggs, the habitats where the eggs ing open-ended questions. Pre- sage with the parents and young phelps deily the button that the researchers were shown, and who ultimately schoolers “need play, they need children she meets through the had shown them. Their curiosity, would care for the different eggs to interact with materials,” Ms. Picture Book Science program. it seemed, was not as freewheeling in the book. Harrick said. In the science cen- “Nothing is ordinary when you ver and over, as was the children’s who weren’t ter’s KidSpace, that might mean have a thinking, questioning, sci- experts say, it told which button did what. tossing a ball into a funnel and entific mind. Even the ordinary is comes back to Such stimulating and open- then watching the path it takes as extraordinary,” she said. So “be ob- this: Young chil- ended play is what young children the funnel—which functions like servant and catch a moment [with dren are natural need, Ms. Gopnik said. When a cyclone—sends the ball through a child]. Make it worth the inter- scientists. When it comes to science, much clear plastic tubes. est and attention of the kid.” l They ask of what very young children learn Water play, Ms. Harrick added, questions, they comes through informal means. children are doing “is wonderful” and a natural with explore, they They may get inspiration from “ small children, and questions such touch things and library programs and museum as “What did you notice? What do push things, and they try to figure visits, but also from parents’ and things like playing you wonder?” are great queries to Oout what combinations have the babysitters’ encouragement to pose to a budding scientist. best chance of working for them— observe and ask questions about

even if the subject of their inquiries what they notice when they’re out and exploring, is just a toy. for a walk, in their homes, any- So, how does one nurture these where. Transition to School little scientists? they’re actually In some ways, it’s easy. The increased national interest “When children are doing things in science learning and achieve- like playing and exploring, they’re Library visits doing [science].” ment means that some places are actually doing” science, said Alison putting more emphasis on formal Gopnik, a researcher at the Uni- In Hartford, Conn., the city’s Alison Gopnik science learning for young chil- versity of California, Berkeley, who librarians know that, and they Researcher, University of California, Berkeley dren. On that note, Ingrid Cha- has written books on young minds, work hard to reach children lufour and Karen Worth of the including The Philosophical Baby. through a mix of semiformal, ma- Education Development Center, What preschoolers need, she terials-based programming and “The kids were gobbling it up,” a research group based in New- continued, is independent play, not informal guidance. The libraries said Ms. Hamid, who is the as- ton, Mass., developed the “Young lectures on science. there are the recipients of a grant sistant youth-services librarian Scientist” series for preschool “You pay attention to what from the Hartford Foundation for in the Hartford Library’s Barbour classrooms with support from the they’re interested in, you follow Public Giving that, along with branch. National Science Foundation. The their lead,” Ms. Gopnik said. “Start state and city council funds, sup- When she’s working with young guides focus on teaching children out from the questions the children ports special programming for children, she said, she wants to about the natural world and devel- are asking you.” preschoolers in science and math. help them cultivate their ques- oping their knowledge of life sci- One key is to avoid squelching Working with parents, children, tioning minds. Comparing things ence and physical science through youthful curiosity unconsciously. teachers, and child-care providers, and noticing differences—What observing nature, building struc- Ms. Gopnik pointed to work by librarians in the city now provide color is this? Will it sink? Will it tures, and water play. Massachusetts Institute of Tech- theme-oriented story times and float? Is it hard, or is it soft?— Today, an e d c team is studying nology researcher Laura Schulz guided activities for children in encourages curiosity, she said. ways to encourage teachers to take and colleagues. In one experiment, the grant program, as well Hands-on, tactile learning is a more inquiry-based approach, they offered young children a box as training for parents also critical. said Nancy Clark-Chiarelli, a prin- with many buttons on it. With and providers on how “Observation is the key cipal investigator with the e d c . some children, the adults acted to encourage children’s for anything. ... Out and Teachers with knowledge about as if they didn’t know what the curiosity from a young about, in the house, even the subject matter can ask open- buttons did; they pushed one that age. in the kitchen,” Ms. Hamid ended questions and foster curi- made the box squeak, but didn’t let The Picture Book Math said. osity, which helps children find on that they knew how the squeak and Picture Book Science The Connecticut Science Center, deeper meaning in their classroom came about. However, the adults grant program is running in 10 also in Hartford, is working with science experiences, she said. showed other children not only sites across the city, reaching at the library on the grant project. In addition, the e d c team de- how one button on the box worked, least 200 parents, 30 home-day- The center includes a KidSpace vised Foundations of Science Lit- but also pointed out that pushing care providers, and 25 day-care or gallery built specifically for chil- eracy, a professional-development the button in question resulted in preschool classrooms, said Debra dren age 6 and younger. Thanks program that builds on the Young a noise. Carrier-Perry, the Hartford li- to the grant, the center can work Scientist series. and enter the claim code found on your mailing label. go to www.edweek.org/claim subscription includes full access to edweek.org. To claim access, subscription includes full access to edweek.org. Education Week Your ( O ne claim per paid subscriber.) edweek.org

