Lifelong Science Research Articles

Elevating community voices through inclusive science communication: a case study of the We are Water program in the Southwestern United States

Science communication plays a pivotal role in cultural engagement and life-long science learning. However, historically marginalized communities remain undervalued in these efforts due to practices that prioritize specific individuals, such as those who are affluent, college-educated, able-bodied, and already scientifically engaged. Science communicators can avoid these practices by acknowledging the intersecting historical and cultural dimensions surrounding science beyond those of the majority culture and practicing inclusive science communication efforts. Here, we define and describe the importance of inclusive science communication and outline how we use an asset-based community engagement framework in a place-based education program's communication practices with rural communities in the Southwestern United States. We describe how we designed our communication spaces, found our voice, and effectively communicate with non-English speaking and bilingual communities. We provide examples from the We are Water program, demonstrating how we utilize inclusive science communication practices to engage more widely with diverse communities and create space for community voices to be heard and shared. We conclude that the use of inclusive science communication strategies and an asset-based community engagement framework has allowed the We are Water program to connect with rural communities while communicating in a way that elevates historically marginalized voices, creates space for communities to share their own experiences through memories and stories, and honors diverse perspectives and ways of knowing.

Dr. Jeffrey A. Nystuen—A PAL to acoustical oceanography

Dr. Jeffrey A. Nystuen was a visionary, innovator, proud student of life-long science learning, and friend. Jeff pioneered the development of the Passive Aquatic Listener (PAL), which was initially the Acoustic Rain Gauge (ARG). The PAL is a low-noise, broadband (100 kHz sampling rate), low-duty cycle, underwater recorder that operates according to an onboard, adaptive sampling protocol. The PAL was one of the first autonomous passive acoustic recorders that could sample for a full year with a frequency range capable of recording dolphin echolocation signals. While originally designed to detect rainfall and estimate the rate of ocean precipitation, the PAL has been used to better understand marine mammal patterns and trends, wind and storms, anthropogenic activity, and sea ice dynamics. The versatility of the PAL has evolved throughout its use from a standalone, archival autonomous recorder to a compact system integrated into Argo floats. PALs have been deployed in the Arctic, Indian, Atlantic, and Pacific Oceans in addition to many regional seas, coastal waters, freshwater lakes, and springs! The vast number of interdisciplinary questions and collaborations centered around the PAL technology highlights Jeff’s creative thinking, which has left a strong legacy in the field of acoustic oceanography.

Reimagining public science education: the role of lifelong free-choice learning

Profound changes are occurring in society, disrupting current systems and institutions; these disruptions also are affecting science education practice and research. Science learning is becoming a lifelong, self-directed process, dominated by out-of-school, free-choice learning experiences. By necessity these disruptions in the science learning narrative necessitate that societies rethink what constitutes public science education in the twenty-first century. Rather than focusing only on schooling and university/post-secondary training, public science education should include meeting the lifelong science learning needs of all people, at all stages of life, wherever a person is, whenever she faces a learning need. In this context, public science education must be learner-centered and equitable, serving the real lifelong needs, realities and motivations of all people, not just those of children and youth or the most privileged. Such a comprehensive approach to public science education does not currently exist. The key to enacting such a comprehensive approach requires thinking outside of the current educational box, moving beyond Industrial-Age top-down, one-size-fits-all command and control approaches that center on schooling and higher education. A reimagined approach to public science education would embrace more distributed, synergistic, personalized, just-in-time approaches that emphasize and reward lifelong learning, including learning beyond school. This article discusses the scope and scale of free-choice public science learning across a range of informal contexts – museums, zoos and aquariums; broadcast media such as television and radio; hobby groups; electronic media such as social networks, educational games, podcasts and the Internet. In addition, the paper considers the challenges faced by both practitioners and researchers attempting to promote and reform science education in more systemic and comprehensive ways. As the what, where, when, how and with whom of science learning continues to evolve, new educational practices and research approaches will be required; approaches that place the individual and her lifelong, free-choice learning at the center, rather than the periphery of the public’s lifelong science education.

