California Academy of Sciences Elizabeth Babcock, Moe Flannery, Puja Dasari How do you reconcile the...
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California Academy of Sciences Elizabeth Babcock, Moe Flannery, Puja Dasari How do you reconcile the drive to be a best-in-class research operation with
California Academy of Sciences Elizabeth Babcock, Moe Flannery,
Puja Dasari How do you reconcile the drive to be a best-in-class
research operation with the drive to be the most innovative public
engagement operation, when there are just not enough research
scientists to participate in all of the programs? Given that, how
do you pick the most effective/powerful tools/programs to scale the
scientific impact of the education and engagement experiences? The
ways weve chosen to leverage research for engagement are: 1.Project
Lab 2.Citizen Science 3.Science in Action 4.Nightlife 5.Lectures
6.Field based programs 7.Student Science Fellows 8.Field Guides
9.Digital Engagement from the field Project Lab Host, Earl Herald,
interviews local fair first prize winner Carl Edward McLaughlin.
Mclaughlin and his tic- tac-toe computer went on to win second
place in the National Science Fair that year. >240 programs with
scientists and the public in the summer of 2011 Bringing scientists
and the public together to do science Courtesy of the California
Academy of Sciences Archives. "Science in Action # 265 1957 Science
Fair
Slide 2
AUSTRALIAN MUSEUM, SYDNEY Dr Lynda Kelly, Manager Online,
Editing and Audience Research KEY ISSUES Sustainability Recognising
and serving the needs of communities Meaning something and being
relevant Tell it like it is" without fear or favour Taxonomy a key
underpinning idea, but how to excite people? Scientific practice,
research and results being attacked: how can we explain and defend
science and scientists w/out being attacked too? EDUCATION Natural
History Museums are a key part of demonstrating what and how we
know about the world in an easily digestible way BUT we need to
find ways to make this more engaging for visitors Meeting new modes
of learning, esp. mobile technologies / social networking NOTE: Id
like to thank the variety of AM staff contributors to this slide
JURASSIC LOUNGE: where art, music, science and museum comes
together. Tuesday nites @austmus. @missiexox@missiexox The jurassic
lounge was so much fun! Alcohol was good, band sounded amazing, dj
was cool and the dinosaurs were freaking awesome!
@skygirrl@skygirrl Just smelt stick insect (Phasmid) poo. Like
eucalyptus. How often so you get to say that in the city?
@kymtje@kymtje Tonight I stroked a python, smooched a diprotodon
and snorgled a Goliath stick insect. Epic amount of awesome.
@hellocarmel@hellocarmel Going through Hyde Park after
#jurassiclounge OH: Look there's a possum. Hey we've just seen your
skeleton! And your brother, who's extinct! The future of learning:
scrolling, swiping, viewing, interacting, mashing-up
Slide 3
Alaska Museum of Natural History Bronwyn Jones and Kerri
Jackson Challenges Keeping exhibits and education programs relevant
to visitors day to day lives by presenting the information in a way
which allows them to come to their own conclusions. Keeping
exhibits up to date with technology and science. Bridging cross
cultural views and beliefs on science. Presenting exhibits to
non-English speaking visitors. Practice We believe what makes our
Museum unique is the touchable nature of our exhibits. Easily 1/3
of our displays are designed to be touched, picked up and examined
by both children and adults. Our exhibit space is small but we have
many returning visitors who come back because of the hands on
exhibits. This practice challenges the stereotype that Natural
History Museum exhibits are for viewing only. Description Museums
are places for people to ponder and understand life and the world
around them. We are not only faced with the challenge of how to
present scientific information to our visitors, but with what
information to present because the field of natural history is so
vast.
Slide 4
Clemson University Parks, Recreation and Tourism Management
Department Rob Bixler Biggest Challenges Facing Natural History
Museums (from someone who does not work in a natural history
museum): Moving from teaching to experiencingrecognizing and
embracing that museum visits are leisure experiences Competition
for peoples leisure time particularly from sports Looking inward
instead of acknowledging and then facilitating natural history
experiences among and between many organizations that already do or
could provide direct and ancillary natural history experiences.
Stated differently, keeping people engaged with natural history
across the lifespan is probably near impossible for one
organization. Need to robustly explore non-natural sciences
gateways into appreciating natural history through anthropology,
arts, humanities and religion. Linking science and education
practice: High cost of visitor studies research for small
institutions Finding good matches between skill sets and interests
of researchers/evaluators and needs/wants of institutions Too much
focus on research to make generalizations and not enough on
conducting evaluations to accumulate results (realist paradigm).