april 6, 2011 l Education WEEK: science learning outside the classroom l www.edweek.org/go/ScienceReport s13 Some observers National Science Foundation Seen lament that As Leader in Advancing Informal Learning funding for the NSF Informal Science said Kevin J. Crowley, a profes- is available for new awards, she sees a number of impor- sor of education and psychology while most of the rest goes tant changes over time in Education program By at the University of Pittsburgh toward the continuation of the agency’s work. who directs the university’s Cen- prior grant commitments. “What it takes to get ter for Learning in Out-of-School Every project grant re- funded gets harder and has grown little in erik W. Environments. “They’ve really quires an evaluation to assess harder,” she said. “Ns f has been transformed the field.” impact. The science foundation moving the bar higher in terms “It has been absolutely essen- also provides grants specifically of evaluation, disseminating and recent years. robelen tial,” Alan J. Friedman, the for- for research and has helped sup- learning from prior work, and con- mer longtime director and chief port the establishment of orga- necting with other research areas executive officer of the New York nizations such as the Center for and traditions.” Hall of Science, said of the sci- Advancement of Informal Science She added: “We’re pushing Engaging Latino Audiences t the Golden ence agency’s role. “The growth Education, a partnership of sev- for a more compelling In Informal Science Gate Bridge, a of the field of informal science eral institutions that aims to im- and nuanced ratio- set of exhibits is learning has been hugely influ- prove informal-science-education nale for what Education being built to ed- enced, accelerated, and quality- practice, document evidence of its [applicants] $286,000 ucate millions of controlled by n s f . It has been the impact, and communicate the con- do.” annual visitors single major factor.” tributions of the field. Addresses the low participation on the science The emphasis of the n s f ’s Infor- rate of Latino youths and adults and engineer- mal Science Education program in activities conducted by parks, ing behind the is learning outside formal school refuges, nature centers, and other San Francisco ‘Anywhere, settings. landmark. In Washington state, Anytime’ “The way we describe informal Fiscal aid informal science education venues. Alocal Girl Scout troop leaders are science education is ... anywhere, getting trained to teach children anytime, lifelong learning,” said Go-Botany: Integrated about scientific inquiry. And a The n s f first launched a pro- Alphonse T. DeSena, a program The National Science giant-screen film titled “Tornado gram for informal science learn- director at the n s f . “Sometimes it Foundation supports a wide Tools to Advance Botanical Alley” that debuted in March— ing in the 1950s. At the time, it happens in school, but it’s not part range of initiatives through its Learning and is being accompanied by a was called Public Understanding of the curriculum.” Informal Science Education comprehensive outreach pro- of Science. In 1983, that initiative The agency, he said, tries to have program, distributing about $1.63 million gram—aims to help audiences was replaced by the the Informal a broad reach in terms of content, $65 million in grants each year. explore the science behind severe Science Education program, which audience, and the nature of the Integrates Web tools and mobile- Among the new or continued weather events. is the main but not only source of learning experience. communication devices to facilitate grants announced over the Those disparate enterprises to “In all of this, we’re trying to learning about botany and plant past two years are: advance public understanding