Valuing free-choice learning in national parks

Self-directed learning in parks deserves to recognized for its effectiveness

Think Piece. Changing Thinking about Learning for a Changing World

As academics and evaluators working in the USA and Europe we are often asked to either assess the effectiveness of informal or free-choice environmental learning experiences, or to lend our expertise (coupled with solid visitor studies) to improve those experiences. What we encounter is an interesting conundrum: many environmental, conservation or preservation learning programmes or experiences start with goals or objectives that are extremely attractive to funders – changing visitors’ or participants’ understanding, attitudes or even behaviours in some profound fashion – and create a sense of importance and self-worth in those who devise these experiences. However, upon reflection and after a close analysis of the likely visitor experiences, many of these goals seem unrealistic, or seem to apply only for a small proportion of the target audience: those who are on the brink of changing. The reason for this apparent disconnect is manifold: the need to promise administrators, directors, agency heads, funders and donors ‘impacts’ and significant ‘outcomes’ leads to promises that are inappropriate or are difficult to meet; secondly, institutions operate under the banner of wanting to change – by themselves and through their own isolated efforts – those who are served by them; and mostly, those who devise and deliver these experiences may lack a deep understanding of the nature of out-of-school, informal or free-choice learning. We will address the latter issue in this article since understanding the nature of learning that occurs outside the formal sector is relatively new and, in our experience, not widely shared

Understanding the Use of Tablet Technology as a Mechanism for Improving Teaching and Learning in the Corvallis School District

The Tablets in Classrooms (TIC) program was initiated by the Corvallis School District (CSD) during the 2012-13 school year. TIC provides teachers and students in elementary and middle grades with Apple iPads as new pedagogical tools for teaching and learning. The school district contracted with Oregon State University’s Center for Research on Lifelong STEM Learning to explore if, how and when tablets support learning, based on the past three years of experiences from teachers, students, parents, pedagogical and technical support staff and administrators. The goal of the study was to identify key aspects of effective use of tablet devices and to assess the implications of tablet technology use in classrooms. This report is based on a district-wide teacher survey and a number of interviews and focus groups with teachers, students, parents and administrators, in an attempt to capture a variety of perspectives on the affordances and challenges of using tablets in and out of classrooms for the purpose of enhanced instruction and learning

Conveying Science through Art Professional Development Experience : Participant Takeaways and Recommendations for the Future

The STEM Research Center at Oregon State University was invited by Guerilla Science and Pratt Institute to evaluate the professional development experiences for two cohorts of science and art professionals. Each professional development experience consisted of a three-day workshop and field experience in August and September 2019. We used workshop observation, workshop post-surveys, field experience post surveys, and a six month follow-up survey to provide feedback about: 1) the quality and usefulness of the professional development experience for participants, and 2) effectiveness of the professional development experience for achieving the key participant outcomes of increased dispositions to and increased self-efficacy in three areas: • Creating experiences that live in the intersection of science and theatre • Creating experiences that connect to the emotions and interests of the audience • Creating experiences that communicate science in non-science settings

Best Practices for Field Days: Validating an Informal Science Education Field Day Observation Tool

This archival publication may not reflect current scientific knowledge or recommendations. Current information available from the University of Minnesota Extension: https://www.extension.umn.edu.A study was conducted at the Metro Children’sWater Festival (CWF) in St Paul, Minnesota in the fall of 2008 where 44 schools and more than 1,200 fifth grade students participated in the one day event. The purpose of the study was to assess the validity of an observation tool for informal science education around Field Day programs. Content validity (Modified Delphi) and coder reliability of the observation tool was established the previous years (NSF, #0635559). Items from the observation tool were mapped to students’ evaluation questions to determine the degree to which observed characteristics of the field day are aligned with student perception. It is conceivable that they don’t align. Students’ assessment of their experience is based on factors that have little to do with what educators care about. Significant correlations support the validity; lack there of, on the other hand, does not indicate that the tool isn’t valid

Science and Art Teaching Practices for Oregon Elementary Teachers: Results of a Landscape Survey