Project 80: A system that produces students who use need finding, targeted marketing strategies, and primary literature to address scientific misunderstandings that fuel hate and social ill

Misunderstandings in genetics and human behavior fuel some of society's most destructive attitudes such as racism and homophobia. These misunderstandings are often prevalent in students. However, current mediums often fail to reach youth populations. Here we describe a system that educates a given target audience about contemporary scientific topics, increasing the number of people who use scientific data to inform their everyday decisions. The group uses marketing, social media, websites, podcasts, and any medium necessary to instill change in 80% of that target population. Named Project 80, this system also produces lifelong science learners. It allows students to identify the problems most relevant to their lives and allows students to immediately see the impact of education.As a proof of concept, Project 80 produced three podcasts, commercials, a website, graphic design, and paper media that address broad topics in a target population: marijuana use, video games, and anxiety disorders in teens. Data indicates that Project 80 generates more student engagement than almost all other extra‐curricular science projects. In addition to this level of engagement, our data shows that the Project 80 infrastructure can be run with minimal faculty involvement and a low budget, making it a preferred method of student engagement and scientific analysis.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Challenge of “Lifelong Science”: Toward happy lives in super-aged society

Challenge of “Lifelong Science”: Toward happy lives in super-aged society

Science Self-Efficacy and Lifelong Learning: Emerging Adults in Science Museums

Recent research suggests that emerging adulthood—the stage between adolescence and maturity marked by a lengthy process of identity development—constitutes a window of opportunity for museums to influence adults' lifelong science learning trajectories. The current study sought to explore the impact of a single museum visit on emerging adults' science self-efficacy, beliefs about their own abilities to learn or do science. A repeated measures design assessed the science self-efficacy of 244 emerging adults before, immediately after, and three months after a science museum visit. Results from surveys and interviews indicate that self-efficacy increased after the visit, but only females maintained their elevated self-efficacy three months after the visit. Increases were associated with the visit and with self-reports citing mastery at exhibits, vicariously watching others at exhibits, and positive emotional experiences within the museum. The article discusses the study's limitations as well as implications for research and museum practice.

Characteristics of lifelong science learners: an investigation of STEM hobbyists

ABSTRACTSTEM hobbies are free-choice activities through which participating individuals may develop sophisticated STEM knowledge and expertise. To date, research into STEM hobbies and hobbyists has examined hobby groups by subject area. Missing from this body of work is research that examines the development and participation in different types of hobbies by age, ethnicity, and gender of participants. This research, part of a larger series of investigations of American adult STEM hobbyists, aims to fill that gap. Surveys were completed by 2,838 respondents from ten different STEM hobbies (astronomy, beekeeping, birding, electronics/robotics, environmental monitoring, falconry, gardening/horticulture, home brewing, model building, rock/fossil collecting). Results showed that there is great variation between STEM hobby groups across multiple variables and divergent descriptive profiles emerged for each group. Results also showed that, in several groups, more than half of the adult hobbyists reported first participating in their hobby during their youth. This study illustrates how crucial childhood experiences are to encouraging lifelong explorations in STEM and provides information about the types of experiences hobbyists reported as being influential to their hobby-related learning and development. This information may be used by educators and organizations to design programs to support current and future hobbyists.

Progress of “Lifelong Science”: for new concepts of human development and life

Progress of “Lifelong Science”: for new concepts of human development and life

Factors contributing to lifelong science learning: Amateur astronomers and birders