promote successful interactions conservation, with a focus on native of science—along with hundreds with the public and improvements of others over the years—have in how to do that,” Mr. DeSena and naturalized plants in New been fueled by the federal Infor- said, adding that “educational in- England mal Science Education program T h e novation is a key element for any at the National Science Founda- award that we make.” Gulf Oil Spill Disaster tion. growth of the field Martin Storksdieck, the direc- Federal agencies have long “ tor of the Board on Science Edu- Coverage supplied money and overseen cation at the National Academies, Some initiatives that support learn- ... has been hugely said he appreciates the way the $199,000 ing outside the classroom. They n s f has pushed grant applicants. grants include the U.S. departments of It doesn’t simply underwrite good Supports National Geographic Energy and Agriculture, the Na- influenced, ideas, he said; rather, it insists questioned television’s creation of a multiplatform tional Oceanic and Atmospheric that any new grant support an media effort to communicate the Administration, the National idea that somehow advances the To be sure, the n s f ’s work has scientific and engineering stories Aeronautics and Space Admin- accelerated ... field and moves beyond current faced criticism at times. unfolding in the Gulf region as a istration, the National Institutes practices. Last year, some bloggers who result of the major oil spill in 2010. of Health, and the Institute for “I like the idea of the n s f saying: have been critical of the Obama Museum and Library Services. by NSF.” Make the case for me why this is administration blasted the sci- The U.S. Department of Educa- important. Build on what’s been ence agency for committing Making Space Social: tion also supplies some dollars alan j. friedman done before. Create partnerships $700,000 for an experimental that reach science-focused after- that work, and ask yourself if theater troupe in New York City Exploring the Educational Former CEO, New York Hall of Science school activities through the 21st what you’ve created is effective,” to produce a musical on climate Potential of the Facebook Century Community Learning Mr. Storksdieck said. “The culture change and conservation. Crit- Centers program. of that type of thinking has been ics called it a questionable use of Social Network But many experts assert that n s f funding in this domain. created by n s f .” public money, especially in light the National Science Founda- The agency provides about $65 Observers note that the agen- of the severe federal budget defi- $594,000 tion stands apart in the role it million a year through the pro- cy’s work in informal science has cit. Underwrites a pilot investigation by has played in advancing the field gram, which supports a wide va- evolved over time, and that over Mr. DeSena of the n s f defends often referred to as “informal sci- riety of activities, including the the past decade or so, it has ratch- the project, saying that it was the Space Science Institute on the ence” learning. production of films and commu- eted up requirements for evaluat- highly rated by external review- use and effectiveness of STEM- “The heart of the federal gov- nity projects, traveling museum ing the impact of projects. ers and that “the use of dramatic related games within contemporary ernment that has really shown exhibits, after-school initiatives, Sue Allen, the director of the techniques in informal science Web-based, multiuser social- leadership over the years is the and cyber-enabled learning. Of n s f ’s division of learning in for- learning has a very long and solid networking platforms. National Science Foundation,” that amount, about $25 million mal and informal settings, said history.”

