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Online, Issues-Based, Science Learning Through

Online, Issues-Based, Science Learning Through. CYFERnet’s Mission of the Month. Presented at Forging the Partnership 2011 DoD/USDA Family Resilience Conference. Chicago, Illinois April 27, 2011. Presented by. Trudy Dunham, University of Minnesota Jay Staker, Iowa State University,

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Online, Issues-Based, Science Learning Through

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  1. Online, Issues-Based, Science Learning Through CYFERnet’s Mission of the Month

  2. Presented at Forging the Partnership2011 DoD/USDA Family Resilience Conference Chicago, Illinois April 27, 2011

  3. Presented by Trudy Dunham, University of Minnesota Jay Staker, Iowa State University, Lisa Regalla Manager of Science Content & Outreach SciGirls Tpt: Twin Cities Public Television

  4. A new sweet spot The view in ‘09 Our view for today

  5. A new sweet spot Still learning in context Focus is on reaching new and under-represented populations in science and engineering Working in a social context to solve problems creates and attractive environment for non-traditional audience

  6. Social learning: We participate, therefore we are: we come into being through participation with others, and our understanding is socially constructed… what makes a great simulation is … how it encourages dialogue, how it leads students to play with it collaboratively, and how it functions as a boundary object for constructing their own understandings of it. John Seely Brown

  7. Roger’s Learning Continuum

  8. Learning Science, Engineering and Technology with MoM Missions available online http://www1.cyfernet.org/act-CYFAR/mom/02-11-Engineering/ New Missions produced Wide range of interest Built with system in mind: 2011 NYSD Experiment is wind energy. MoM in fall will coordinate.

  9. Programming Critical Elements The philosophy of designing experientially-based non-formal SET curriculum materials brings into focus the ways in which teaching materials are created and organized.

  10. Effective science/engineering curriculum design requires: Engaging in resilient preconceptions. Children don’t arrive as blank slates. Organizing knowledge around core concepts and abilities. Provide a foundation of factual knowledge and conceptual understanding. Supporting self-regulation. Design instructional strategies that help students take control of their learning. NRC 2005

  11. Planned Missions Hunger Biodiversity Engineering Citizen Journalism Robotics Chocolate Backyard Habitat Water Digital Storytelling Butterflies Nanotechnology Geospatial Textiles Youth As Consumer Wind energy Others?

  12. Engineering Mission of the Month Features Experience some of “Blowin’ in the Wind”

  13. The Big Idea To change how millions of girls (ages 8-13) think about STEM

  14. Our Approach On TV – national PBS Kids series Online – safe, social networking website On the Ground – SciGirls clubs and activities

  15. On TV check your local PBS listings –OR- watch full episodes online at pbskidsgo.org/scigirls Features real girls doing investigations they’re passionate about Highlights the process of science

  16. On TV Twelve half-hour episodes: Turtle Mania Puppet Power Dolphin Dive Digging Archaeology Horsing Around Blowin’ in the Wind • High-Tech Fashion • Science Cooks! • Underwater Eco-Adventure • Robots to the Rescue! • Star Power • Going Green

  17. Sizzle Reel video clip

  18. Online Girls everywhere can join the SciGirls revolution online at: pbskidsgo.org/scigirls

  19. Online Girls make profiles and express themselves by customizing them.

  20. Online SciGirls can share their own projects. Submit yours today!

  21. On the Ground Rationale/Research SciGirls Seven: Strategies to engage girls in STEM Tips for using the SciGirls Seven Applying the SciGirls Seven References/Readings

  22. Rationale/Research

  23. Rationale/Research Bachelor’s Degrees Earned by Women in Selected Fields, 1966–2006 Source: National Science Foundation, Division of Science Resources Statistics, 2008, Science and engineering degrees: 1966–2006 (Detailed Statistical Tables) (NSF 08-321) (Arlington, VA), Table 11, Author's analysis of Tables 34, 35, 38, & 39.

  24. Rationale/Research Percentage of Employed STEM Professionals Who Are Women Selected Professions, 2008 Source: U.S. Department of Labor, Bureau of Labor Statistics, 2009, Women in the labor force: A databook (Report 1018) (Washington, DC), Table 11.

