ORCID Profile
0000-0002-8954-9758
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Publisher: Center for Open Science
Date: 10-08-2021
Abstract: Due to the COVID19 pandemic, many formal and informal educational institutions, such as schools and museums, have closed or else been forced to alter their pedagogical techniques. To keep students actively engaged in specific topics, museums are incorporating virtual field trips (VFTs) for schools to utilize. The goal of this review is to determine what impact VFTs have on school-aged audiences, to recognize the factors that contribute to successful VFTs, and to evaluate evidence that VFTs can assist all communities and schools that do not have access to informal education. This protocol describes the justification and the process researchers will use to develop a systematic review of VFTs.
Publisher: Center for Open Science
Date: 10-05-2019
Abstract: Museums are located at the intersection of awe and learning: When guests arrive, they are expecting to be amazed, inspired, and educated. This is particularly true in science museums, and researchers have pointed to awe as an epistemic emotion that can promote science learning. We present two studies of awe in a science museum. The first study (n = 293) examined how awe—conceptualized as a multifaceted construct associated with positive feelings of liberation/connection, negative feelings of oppression/isolation, chills, and diminished-self perceptions—differed across museum locations and in relation to prior knowledge. The second study (n = 708) expanded the investigation to also examine the relationship between awe and critical thinking. Across both studies, we found that, relative to baseline spaces, vast, beautiful spaces elicited positive awe-related emotions (amazement, curiosity) and stronger awe correlates (chills, diminished-self perceptions) vast, threatening spaces also elicited stronger amazement, chills, and diminished-self perceptions—but also stronger oppression/isolation. In both studies, pre-visit knowledge was associated with awe experiences during the visit. In Study 2, we also found evidence for relationships between awe and skepticism and aesthetic thought, two aspects of critical thinking: Positive aspects of awe (liberation/connection, curiosity) were associated with more skepticism, and negative aspects of awe (oppression/isolation, disorientation) with less skepticism. In terms of aesthetic thinking, diminished-self perceptions were associated being able describe observed roles and actions, and chills were associated with being able to describe personal opinions. These results support the assertion that awe can be used to encourage engagement and learning in informal science settings.
Publisher: Center for Open Science
Date: 09-01-2020
Abstract: We introduce the Situational Awe Scale (SAS), a self-report measure to assess the momentary, phenomenological experience of awe. An exploratory factor analysis in Study 1 suggested a four-factor structure (connection, oppression, chills, and diminished self), and provided initial evidence of the measure’s convergent and criterion validity. Study 2 provided evidence for the structural validity of the SAS by confirming the factor structure uncovered in Study 1, and replicated the convergent and criterion validity evidence. Study 3 established that the SAS truly assesses situational awe by demonstrating that SAS scores varied in response to situations that elicit more versus less awe. Finally, Study 4 extended the evidence for the convergent and criterion validity of the SAS to a field setting (Museum of Science and Industry, Chicago). Across four studies, we constructed and validated the SAS, laying the groundwork for fruitful future investigation into the determinants and outcomes of awe.
Publisher: Informa UK Limited
Date: 26-04-2021
Publisher: Informa UK Limited
Date: 09-04-2018
Publisher: Informa UK Limited
Date: 03-04-2021
Publisher: Springer Science and Business Media LLC
Date: 05-09-2016
Publisher: Center for Open Science
Date: 25-03-2023
Abstract: This is a report of a National Science Foundation-supported conference about integrating equity into whole school STEM reform. originally planned as an in-person conference in summer of 2020, it was moved to a virtual conference held in the spring of 2022. Researchers, policy-makers, and practitioners shared their visions of equity in STEM over the course of four days spread out over six weeks. The presentations and synthesis shared here set the stage for future empirical studies of equity in STEM education and whole-school reform. Findings from these presentations are primarily informal, as per our goal of providing concrete, practical findings for a broad audience of leaders, teachers, school staff and community partners, parents, and researchers.
Publisher: Center for Open Science
Date: 16-02-2023
Abstract: The Equity Lens Map (ELM) is a survey tool used by Beloved Community as an in idual assessment that identifies where team members are on their journey to leading equity in their organization. The ELM is not an employee climate survey. It is not about organizational needs or attitudes towards the organization (though its data can have implications for both). It is aimed at the person-level and designed to help organizations build effective, differentiated talent practices for team members at every level of the organization to advance ersity, equity and inclusion. This white paper reports on the psychometric development and validation of the survey. The goal is to describe the frameworks used to develop the tool, its history of development and statistically evaluate how well the tool does its job. Items were tested with 1,075 employees of 30 non-profit organizations (most in the education sector). The final ELA has 51 items and 5 factors. This paper was accepted through peer-review for presentation at the American Education Research Association (AERA) 2023 conference.