Hard to locate research and evaluation results conducted internally
or by for-profit consultants. Evaluations are not easily published
in journals. Essentially lack of access to much existing research.
I am attempting to understand how people develop interest in
nature, natural history, the outdoors, and the environment across
life stages through informal familial and formal institutional
transactions and serendipitous events. My work is
pragmatic/realist, less focused on theory building and more on
informing practice. Heart comes before head --Ken Finch
Slide 5
National Audubon Society Nature Centers Dave Catlin and Bob
Petty We can use technology as a tool to encourage exploration in
nature.... What values can be derived from nature centers? Staff
and community members have different answers to this question....
But how do we ensure that technologies enhance experiences with
nature rather than replace them?
Slide 6
Yale Peabody Museum Jane Pickering & Chris Norris How do we
build closer partnerships and shared understanding between
educators and collections staff? For example, many educators come
to museums with extensive experience with public audiences (e.g.
schools) but little or no knowledge about the activities going on
in the collections, and the daily life of collections staff. As
part of their training, could they spend an afternoon a week
helping with collections activities? EVOLUTIONS is an after school
program for a diverse group of teens focused on science literacy
and college preparation. The students spend many hours in the
Museum in classes, internships, and learning about science
communication by presenting activities in the galleries. They have
become part of the museum staff community and have worked with many
collections staff and faculty. Icaronycteris, a 50 million year old
specimen of one of the earliest known bats. This rare and delicate
specimen typifies the sort of material that is not usually
available for education purposes
Slide 7
MUSEUM OF NATURE AND SCIENCE, DALLAS Steve Hinkley, Vice
President of Programs Tony Fiorillo, Chief Curator of Earth
Sciences Statement of challenge: Learning science in formal
settings (e.g., schools) has typically evolved into a process by
which facts are isolated from experience and emphasized to a
disproportionate degree. Many formal institutions adopted a
learning process that ignores the importance of learning
environments and student interest. Museums are uniquely situated to
provide a direct alternative through offerings of exciting spaces,
active and fun learning experiences, and actual materials (fossils,
etc.) that imbue content with context. Museums must engage young
audiences who want and need these experiences. MNS Beer &
Bones: Beer and Bones is a thematic adults-only program held
quarterly. As adults circulate through the museum, there is
opportunity to conduct science experiments, observe collections not
normally on display or, listen to a short lecture about a science
topic while enjoying a glass of beer or wine. The events feature a
DJ and are developed around a central theme (e.g. Dinosaurs,
Engineering. Etc.). The event attracts a diverse audience of
approximately 300 individuals per evening. Beer & Bones Event:
Over time our museum moved away from what was once a robust set of
adult-only programs. We have re-engaged adults and found their
passion for learning to be equal to the thirst for learning by
younger children.
Slide 8
OAKLAND MUSEUM OF CALIFORNIA Douglas Long and Don Pohlman
Challenge: Framing natural history in ways that include humans
within the system. Question: Is content delivery really our most
important and effective role? Practice: In various ways, we are
trying to incorporate community voices within our gallery to model
and inspire a deeper sense of place in our visitors. Museum I by
Ikka Halso
Slide 9
Lincoln Park Zoo Steve Thompson & Leah Melber Whats the
Problem? Challenges to Effect Science & Education
Collaborations Young Researchers Collaborative Young Researchers
Collaborative is a multi-contact program, conducted over the course
of a school year, focused on building students science literacy.
Specifically, the program helps middle school students develop
research skills by leading them through an original research
project in the area of either ethology or biodiversity. How do we
overcome old notions of collaboration & information sharing to
better connect with audience Internal Survey Results: 60%
Researchers 20% Educators 20% Animal Care Top Responses: Fiscal
& Logistical Considerations Ironically NOT: Robust Treatment of
Topic or Communicating w/ a Common Language Why Try Even Harder? A
united message [to audience] is a stronger message
Slide 10
Museum of Science, Boston Andrea Durham, Anna
Lindgren-Streicher 21 st Century Challenge: Finding ways to connect
the human-made and natural worlds in which our visitors exist in
relevant ways. The Firefly Watch program is a web- based citizen
science project that invites people across the nation to observe
and record firefly activity. By using technology to link the
process of science to a sentimental creature in their own
backyards, participants engaged in memorable experiences that
connected them to scientific research and the broader natural
world. Picture of a firefly on a blade of grass, a creature for
which there is much sentimental attachment and which can connect
people to scientific research Participant quotes: I recently
purchased vacant land in order to recreate firefly habitat But I
most enjoyed the "excuse" to get out in the early evening to just
look around and appreciate our planet I liked the idea that my
observations could help scientists understand the current state of
fireflies and how they are impacted by light pollution.