AbstractThis research examined lifelong science learning reported by amateur astronomers and birders. One hundred seven adults who reported engaging in an informal (out‐of‐school) science interest were interviewed as part of an ongoing series of studies of lifelong science learners. The goal of the study was to gain insight into how and why amateur astronomers and birders pursue their hobby, how their hobby developed, and what influenced that development. Educators may use this information to design programs that support informal science learning over the lifespan. Informed by self‐determination theory, the characteristics, initial experiences, and interests, influences on continued development of science interests, sources of education, and benefits of engaging in a science hobby were explored. Results showed that most of the participants’ lifelong science interests began in childhood and were influenced by events, resources, and family members. Members of both hobby groups reported that, as a result of their informal science interests, they were more knowledgeable about science, more knowledgeable about how science is done, possessed better observation skills, possessed more environmental awareness, and had opportunities to socialize and network with others with similar interests. The intersection of motivation and social capital derived from hobby engagement and lifelong science learning is discussed. © 2016 Wiley Periodicals, Inc. J Res Sci Teach 54: 412–433, 2017

Lifelong Learning and Science Media Education: Opportunities for Libraries?

The article focuses on higher education framework related to science media education which includes information on science, technology, engineering, and mathematics (STEM) libraries and literacy competency standards of Association of College & Research Libraries.

과학적 소양에 대한 세 가지 논의 -통합적 이해, 교육과정에의 정착, 시민교육을 중심으로-

많은 과학교육학자들이 주요 과학학습목표로 관심을 가져온 과학적 소양(SL: Scientific Literacy)에 대해서는 아직도 많은 논쟁거리가 있다. 본 논문에서는 그러한 다양한 논쟁들 중에서 3가지에 초점을 맞추어 논의하였다. 첫째, SL의 구성요소와 유형에 대한 관점이 다양하다는 점, 둘째, SL 중심의 교육과정과 과학개념체계 중심의 교육과정간의 조화가 어렵다는 점, 셋째, 학교에서 과학학습을 받은 성인의 SL이 특별히 높지 않다는 점. 이에 대해 본 논문에서는 3가지 제안을 제시하였다. 첫째, 3차원틀로 구성된 SL모형을 제안하고, 활용 사례를 제시하였다. 둘째, 초등 및 중학교 과정에서는 SL중심의 교육과정으로 구성하고, 고등학교에서는 미래 직업을 위한 준비과정으로서 과학개념체계 중심의 교육과정을 구성하는 방식으로 이원화된 교육과정을 운영한다. 셋째, 성인들의 SL을 위해서는 학교 안 교육뿐 아니라, 평생교육으로 연계될 필요가 있다. 결론에서는 SL에 대한 3가지 논의와 제안에 대해서 추가적으로 고려할 점들을 기술하였다. There have been many discussions about scientific literacy (SL), which caused many science educators concern for many years. This paper focuses on three aspects about SL. First, there are various opinions, and components or types of SL. Second, it has been pointed out that the reconciliation between curriculum focusing on SL and curriculum focusing on scientific knowledge system is difficult. Third, the level of SL of citizens who learned science in schools is not so high. Related to these aspects, this paper suggests three recommendations. First, the paper suggests three dimensional model of SL and some examples of its application. Second, elementary and middle school focus on SL in their science curriculum and high school focuses on scientific knowledge system in the curriculum for preparing for future jobs. Third, we need to give efforts to lifelong science eduction for citizens' SL as well as school teachings for SL. In the conclusion section, it is described what aspects should be additionally considered for the discussions and recommendations about three aspects of SL.