Publisher: Center for Open Science
Date: 10-01-2020
Abstract: Informal learning environments provide the opportunity to study guests’ experiences as they engage with exhibits specifically designed to invoke the emotional experience of awe. The current paper presents insight gained by using both traditional survey measures and innovative mobile eye-tracking technology to examine guests’ experiences of awe in a science museum. We present results for guests’ visual attention in two exhibit spaces, one chosen for its potential to evoke positive awe and one for negative awe, and examine associations between visual attention and survey responses with regard to different facets of awe. In this exploratory study, we find relationships between how guests attend to features within an exhibit space (e.g., signage) and their feelings of awe. We discuss implications of using both methods concurrently to shed new light on exhibit design, and more generally for working in transdisciplinary multimethod teams to move scientific knowledge and application forward.
Publisher: Center for Open Science
Date: 07-01-2023
Abstract: This white paper describes outcomes from a conference about using non-science art in science education. Art and science are often combined for entertainment, education (STEAM) and inspirational value. However, in almost all cases the art is science-themed (scientific visualizations, science-inspired art, art about scientific topics, etc.). This conference asks the question “what about art for arts-sake?”. That is, what is the impact of non-scientific art in science education? Can non-science themed art be used to broaden perspectives about science? Can it cue people to think about science more and differently? The conference, held at the Museum of Science and Industry in Chicago with support from the National Science Foundation, assembled artists, art educators, education researchers and scientists to discuss the potential of these topics and ways to study them.
Publisher: Center for Open Science
Date: 06-04-2023
Abstract: This series of research briefs is a look at how a STEM-focused museum youth development program prepared youth for college, through their own voices. Aimed at both practitioners and research-practitioners, the intent is to share what youth identified as being impactful to them about the Museum’s youth developmentprogram. It includes both successes and challenges youth faced as they adapted to their post-high school academic career.
Publisher: Informa UK Limited
Date: 24-01-2019
Publisher: Wiley
Date: 13-12-2021
DOI: 10.1111/CURA.12454
Abstract: Better understanding guests’ sense of belonging can explain why some feel quite at home in museums while others would never consider visiting. To do so, we start by developing a model of belonging uniquely suited for museums and cultural institutions. Based on literature and expert interviews, it includes three elements of belonging: Inclusion, Place Belongingness and Context of the visit. This study presents an easy‐to‐use survey instrument designed to measure all aspects of the model. It adapts two previously published scales while introducing the Cultural Context Belonging Scale, newly developed for these settings. We tested it with 333 guests leaving a science museum and present results of a confirmatory factor analysis and criterion validation. The former showed the new scale consisted of two factors based on concepts of community and agency. Overall, community belongingness showed the most significant difference among guests’ reported sense of overall belonging at the museum. Black or African American, Latinx and Asian guests thought of community more often related to their race and ethnic identity. In contrast, White guests thought of community in terms of a place or location.
Publisher: Center for Open Science
Date: 10-05-2019
Abstract: Museums are located at the intersection of awe and learning: When guests arrive, they are expecting to be amazed, inspired, and educated. This is particularly true in science museums, and researchers have pointed to awe as an epistemic emotion that can promote science learning. We present two studies of awe in a science museum. The first study (n = 293) examined how awe—conceptualized as a multifaceted construct associated with positive feelings of liberation/connection, negative feelings of oppression/isolation, chills, and diminished-self perceptions—differed across museum locations and in relation to prior knowledge. The second study (n = 708) expanded the investigation to also examine the relationship between awe and critical thinking. Across both studies, we found that, relative to baseline spaces, vast, beautiful spaces elicited positive awe-related emotions (amazement, curiosity) and stronger awe correlates (chills, diminished-self perceptions) vast, threatening spaces also elicited stronger amazement, chills, and diminished-self perceptions—but also stronger oppression/isolation. In both studies, pre-visit knowledge was associated with awe experiences during the visit. In Study 2, we also found evidence for relationships between awe and skepticism and aesthetic thought, two aspects of critical thinking: Positive aspects of awe (liberation/connection, curiosity) were associated with more skepticism, and negative aspects of awe (oppression/isolation, disorientation) with less skepticism. In terms of aesthetic thinking, diminished-self perceptions were associated being able describe observed roles and actions, and chills were associated with being able to describe personal opinions. These results support the assertion that awe can be used to encourage engagement and learning in informal science settings.
Publisher: Public Library of Science (PLoS)
Date: 30-09-2020
Publisher: Informa UK Limited
Date: 02-01-2022
Publisher: Informa UK Limited
Date: 02-01-2021
Location: United States of America
Start Date: 2015
End Date: 2019
Funder: National Science Foundation
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