s14 Education WEEK: science learning outside the classrooml www.edweek.org/go/ScienceReport l april 6, 2011 MathCore for Museums $1.71 million Develops and evaluates a set of open-ended math exhibits that use body motion to engage children and their families in Mean- learning experiences with ratio while, and proportion over multiple accord- museum visits. ing to Mr. ordan Storks- elena Y

dieck, some H The Matter of Origins institutions that pursue in- $300,000 formal science learning have been disappointed that the Evelyn Cariño, left, Brian Ventura, and Valerie Estrella take part in a river cleaning activity at the Bronx River in Supports the Liz Lerman Dance n s f has been so focused on re- New York. The students are enrolled in Heroes in Conservation, an after-school program coordinated by the Exchange, in partnership with search and the development of universities and a science advisory new ideas, rather than continued Committee for Hispanic Children and Families. panel, in producing The Matter of support for established programs Origins, a two-part experimental or practices. program that engages the public “Once you develop the new idea, in explorations of the nature of you have to let go” of the federal funding, he said. The n s f is “not beginnings and the physics of there to sustain funding.” the origin of matter. Moreover, he said: “There are people who complain that spend- Environmental Issues Inspire ing 10 to 20 percent [of a project Pushing the Limits: Building grant] on research or evaluation Capacity to Enhance Public is a waste of money.” Understanding of Math Also, some observers have ex- pressed disappointment that Children to Dig Into Science and Science Through Rural funding for the n s f ’s Informal Science Education program has Libraries not kept pace with the fairly tween a dolphin and a cow and $697,000 robust growth over time in the felt like seaweed when she pet- agency’s overall budget, which By ted one. “It made me like science After-school and Finds new ways of communicating climbed from about $4.4 billion to a whole lot more.” nearly $7 billion from fiscal 2001 That’s just why science teacher STEM concepts, with a focus on summer activities to fiscal 2010. caralee Susan Hilyer, the faculty adviser rural libraries and adult residents “Basically, the n s f budget for to the science club, along with two in places that are geographically Informal Science Education other teachers—Laura Anderson offer the flexibility remote from typical venues such has experienced no appreciable adams and Louise Hope—persuaded the as museums, zoos, and science growth for at least five years,” 16,000-student Pickens school centers. said Anthony “Bud” Rock, the district to overcome its concern for young people chief executive officer of the As- tudents in the sci- about exposing children to water sociation for Science-Technology ence club at Pick- and wild animals. They knew the Centers, in Washington. His ens Middle School experience would be more power- to pursue their own SciGirls group received startup funding in Pickens, S.C., ful than a classroom lesson. from the n s f that helped expand had been planning “There is no comparison to just $2.60 million the presence of science centers a trip to swim with being outside and in the midst of interests—without Subsidizes a PBS show and around the country. manatees in Flor- it,” said Ms. Hilyer, adding that multimedia project designed to The Informal Science Educa- ida when news of the experience doesn’t have to tion budget has seen a couple the oil spill in the be as extreme as swimming with the stress of encourage and empower more of significant bumps since the Gulf of Mexico hit manatees. “You can get that same girls ages 8-13 to pursue careers mid-1990s, but has changed little last year. ‘wow’ just digging in dead logs grades. in the STEM fields. more recently, rising only about 5 S“I was kind of worried about the with little shovels. It’s real. If it’s percent over the past five budget manatees,” said 12-year-old Alex not real, they don’t care.” years. It was $66 million for fis- Womack, who had been studying Informal science programs that Tornado Alley cal 2010. the marine mammals in the club focus on the environment often Even that growth, however, after school and in the summer. “I hook young people because they director of the North American $990,000 could be reversed, given the thought the oil might hurt them are about issues that really mat- Association for Environmental Supports a large-format 2D/3D current push in Washing- and make them extinct.” ter in their lives—the quality of Education, a nonprofit group in film and comprehensive outreach ton to scale back federal In February, 54 students from the air and water and the well- Washington. “It turns kids on if program exploring the science spending. For example, the school took that trip, travel- being of animals. If it’s relevant, they take an action component the Republican-led ing 12 hours by bus to see the they want to learn. And often, and can make an improvement in behind severe weather events. House approved a fis- creatures in their winter-migra- children are motivated, in re- their school community or back- cal 2011 budget plan tion home of Crystal River, north sponse, to make a difference by yard. Then all that education has in February that would of Tampa, Fla. cleaning up a stream, starting a a focus and a purpose.” NOTE: Figures reflect either total cut the n s f ’s Education “You actually got to see how recycling program, or advocating And an after-school or summer funding or amount awarded to date. and Human Resources Director- pretty they are, and you feel more eco-friendly policies. science experience offers time ate budget, which includes the for them and how much they are “It’s that application to real- and flexibility for children to ex- SOURCE: National Science Informal Science Education pro- endangered,” said Alex, an aspir- life experiences that brings en- plore and follow their own inter- Foundation gram, by $166 million or about 20 ing marine biologist who said the vironmental education alive,” ests, with no stress of grades, said percent.l manatees looked like a cross be- said Brian Day, the executive Page 16>