Slide 11
Natural History Museum, London CHALLENGES Explaining the major
natural world issues to multiple audiences Engagement with natural
science progression into science careers; Being heard within
changing patterns of information consumption multiple information
channels; time deficit; authority vs conversation TRICKIEST
QUESTIONS Developing Scientists as engagers: communication skills;
recognition of communication practice Distilling authenticity of
authentic process into content and activities that will captivate
and engage multiple audiences Keeping ourselves relevant Increasing
commitment to out of classroom learning from current government;
limitation of time and funding PROGRAMMES AND PRACTICE Using an
arsenal of approaches for learning from virtual to face to face,
based on audience knowledge and drawn from authentic museum
research procedures and results: The award winning multiple media
twin screen experience on evolution and human origins. A practical
workshop delivered by Science Educators extracting microfossils
from clay, based on a museum micropalaeontological procedure. A
daily programme of science communication, Nature Live initial
results of a PhD to explore the learning impact of a conversation
with a scientist Multiple approaches to learning
Slide 12
LYON ARBORETUM Heejoon R. Sears and Reiko Trow Natural History
Museums must meet the needs of their diverse audiences to address
21 st Century issues: Biological and cultural
conservation/preservation Sustainability Water and food security
Societal disconnect with natural world Increased dependence on
technologY Health and nutrition Natural History Museums must meet
the needs of their diverse audiences to address 21 st Century
issues: Biological and cultural conservation/preservation
Sustainability Water and food security Societal disconnect with
natural world Increased dependence on technologY Health and
nutrition Lyon is collaborating with the Hawaiinuikea School of
Hawaiian Knowledge, Papa Loi o Knewai, Waikk Aquarium, and Mnoa
Heritage Center on the Welina Mnoa Project. We aim to interpret our
bio-cultural sites, collections, and research from a Native
Hawaiian perspective. This will bridge the historical gap between
Western and Indigenous knowledge systems, bolstering each other in
this 21 st Century. To add to the thousand words already spoken by
this photo, it is the children of Hawaii who hold the promise of
the future. Their experiences here will resonate throughout their
lives. Natural sciences such as horticulture, hydrology, botany,
conservation biology, and ecology, will be a living part of their
memories, associated with sights, smells, sounds and emotions.
These educational experiences will inform their life choices.
Slide 13
BURKE MUSEUM Diane Quinn and Kirsten Rowell Challenges:
Community building Inoculating younger generations Developing
unique & personal experiences for diverse audiences Enabling
and engaging citizens in their practice of natural history Funding
for collections & programs Inspire deeper exploration and
sustainable stewardship for the natural world Trickiest question:
What is the most eloquent and effective way to interface between
our resources and constituents? Program Highlight: Salish Bounty
exhibit Based on original museum research Emphasizes community
collaboration Involves interdisciplinary stories of natural
history, culture, & science Features local interpretive lens
with broad global relevance Engages multiple learning styles Salish
Bounty exhibit graphic, museum specimen (traditional fishnet
weight), and object loaned from the community (commodity food
ration).
Slide 14
Canadian Museum of Nature Anne Botman & Maggie Kilian
Biggest Challenges Revenue generation & funding Changing
expectations/roles How to enable great social experiences
Sticky/Tricky How do we get beyond current rhetoric and inspire the
public with science and natural history? Trading Post Kids bring
their own natural history collections to the museums Trading Post
where they can get help identifying specimens, accumulate points,
and exchange them for new treasures! Reflections on our strengths
and challenges for the future.
Slide 15
SAN DIEGO NATURAL HISTORY MUSEUM Erica Kelly & Nan Renner
In linking science and education practice, we face the
sticky/tricky truth that our work would be easy if we were creating
exhibits and programs for ourselves. But our charge is to create
them for others. The Golden Rule: Treat others how you would want
to be treated. The Platinum Rule: Treat others how they would want
to be treated. Thats where it gets hardand thats where we have to
go. 140 characters or less to describe object photo or cartoon How
do children integrate action and perception as they explore objects
and ideas in the exhibit environment? Through analysis of behavior,
we want to understand relationships among the designed environment,
multimodal interaction, and consequences for learning. We face the
challenge of overcoming PERCEPTIONS: Of science (its inaccessible)
Of nature (its scary) Of museums (theyre boring, and not for me) Of
ourselves (I am not a science person).
