Online issues based science learning through
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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

Online, Issues-Based, Science Learning Through

CYFERnet’s Mission of the Month


Presented at forging the partnership 2011 dod usda family resilience conference

Presented at Forging the Partnership2011 DoD/USDA Family Resilience Conference

Chicago, Illinois

April 27, 2011


Presented by

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


A new sweet spot

A new sweet spot

The view in ‘09

Our view for today


A new sweet spot1

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


Social learning

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


Roger s learning continuum

Roger’s Learning Continuum


Learning science engineering and technology with mom

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.


Programming critical elements

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.


Effective science engineering curriculum design requires

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


Planned missions

Planned Missions

Hunger

Biodiversity

Engineering

Citizen Journalism

Robotics

Chocolate

Backyard Habitat

Water

Digital Storytelling

Butterflies

Nanotechnology

Geospatial

Textiles

Youth As Consumer

Wind energy

Others?


Engineering mission of the month

Engineering Mission of the Month

Features

Experience some of “Blowin’ in the Wind”


Online issues based science learning through

The Big Idea

To change how millions of girls (ages 8-13) think about STEM


Online issues based science learning through

Our Approach

On TV

– national PBS Kids series

Online

– safe, social networking website

On the Ground

– SciGirls clubs and activities


Online issues based science learning through

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


Online issues based science learning through

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


Online issues based science learning through

Sizzle Reel

video clip


Online issues based science learning through

Online

Girls everywhere can join the SciGirls revolution online at:

pbskidsgo.org/scigirls


Online issues based science learning through

Online

Girls make profiles and express themselves by customizing them.


Online issues based science learning through

Online

SciGirls can share their own projects. Submit yours today!


Online issues based science learning through

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


Online issues based science learning through

Rationale/Research


Online issues based science learning through

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.


Online issues based science learning through

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.


Online issues based science learning through

SciGirls Seven

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


Online issues based science learning through

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)


Online issues based science learning through

SciGirls Seven

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


Online issues based science learning through

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)


Online issues based science learning through

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)


Online issues based science learning through

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)


Online issues based science learning through

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)


Online issues based science learning through

On the Ground

SciGirls Get Tech

SciGirls Engineer It

SciGirls Go Green

SciGirls Live Healthy

pbs.org/teachers/scigirls


Online issues based science learning through

Activity

Twirling in the Breeze (pg 6)


Online issues based science learning through

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!


Cyfernet mom

CYFERnet MoM


Mom features

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


Engineering blog

Engineering Blog


References

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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