april 6, 2011 l Education WEEK: science learning outside the classroom l www.edweek.org/go/ScienceReport s15 CONTINUED FROM PAGE 15 summer, groups track monarch butterflies once a week to see Lucy Friedman, the president of how they change over time, said The After-School Corp., or t a s c , Karen Oberhauser, a professor of in New York City. “Science and fisheries, wildlife, and conserva- after-school programs have such tion biology. great synergy. Kids feel it’s OK The children all do independent to take a risk,” she said. “Some- research questions and set up ex- times there isn’t always a right periments, Ms. Oberhauser said. answer.” One student recorded the fate of When t a s c does science train- 60 larvae that she tied to various ing for after-school staff mem- locations to study monarch pred- bers, it emphasizes that the ators. Another studied the timing leader is merely guiding the process. “There is a tendency of adults to explain to kids what happens,” said Ms. Friedman. “It’s much more powerful when kids discover on their own and There is make some of the mistakes.” Some t a s c programs take stu- no comparison to dents to New York’s Coney Island “ to measure the temperature of the water and sand. “All of a sud- den, the beach they connect with just being outside fun becomes a learning environ- ment,” Ms. Friedman said. and in the midst Making it real of it.”

In California, water is the “new susan hilyer gold,” because it’s a limited re- Science Club Faculty Adviser source in great demand, so it’s important for children to un- derstand it, said Marianne Bird, of the arrival of monarchs, who the youth-development adviser only lay eggs on milkweek, vs. for the Sacramento County 4-H the availability of that milkweed ordan Water Wizards, a 12-week after- for their larvae to eat. elena Y school program for grades 4-6. “In the end, when we gather H “Young people need to be aware around the picnic table, I love that there is no new water,” she hearing them come up with ques- said. “Water is always involved tions. They’re so focused,” Ms. in a system, and they are in the Oberhauser said. students—many of whom don’t Mikiany Pena, left, and Alondra We Can Change the World Chal- system.” Once, students observed but- have much exposure to nature— lenge give children a chance to The nearly 500 children who terflies mating, which triggered become more comfortable with Sanchez, foreground, examine create an environmental take part in the program learn a discussion. “In school, it would animals and stomping around in plants and animal tracks during solution and compete for about the water cycle, the wa- be a reason to be giggling and not the mud. prizes. tershed, and wetlands, and they pay attention to the science of it,” Likewise, at New York’s Cap- an overnight trip to the High Last year, 6th grad- conduct experiments. A service- she said. “But they took it very tain Manuel Rivera Public Bridge Empowerment Center, in ers Rani Iyer and Isha learning piece and a field trip to seriously.” School, in the Bronx, many K-8 Laad, both living in a water education center where children don’t have much of an Goshen, N.Y. The children in the Lexington, Mass., at the Sacramento’s water is held are opportunity to connect with the Committee for Hispanic Children time, spent 200 hours each also part of the program. outdoors. The after-school pro- working on an entry for the con- Being outside and part of a Exposure to nature gram Frontiers in Urban Science and Families after-school test. Concerned about the harm- larger environmental project is Exploration, sponsored by t a s c program are expected to take on ful impact of chemicals used in a big motivator for young people, The St. Louis Science Center and coordinated by the Commit- dry cleaning, they tested a wet- said Rick Bonney, the director takes small groups of teenagers tee for Hispanic Children and the role of scientists. cleaning process and worked to of the Cornell University Labo- from its Youth Exploring Science Families, is designed to provide persuade businesses to switch to ratory of Ornithology program program to a pond at dusk armed that link with trips to zoos, parks, a more eco-friendly process. and a co-founder of the lab’s with flashlights to sit still, listen, and rivers to explore natural re- The girls did testing in nearby Citizen Science Program. Many and record frog calls. Their infor- sources, said Helena Yordan, the college labs, where they used students participate in the lab’s mation goes into a larger data- site coordinator for the commit- chemicals they wouldn’t have had Great Backyard Bird Count and base as part of a project examin- tee. Through the inquiry-based, access to at school. “No one was BirdSleuth as campers or in an ing the impact of climate change hands-on activities, children get telling us what to do,” said Rani, after-school setting. They learn on frog populations. excited about learning and the 13, who has since moved to West the protocol of identifying birds By participating, the youths scientific process. “Science is for Lafayette, Ind. “It seemed like it and collecting data. begin to understand the pro- everyone. That’s our slogan,” said meant more than what we do in “This is authentic, real science. cess of science better, said Kerri Ms. Yordan. school, where the teacher knows We are answering questions Stevison, the senior educator in In the program’s informal set- the outcome of the experiment. whose answers aren’t known,” charge of the Communicating ting, leaders can talk about ca- We don’t know what it is.” Mr. Bonney said. Climate Change program. “Sci- reers in science. Ms. Yordan also The team was a finalist, and Another citizen-science initia- ence isn’t something people just keeps teachers informed about each girl won a $5,000 savings tive, the Monarch Larva Moni- write about,” she said. “They the projects to connect the after- bond and a pocket camera. Rani toring Project at the University learn to follow strict rules and school work with what’s happen- is considering entering the con- of Minnesota-Twin Cities, en- understand the protocol.” ing in the classroom. test again and perhaps pursuing gages middle schoolers. In the Over time, those inner-city Contests such as the Siemens a career in science or math. l

