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Direct linkCamille E. Coley – ProQuest LLC, 2024
This comprehensive study explores the experiences of underrepresented students who have participated in informal science education programs at the American Museum of Natural History (AMNH). Using qualitative methods, including interviews and participant observations, the research uncovers transformative insights shaping the educational landscape.…
Descriptors: Disproportionate Representation, STEM Education, Informal Education, Science Education
Peer reviewed
Download full textYapicioglu, Aysegül Evren; Atmaca, Sevilay; Akbulut, Aydin; Ceyhan, Gaye Defne; Durmus, Yusuf; Akaydin, Galip; Demirsoy, Ali – European Journal of Science and Mathematics Education, 2017
Interest against the science, to increase permanence of learned theoretical knowledge can be provided via visual, auditory and tactile science and technology lessons in schools. Museums are seen as the key learning areas that aim to reinforce the learning and to show concrete face of science. Easy and comfortable transportation to museums in major…
Descriptors: Museums, Science Education, Informal Education, Field Trips
Lin, Pei-Yi; Schunn, Christian D. – International Journal of Science Education, 2016
Learners encounter science in a wide variety of contexts beyond the science classroom which collectively could be quite influential on student attitudes and abilities. But relatively little is known about the relative influence of different forms of informal science experiences, especially for the kinds of experiences that students typically…
Descriptors: Middle School Students, Science Education, Student Attitudes, Informal Education
Yoon, Susan A.; Elinich, Karen; Wang, Joyce; Van Schooneveld, Jacqueline G. – International Association for Development of the Information Society, 2012
This research follows on previous studies that investigated how digitally augmented devices and knowledge scaffolds enhance learning in a science museum. We investigated what combination of scaffolds could be used in conjunction with the unique characteristics of informal participation to increase conceptual and cognitive outcomes. 307 students…
Descriptors: Physical Environment, Simulated Environment, Synthesis, Information Technology
Weinstein, Meryle; Whitesell, Emilyn Ruble; Schwartz, Amy Ellen – Institute for Education and Social Policy, 2013
In this paper we provide the first rigorous evidence of the impact of a partnership between public middle schools and informal science institutions (ISIs), such as museums and zoos, on student outcomes. This study focuses on Urban Advantage (UA), a program in New York City (NYC) that explicitly draws upon the expertise and resources of the city's…
Descriptors: Urban Schools, Public Schools, Middle Schools, Museums
Weinstein, Meryle; Whitesell, Emilyn Ruble; Leardo, Michele – Institute for Education and Social Policy, 2014
Informal science education institutions have been identified as critical participants in helping students succeed in science by working in collaboration with school systems across the country. The results of one such collaboration, the Urban Advantage (UA) program found that participation in UA improved student achievement, on average, by 0.6…
Descriptors: Urban Schools, Program Descriptions, Institutional Characteristics, Best Practices