Slide 16
denver museum of nature & science kirk johnson (chief
curator) & kathleen tinworth (chief voyeur) Ask this guy about
Snowmastodon! PS: Thats Kirk! visitor & community photo studies
tracking and timing the entire visitor experience through their
eyes Not us! TRUST Preservation Historical Scientists Real
Discovery Precise Smart Accurate Necessary Responsible Presentation
Current Everyone Relevant Accessible Digestible Fun Exciting
Engaging Compelling Safe RESPECT EQUITY FRIENDSHIP
Slide 17
National Zoo Ed Bronikowski and Judy Tasse New at the Zoo: Our
Bird Plateau renovation will be a unique major exhibit engaging
visitors in the story of migration and the science behind it. In
the future, we will use technology alongside authenticity to get
people closer to the natural world. Our Challenges on the Outside:
Increase science literacy Combat misinformation Work within culture
of instant answers Our Challenges on the Inside: Conquer feeling of
hopelessness Commit serious resources to this endeavor
Slide 18
Charles Eldermire & Rhiannon Crain Biggest Challenges
Opportunities facing N. H. Museums Rethinking physical relevancy
with increasingly deeply digital resources. Rethinking physical
relevancy with increasingly deeply digital resources. Long view
science Long view science Supporting informal learning writ large
(beyond that which takes place in the museum) Supporting informal
learning writ large (beyond that which takes place in the museum)
Program 7 Million/Year Website Visitors 7 Million/Year Website
Visitors 200,000 Participating Citizen Scientists 200,000
Participating Citizen Scientists 112 Million N.H. Observations 112
Million N.H. Observations Arguably, the Cornell Lab engages quite a
lot of people in natural history informal learning in entirely
virtual venueswhat does that mean?
Slide 19
New Mexico Museum of Natural History and Science Albuquerque,
NM Alicia Borrego Pierce, Deputy Director and Justin Spielmann,
Geoscience Collections Manager GREATEST CHALLENGES: Scientific
literacy amongst the general public AND Communicating complex
scientific ideas to the general public HIGHLIGHTED PRACTICE:
Commitment to provide bilingual, exhibit content that is easy to
read and understand by the general public NMMNHS Visitor
interpreting exhibit content in our Dawn of the Dinosaurs
Hall.
Slide 20
Oklahoma City Zoo Teresa Randall & Stacey Sekscienski
Biggest Challenges: Creating those Instant Connections for our
guests and calling them to action in a short amount of time
Stickiest/trickiest Question: How can we strike a balance between
science, education, and entertainment while also giving them a
realistic call to action? Citizen Science Programs: These programs
are unique opportunities that allow researchers to work with K-12
students, teachers and community members while furthering their own
research. Interactive experiences with animals not only reach
people of all ages, but they are great venues for making those
instant connections with visitors. With the litigious and bacteria
phobic society we live in today, it seems more and more of these
interactive experiences are fewer and far between. This adds more
pressure on our educators to come up with unique and effective
teaching strategies. Many folks that eventually work with animals
and/or nature have had one of these moments in their lives which
probably made a lasting impression and changed how they viewed the
animal/natural world. And for some, these intimate interactions
probably have led many folks to professions in the sciences. Fall
Monarch Tagging Summer Zoo Lake Turtle Census
Slide 21
Florida Museum of Natural History Bruce J. MacFadden &
Betty A. Dunckel Challenge: Fostering understanding of and
appreciation for the value of natural history collections in
addressing 21 st Century challenges. Fossils in the Cloud: Engaging
amateur paleontology groups in iDigBio as a model for other amateur
groups. Data and images for millions of biological specimens are
being made available in electronic format for the natural history
research community, government agencies, students, educators and
the general public.