s16 Education WEEK: science learning outside the classrooml www.edweek.org/go/ScienceReport l april 6, 2011 EDUCATION WEEK WEBINARS ADVANCING ONLINE LEARNING FOR EDUCATORS

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AUGUSTJULY 2010 2010 SPOTLIGHT On Math Instruction

Editor’s Note: What are the Published June 21, 2010, best ways to introduce in Education Week’s students to math concepts? Curriculum Matters Blog This Spotlight explores special challenges and innovative approaches to math teaching.

INTERACTIVE CONTENTS: StrugglingJULY 2010 REGISTER TODAY 1 Struggling in Algebra? Take Up the Tuba (or Sax, or Flute…)

2 ‘Algebra-for-All’ Push Found to Yield Poor ResulResults in Algebra? ts

4 New Tack on Math Pr omoted

6 NRC Urges Greater FocFo cusus on Preschool Math Take Up the Tuba 7 Kiddie Algebra (or Sax, or Flute...) SPOTLIGHT 9 Stereotype of Mathematical Inferiority Still PlaguesPlagu Ges Girlsirls By Erik Robelen 10 Panel Calls for System atic, f polynomials and vectors have your Basic Approach to middle On Assessment Math schoolers racking their brains, they coul d do worse than take a break and prac www.edweek.org/go/pdwebinars CHAT HIGHLIGHTS: tice a little 13 Math Stagnation on their trumpet, saxophone, or even a tuba. in High School IIt might actually help, according to new research. ek A study just out suggests th Editor’s Note: Assessment is 7, 2010, in Education We at music instruction Published JanuaryCOMMENTARY: 2 for middle school students enhances thei complicated in both practical 15 Teaching Secrets: r aca- and policy terms, raising demic achievement in algebra. Making Math Me aningful myriad questions of how to Published in the July issue of the for All Journal of best gauge student learning. Adolescent Research 16 It’s Not Just for Reading , the study of some 6,000 This Spotlight looks at how Open-EndedMaryland students foun schools and experts are d that, on average, those RESOURCES: enrolled in formal instrument approaching assessment. al or choral music 18 Resources on Math instruction during middle school outp erformed Instruction those who didn’t receive any such ins Test Items Pose ch truction. CONTENTS: (Studying an instrument was correlatedcorrelat tems ed with 1 Open-Ended Test I higher gains than chorus.) es Pose Challeng Out Challenges 4 Testing Experts Lay Assessments Vision for Future By Stephen Sawchuk Diederi Diane istock/ ers 5 Adjusting to Test Tak munity have pre- it Over 7 Test Industry Spl Most experts in the testing commised by the U.S. ent ‘Formative’ Assessm sumed that the $350 million pro common as- greater COMMENTARY: Department of Education to support ssess those that made 8 A Better Way to A sessments would promote valuate Students and E use of open-ended items capable of measuring Schools m higher-order critical-thinking skills. consider the multi- 10 A Seamless Syste But as measurement experts of Assessments 5 Great Reasons You Should Attend: tude of possibilities for an assessment system based 11 Next-Generation more heavily on such questions, they also are begin- Assessment Systems ning to refl ect on practical obstacles to putting such frastructure 13 In Testing, the In a system into place. Is Buckling The issues now on the table include the added ths 14 Five Assessment My nces expense of those items, as well as sensitive ques- and Their Conseque tions about who should be charged with the task of You’ll gain insight from expert presenters that you can immediately put to use. RESOURCES: scoring them and whether they will prove reliable ment

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