Creating “Lifelong Science”: Multidisciplinary approaches from birth to death

Creating “Lifelong Science”: Multidisciplinary approaches from birth to death

Learning to Read, Reading to Learn

![Figure][1] CREDIT: ALEXEY CHUVARKOV/GETTY IMAGES How often have you had your eyes pass over a text, only to realize some time later that you absorbed nothing of it? Or spent an hour listening at a seminar, only to walk away unclear about what the most important advance was? Is this entirely your fault, or is the design of the text or the seminar partly to blame? In this special issue, we have collected a variety of articles that focus on literacy in science. The term represents two angles of the problem: knowing what science has discovered and being able to communicate in the language of science. And the value is twofold, as well: Good literacy skills make it easier to learn science, but science topics can also be used to teach literacy skills that will translate well to other subjects. As Snow points out (p. [450][2]), the language used in science is different from the language used in everyday conversation. The focus on details, the exclusion of ambiguous interpretations, and the complexity of the vocabulary all present the reader with challenges different from those found in fictional texts. But as van den Broek discusses (p. [453][3]), strategies taken by the writer or speaker can help the novice through the language barrier. Webb (p. [448][4]) discusses the kinds of supports that are helpful when the language of school is not the native language of the students. Krajcik and Sutherland (p. [456][5]) analyze how scientific texts are best used in a classroom setting and how to design curricula that support life-long science literacy skills. Taking the view that not all literacy is about writing, Osborne (p. [463][6]) discusses how argumentation skills are critical for understanding why some ideas are wrong and others right. Pearson and colleagues (p. [459][7]) describe the integration of literacy and science training through professional development for teachers, innovative curricula, and enhanced classroom materials. And research reported by Taylor et al. (p. [512][8]) analyzes how both genetics and the teachers available affect a child's literacy skills. In the Education Forum, Schleicher (p. [433][9]) discusses how literacy skills required for participation in increasingly sophisticated societies have evolved and how meaningful international assessments can be conducted. In the 20 and 27 April issues, Science Signaling presents a set of Teaching Resources by Thatcher, each of which is a pair of short animations of a canonical signaling pathway; student-authored Journal Clubs cover topics ranging from signaling in cells of the immune system to signaling in plants. Science is about generating and interpreting data. But it is also about communicating facts, ideas, and hypotheses. Scientists write, speak, debate, visualize, listen, and read about their specialties daily. For students unfamiliar with the language or style of science, the deceptively simple act of communication can be a barrier to understanding or becoming involved with the science. [1]: pending:yes [2]: /lookup/doi/10.1126/science.1182597 [3]: /lookup/volpage/328/453?iss=5977 [4]: /lookup/doi/10.1126/science.1182596 [5]: /lookup/volpage/328/456?iss=5977 [6]: /lookup/doi/10.1126/science.1183944 [7]: /lookup/volpage/328/459?iss=5977 [8]: /lookup/volpage/328/512?iss=5977 [9]: /lookup/volpage/328/433?iss=5977

Designing Standards for Lifelong Science Learning

Journal of Engineering EducationVolume 99, Issue 2 p. 103-105 Designing Standards for Lifelong Science Learning Marcia C. Linn, Marcia C. Linn University of California, BerkeleySearch for more papers by this author Marcia C. Linn, Marcia C. Linn University of California, BerkeleySearch for more papers by this author First published: 02 January 2013 https://doi.org/10.1002/j.2168-9830.2010.tb01047.xCitations: 5AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL No abstract is available for this article.Citing Literature Volume99, Issue2April 2010Pages 103-105 RelatedInformation

The Contribution of Trade Books to Early Science Literacy: In and Out of School

Lifelong science literacy begins with attitudes and interests established early in childhood. The use of trade books (i.e., a literary work intended for sale to the general public) in North American school classrooms to support the development of science literacy invites an examination of the quality of science content disseminated to students. A total of 116 trade books were examined to: (a) determine the degree to which science trade books complement expected science knowledge outcomes outlined in school curricula, and (b) compare trade book content to the goals of scientific literacy. Analysis across four science topics, Dinosaurs, Space, Inheritance, and Growth and Life Properties, revealed that this body of children’s literature is inconsistent in its coverage of curricular goals and elements of scientific literacy. Because trade books represent children’s first exposure to science, these shortcomings should be addressed if these books are to be maximally effective in promoting science literacy. Implications for using trade books in the classroom are discussed.