  25. SciGirls Seven 1. Girls benefit from collaboration, especially when they can participate and communicate fairly. (Parker & Rennie, 2002; Fancsali, 2002)

  26. SciGirls Seven 1. Girls benefit from collaboration, especially when they can participate and communicate fairly. (Parker & Rennie, 2002; Fancsali, 2002) 2. Girls are motivated by projects they find personally relevant and meaningful.(Eisenhart & Finkel, 1998; Thompson & Windschitl, 2005; Liston, Peterson, & Ragan, 2008)

  27. SciGirls Seven 3. Girls enjoy hands-on, open-ended projects and investigations.(Chatman, Nielsen, Strauss, & Tanner, 2008; Burkam, Lee, & Smerdon,1997; Fanscali, 2002)

  28. SciGirls Seven 3. Girls enjoy hands-on, open-ended projects and investigations.(Chatman, Nielsen, Strauss, & Tanner, 2008; Burkam, Lee, & Smerdon,1997; Fanscali, 2002) 4. Girls are motivated when they can approach projects in their own way, applying their creativity, unique talents and preferred learning styles.(Eisenhart & Finkel,1998; Calabrese Barton, Tan, & Rivet, 2008)

  29. SciGirls Seven 5. Girls’ confidence and performance improves in response to specific, positive feedback on things they can control – such as effort, strategies and behaviors.(Halpern, et al., 2007; Zeldin & Pajares, 2000; Blackwell, Trzesniewski, & Sorich Dweck, 2007; Mueller & Dweck, 1998)

  30. SciGirls Seven 5. Girls’ confidence and performance improves in response to specific, positive feedback on things they can control – such as effort, strategies and behaviors.(Halpern, et al., 2007; Zeldin & Pajares, 2000; Blackwell, Trzesniewski, & Sorich Dweck, 2007; Mueller & Dweck, 1998) 6. Girls gain confidence and trust in their own reasoning when encouraged to think critically.(Chatman, et al., 2008; Eisenhart & Finkel,1998)

  31. SciGirls Seven 5. Girls’ confidence and performance improves in response to specific, positive feedback on things they can control – such as effort, strategies and behaviors.(Halpern, et al., 2007; Zeldin & Pajares, 2000; Blackwell, Trzesniewski, & Sorich Dweck, 2007; Mueller & Dweck, 1998) 6. Girls gain confidence and trust in their own reasoning when encouraged to think critically.(Chatman, et al., 2008; Eisenhart & Finkel,1998) 7. Girls benefit from relationships with role models and mentors.(Liston, et al., 2008; Evans, Whigham, & Wang, 1995)

  32. On the Ground SciGirls Get Tech SciGirls Engineer It SciGirls Go Green SciGirls Live Healthy pbs.org/teachers/scigirls

  33. Activity Twirling in the Breeze (pg 6)

  34. Looking for more? pbskidsgo.org/scigirls pbs.org/teachers/scigirls pbs.org/parents/scigirls tpt.org/scigirls/outreach facebook.com/scigirlstv twitter.com/SciGirls Every Girl can be a SciGirl!

  35. CYFERnet MoM

  36. MoM Features Multi-faceted learning experiences and games Social learning context Service for the greater good Personal focus/Global awareness Supporting blog designed to stimulate conversation around the MoM

  37. Engineering Blog

  38. References Rogoff, B. (1998). Cognition as a collaborative process. In D. Kuhn & R.S. Siegler (Eds.), Cognition, perception and language [Vol. 2, Handbook of Child Psychology (5th ed.), W. Damon (Ed.)] pp. 679-744. New York: Wiley. How Students Learn: HISTORY, MATHEMATICS, AND SCIENCE IN THE CLASSROOM. Committee on How People Learn, A Targeted Report for Teachers. M. Suzanne Donovan and John D. Bransford, Editors. Division of Behavioral and Social Sciences and Education. NATIONAL RESEARCH COUNCIL OF THE NATIONAL ACADEMIES. THE NATIONAL ACADEMIES PRESS. Washington, D.C. www.nap.edu SciGirls: http://pbskids.org/scigirls/

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