An Evaluation Report for the Oregon Department of Education. In collaboration with classroom teachers and WRAP personnel we developed and implemented a survey to collect baseline data on the science and arts teaching practices for ALL elementary teachers. This included “regular” classroom teachers (those teachers with an assigned physical classroom and set of students), art teachers, music teachers, PE teachers and other educators or administrators. In December 2022 we recruited three (3) elementary teachers to assist us in survey development, in particular framing questions around frequency of teaching time for both arts and science instruction. One important outcome was that we formulated questions around “dedicated” teaching time where instruction was only focused on science or art content and “integrated” teaching when teachers combine science or art with other instructional areas (such as math or literacy). We also learned that there was a lot of nuances in trying to capture the science and art teaching data; for example, some schools have large blocks of time when they have a particular focus on a science content area and then equally large blocks when science teaching is replaced by instruction in other fields, such as social science. It can be difficult to reduce this instructional framework to a weekly allotment of science teaching

Going Beyond Hooked Participants: The Nibble-and-Drop Framework for Classifying Citizen Science Participation

Many citizen science (CS) programs aim to grow and sustain a pool of enthusiastic participants who consistently contribute their efforts to a specific scientific endeavor. Consequently, much research has explored CS participants’ motivations and their relationship to participant recruitment and retention. However, much of this research has focused on actively participating citizen scientists. If researchers want to elucidate the relationship between participant factors (such as demographics and motivations) and participant retention, it is necessary to develop a more comprehensive picture of the different degrees of participation in CS. This paper presents a framework for classifying participation throughout the participant’s engagement in a CS project/program. We suggest a CS participation model that captures the dynamic nature of participation across an arc of volunteering. Called the Nibble-and-Drop Framework, the model describes multiple exit points and stages of contribution typical of participation in a CS program. Applying the framework to the NASA GLOBE Observer (GO) CS program, we found that it captured the dynamics of participation in a global-scale, mobile, app-based, contributory-style CS project. The framework guided our analysis of how different participant factors correlate with degrees of participation. We found that participants were motivated to initially participate because they wanted to contribute to NASA research and science. Participants who dropped out of the program at various points often initially engaged through specific collection events and did not feel the need to continue contributing beyond the event; other drop-outs doubted whether their contributions were meaningful, showing again the need to ensure that participants understand the value of their engagement in a CS project.Keywords: Retention, Recruitment, Participation, Evaluatio

Explorer At Large: Pilot Implementation in Ohio : Evaluation Report 2019-2020

Explorer At Large (XAL) is an education initiative designed to encourage students and their families to be curious and develop an identity as an explorer. XAL delivers a holistic ecosystem of learning opportunities that model curiosity and exploration skills and consists of the following four primary components: 1) freely distributed videos that invite students to observe exploration; 2) instructional materials (teacher guides, hands-on classroom and outdoor activities) that guide students in practicing exploration; 3) field trips to settings in students’ local communities that empower students to experience exploration; and 4) family moments that encourage parent/caregiver engagement and inspires students to share exploration. This report shares evaluation findings from piloting the XAL instructional materials with K and 3rd grade teachers and students from schools in Ohio. The report is following up on an earlier pilot that focused on schools in the Columbus region

How Social Networks May Influence Cancer Patients' Situated Identity and Illness-Related Behaviors

Little research is currently available that captures variation in the degree to which individuals who have, or had cancer in the past (but are in remission) integrate their cancer experience into their sense of self or their cancer-associated identity. Such research should cover how those identities shape personal narratives within existing or new social networks so that, ultimately, we understand the implications for treatment choices and health outcomes. Particularly understudied are the social factors influencing the incorporation of cancer into identity, learning, and behavior. Social network analysis captures specific relationships, what they offer, and the structure or constellation of these relationships around someone who has cancer or has had cancer. Some studies point to potential cultural differences in ethnic or social groups in how social influences on the cancer experience play out in terms of individual coping strategies. In some populations, social cohesion or tight networks are common and of particular importance to individuals and include social institutions like church communities. Social status might also generate social pressures not typically noticed or experienced by other groups. We will discuss how social network analysis can be used to elucidate these factors and, conversely, how the specific context of cancer diagnosis can be used through social network analysis to better understand the role of community in helping individuals address situations of severe adversity

Taking Stock of Oregon STEM Hubs: Accomplishments and Challenges

The main research goal for this study was to describe how investment into the Hubs has influenced local STEM communities; that is, how STEM Hubs have begun to create opportunities for partnerships, collaboration, connected programing, improved program development or delivery, or improved communication within and outside the STEM teaching and learning community. Based on these findings, the report provides recommendations for improvements and future investments. Ultimately, the study is aiming at establishing whether and to what degree STEM Hubs are helping to improve opportunities for effective teaching and learning for all Oregon children