Slide 22
The Chicago Academy of Sciences and its Peggy Notebaert Nature
Museum Rafael Rosa and Steve Sullivan Challenge Growing disconnect
from real experiences because of the perceived realness of virtual
experiences Linking Science and Education How do you provide
learning experiences for a variety of audiences that want/need real
examples while protecting and preserving valuable scientific
collections? Practice Over 20,000 students each year participate in
guided workshops at the Museum. While most are object- based, we
have often used models instead of real items due to cost,
difficulty attaining and maintaining of real natural objects. This
year we have made an active effort to convert all such models with
positive results on student enthusiasm and knowledge. [INSERT
OBJECT PHOTO OR CARTOON HERE.] The view from our rooftop prairie
Teaching about the natural world in an urban environment
Slide 23
Carlyn S. Buckler, PhD - Richard A. Kissel, PhD Practice
Natural history museums are social institutions that stand at the
intersection of scientific research and education. PRI presents a
collections- and systems-based approach to science education, with
geology, biology, anthropology, and other disciplines integrated
into the single, larger, and more relevant conversation of Earth
systems science. Such conversations incorporate inquiry-based
instruction and the nature of science, and they are designed to
promote not only on-site learning but productive curiosity beyond.
Informal science venues can and should also provide credible,
timely information for local populations when issues involving
Earth systems science (e.g., drilling for natural gas) impact their
daily lives and decision making. Challenges & Linking Areas of
Practice Considering visitors prior knowledge, misconceptions, and
worldviews within program and exhibition development Embedding how
we know what we knowthe process of scienceto encourage exploration
and counter misunderstandings Providing those sticky moments that
visitors remember, expect, and want from natural history museums.
Empowering learners to become teachers Within an institution,
researchers can feel that ISE providers are dumbing down science,
making collaborations difficult; consensus is challenging. The goal
is collaboration with scientists to nurture visitors skills,
enabling them to read an environment, contextualize that to the
broader Earth system, and to assimilate this experience into their
everyday actions.
Slide 24
c Demonstrating value of informal education in a structured,
metric outcome- driven world. Pacific Grove Museum of Natural
History Lori Mannel, Executive Director Annie Holdren, PhD,
Exhibitions Curator Transformational Evolving Multi-Generational
Dynamic Inspirational Sensory Kevin T. Karlson 2008 Free public
programs featuring open-ended, hands-on science investigations
multi-generational participation Museum partners
Slide 25
Putnam Museum Christine Chandler & Kara Fedje Preserve,
Educate, CONNECT has become our mantra here, with CONNECT being the
anchor in innumerable ways. The publics insatiable appetite for the
newest, fastest, most real experiences technology can supply has
distanced them from the physical world. Even with all the emphasis
on STEM, current school standards often exacerbate the problem in
that they rarely include environmental or natural science topics.
This disconnect may ultimately have disastrous results. As
naturalist Robert Michael Pyle (2005) put it, What is the
extinction of a condor to a child that has never seen a wren?
Natural history museums need to use their unique position (real
objects, real scientists) to re-connect the public to the physical
world and re-instill a love and respect for nature. The Smithsonian
Community Reef, a Satellite of the worldwide Hyperbolic Crochet
Coral Reef Project created by Margaret and Christine Wertheim of
the Institute For Figuring in Los Angeles, is an exciting, new
exhibition that combines math, natural science, and art. The Reef
engages diverse audiences in conversation about sustainable
practices, hyperbolic geometry, and community art projects. At our
institution we have a coral cart that utilizes fiber art forms to
discuss higher math, classes that will help students learn about
how the coral reef was assembled, and real corals that are shown in
comparison to the crocheted reef. The Reef demonstrates the
motivation of over 700 individuals that donated over 4,000 pieces
of hand crocheted corals to the Smithsonian. The Reef traveled to
the Putnam Museum in Aug of 2011 and has already reached school
groups, science fairs, and community members throughout the area.
[INSERT OBJECT PHOTO OR CARTOON HERE.]
Slide 26
Integrate virtual exhibits, scientific datasets, and the
authentic world to enhance learning in museums. Bridge scientific
and visitor understanding. Research visitor learning [INSERT OBJECT
PHOTO OR CARTOON HERE.] Life On Earth (LOE) integrates macro and
micro-level evolution concepts in an exploratory interactive
multi-touch Tree of Life exhibit. Life on Earth will be installed
in five museums across the U.S. in 2013. All life on Earth is
related Descent with modification Biodiversity Build A Tree
DeepTree FloTree Life On Earth Chia Shen, Judy Diamond, Margaret
Evans, Michael Horn Harvard University, University of Nebraska,
University of Michigan, Northwestern University DRL-1010889
Slide 27
Josh Gutwill Challenges for NHMs: Satisfy peoples psycho-
spiritual needs for understanding origins of life and the human
position within biological and ecological contexts. Communicate
scientific creation stories. Reduce the polarization around
science. Help people think about systems and build their
observation skills. One of our projects: Science of Sharing:
Exhibits and activities exploring cooperation, competition, and
social interdependence. Build visitors skills for thinking about
Climate Change & other Resource issues via Social Psychology,
e.g.: Tragedy of Commons Prisoners Dilemma
Slide 28
Grace Kimble Research Learning at the Natural History Museum;
Past, present and Future(2009) Key conclusion: Perceived risk
dominates current teacher preparations for visits Recommendation:
Increased integration of pre/post activities using technology, to
facilitate teachers integrating learning around museum visits.
