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Date: 12/15/2020
Resource Category!: Blog Post
As professionals, we often assume that the engaging experiences visitors have in our exhibits and programs will lead to long-term learning. But how do we know this is happening, and, moreover, how do we design exhibits, programs and interactions to maximize visitors’ ability to learn from their experiences? At Chicago Children’s Museum a long- ... »
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Date: 01/01/2020
Resource Category!: Edited Chapter
But many young people face signifcant economic, cultural, historical, and/or social obstacles that distance them from STEM as a meaningful or viable option— these range from under-resourced schools, race- and gender-based discrimination, to the dominant cultural norms of STEM professions or the historical uses of STEM to oppress or disadvantage ... »
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Date: 02/27/2019
Resource Category!: Presentation Slides
The Year in ISE is a slidedoc designed to track and characterize field growth, change and impact, important publications, and current topics in ISE in 2018. Use it to inform new strategies, find potential collaborators for your projects, and support proposal development. Scope This slidedoc highlights a selection of developments and resources in ... »
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Date: 02/11/2019
Resource Category!: Conference Proceedings
This poster was created for the Advancing Informal STEM Learning (AISL) program Primary Investigator (PI) meeting. The research presented here is a summary of the various informal STEM learning opportunities offered as part of the collaboration between university researchers and museum practionners. We were interested in how museums can advance ... »
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Date: 11/07/2018
Resource Category!: Report
This guide offers insight into community engagement practices and activity development from our making and equity project, Making Connections. It includes documentation and recommendations for work that is designed to engage community partners as equal partners, and is written most of all for other practitioners. ... »
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Date: 09/28/2018
Resource Category!: Blog Post
Conversations shortly after hands-on learning experiences can consolidate children’s fleeting patterns of engagement with objects into long-lasting memories. Moreover, conversational reflection can add layers of understanding of events beyond what is available from direct experience with objects alone. For the past several years, my colleagues and ... »
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Date: 07/25/2018
Resource Category!: Report
This report, from the "Tinkering EU: Building Science Capital for All" project, provides a theoretical rationale for understanding the relationship between Tinkering as a pedagogical approach, students’ individual science capital, and inclusive STEM teaching approaches. By exploring the relationship between these three areas, it invites ... »
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Date: 06/12/2018
Resource Category!: Conference Proceedings
This Conference Paper was presented at the International Soceity for the Learning Sciences Confernece in June 2018. We summarize interviews with youth ages 9-15 about their failure mindsets, and if those midsets cross boundaries between learning environments. Previous research on youth’s perceptions and reactions to failure established a view of ... »
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Date: 05/17/2018
Resource Category!: Presentation Slides
This presentation was a part of a workshop/paper presented at the annual meeting of the Association of Children's Museums. The presentation includes strategies on how to increase STEM learning through tinkering experiences at museums. ... »
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Date: 05/17/2018
Resource Category!: Reference Materials
These are questions for fine tuning a tinkering experience as part of a museum university partnership on how to engineer an engineering experience. ... »
Date: 12/15/2020Resource Category!: Blog PostAs professionals, we often assume that the engaging experiences visitors have in our exhibits and programs will lead to long-term learning. But how do we know this is happening, and, moreover, how do we design exhibits, programs and interactions to maximize visitors’ ability to learn from their experiences? At Chicago Children’s Museum a long- ... »