Implementation: Use of NHM NaturePlus social media site to create
schools activity groups around fieldwork events e.g. Costa Rica
02.12 Museums dont hold knowledge anymore, google has meant the
situation above is no longer an issue! However, opportunities to be
inspired by developing skills in authentic settings (interpreting
real specimens, taking part in outdoor experiences, observing
living species) are unique to natural history settings. How can
technology be leveraged to focus visitors attentional spotlight on
relevant natural history, in ways that blend onsite and offsite
learning? Bringing Natural History to life Question: (Doctoral
research in progress ) Habitat exploration, natural history
workshops and animal shows are accepted methods for pupils to learn
about habitats and adaptation. How does childrens learning vary in
these settings? Pilot study Focus: habitat exploration and specimen
workshops for pupils age 9, in London Initial Conclusion In both
groups, children increased in skills more than they increased in
knowledge. Habitat explorers reported discovery skills such as how
to find an animal- being patient, being quiet, knowing what it
looks like. Specimen workshop participants described observing, and
increased in knowledge of types of science- the departments of
handling. Attitudes show that there is a spectrum of preferred ways
to learn, from the computer to real exploring. Need to develop
Ecological literacy assessment as a baseline for study Challenges
(opinions from researchers at IOE, Kings College London and
Leicester University) -inspiring next generation of scientists with
a realistic image of science careers -civilised nature/ wilderness?
-What counts as nature. Who does it belong to? -integrating peoples
perspectives Linking science and education practice -what should be
the level of involvement of scientists in education activities?
authentic role models need time to research. -addressing origins of
collection with pupils -positioning natural history collections as
relevant dynamic contexts for learning about science -position of
education for sustainability and education for sustainable
development
Slide 29
Slide 30
Natural History Museum of Utah Randy Irmis, Becky Menlove, and
Madlyn Runburg It may be that whats most challenging for natural
history museums is what we are, in fact, uniquely situated to do:
effectively communicate with diverse audiences our research and
institutional knowledge about global/climate change and
biodiversity loss. While our collections hold historical data from
which it is possible to reconstruct past conditions, analyze
current conditions, and predict and mitigate for more favorable
future conditions, it can be tricky to quickly and smoothly
transfer knowledge about these complex topics and difficult issues.
To remain credible and authentic to our audiences, its essential
that we build trust both inside and outside our institutions.
Scientists and those who interpret science need an open and honest
exchange of information. A clear and precise lexicon of readily
understood terms and their meanings is needed to avoid confounding
the sometimes highly charged dialogue. And strategies for
identifying and engaging with varied audiences are needed in order
to make the processes and outcomes of natural science research
truly accessible. Engaging the broadest possible audiences in the
enterprise of science, through holistic, interdisciplinary
approaches, is what NHMU programs and exhibits are all about. For
example, through NHMU School Programs, every 4th grade classroom in
Utahs 500 public elementary schools receives one of three
programs--Museum on the Move, Junior Science Academy or Youth
Teaching Youth--at least once every three years. Many receive
programs every year. Each of these programs provides specimen rich,
inquiry-based activities that are facilitated by museum educators
on a class- by-class basis. This approach, a departure from
previous iterations more heavily focused on content, evolved to
include inquiry-based methods and has since shifted to a focus on
science processes. As students engage in science they are
encouraged to wonder, to observe, to infer. And as students engage
in these new ways, our methods for reflecting on our practice have
also evolved. Weve recently developed tools for classroom teachers
and museum educators to assess learning in terms of science process
skills. [INSERT OBJECT PHOTO OR CARTOON HERE.] At a recent retreat,
staff members visualizes our mission: to illuminate the natural
world and the place of humans within it.