Nestedness of beliefs: Examining a prospective elementary teacher's belief system about science teaching and learning

AbstractThis study, conducted from a constructivist perspective, examined the belief system of a prospective elementary teacher (Barbara) about science teaching and learning as she developed professional knowledge within the context of reflective science teacher education. From an analysis of interviews, observation, and written documents, I constructed a profile of Barbara's beliefs that consisted of three foundational and three dualistic beliefs. Her foundational beliefs concerned (a) the value of science and science teaching, (b) the nature of scientific concepts and goals of science instruction, and (c) control in the science classroom. Barbara held dualistic beliefs about (a) how children learn science, (b) the science students' role, and (c) the science teacher's role. Her dualistic beliefs formed two contradictory nests of beliefs. One nest, grounded in lifelong science learner experiences, reflected a didactic teaching orientation and predominantly guided her practice. The second nest, not well grounded in experience, embraced a hands‐on approach and predominantly guided her vision of practice. The findings accentuate the complexity and nestedness of teachers' belief systems and underscore the significance of identifying prospective teachers' beliefs, espoused and enacted, for designing teacher preparation programs. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 835–868, 2003

Designing the Knowledge Integration Environment

The Knowledge Integration Environment (KIE) activities were designed to promote lifelong science learning. This paper describes the partnership process that guided the design as well as the Scaffolded Knowledge Integration framework that gave the partnership a head start on creating effective materials. KIE activities take advantage of internet materials to engage students in debate of science questions like 'how far does light go?', to make scientifically oriented design decisions, and to critique science claims in the popular press. Other papers in this collection describe the design studies carried out to improve KIE activities. These studies have implications for improving the Scaffolded Knowledge Integration framework and can inform future designers of science instruction.

Meeting the needs of lifelong learners: recognizing aconative dimension in physics education

Recent curriculum reforms emphasize the importance ofthe public understanding of science and lifelong learning. Thisarticle develops from the assumption that school science shouldact as a preparation for lifelong science learning. The articledocuments a study of the public learning of physics. Morespecifically, it explores factors that influence how the publiclearns about a potential health hazard - radon gas. The articleconcludes by suggesting that meeting the needs of citizensrequires more than a minor adjustment of curriculum content - italso requires the recognition of an important conative dimensionin physics education.

Practical work in science education: Recent research studies

Introduction J. Leach, A. Paulsen. Section 1: Aims and rationales for practical work. Introduction A. Paulsen. Practical work in School Science - some questions to be answered E.W. Jenkins. 'Mapping' the domain - varieties of practical work R.H. Millar, et al. Envisionment in Practical Work. Helping pupils to imagine concepts while carrying out experiments J. Solomon. TIMSS Performance Assessment - a cross national comparison of practical work P.M. Kind. Touched by a disgusting fish. Dissecting squid in biology lessons in a comprehensive school P. Szybek. Section 2: Practical work and learning about science. Introduction J. Leach. A marriage of inconvenience? School science practical work and the nature of science G.M. Ntombela. Learning science in the laboratory. The importance of epistemological understanding J. Leach. The interaction between teaching styles and pupil autonomy in practical science investigations - a case study R. Watson, et al. Is authentic appropriate? The use of work contexts in science practical activity. S. Molyneux-Hodgson, et al. Section 3: Practical work and teaching scientific concepts. Introduction J. Leach. Labwork activity and learning physics - an approach based on modelling A. Tiberghien. Modelling Student's cognitive activity during resolution of problems based on experimental facts in chemical education J.-F. Le Marechal. A challenge for lifelong science understanding. The role of 'lab work' in primary school science M. Gagliardi, et al. Longitudinal study on lab work and 10-12-year-olds' development of the concepts of transformation of matter O. Ekilsson. Section 4: Practical work outside the laboratory. Introduction A. Paulsen. The theoretical and practical aspects of actively involved enquiry learning in a controlled environment (the Educational Greenhouse). A case study based analysis M. Dvir, D. Chen. Changing teachers' practise. Practical work in environmental education P. van Marion. Section 5: Models of student cognition in practical work: Perspectives from one research programme. Introduction A. Paulsen. The influence of students' individual experiences of physics learning environments on cognitive processes C. von Aufschnaiter, et al. The influence of learning environments on cognitive processes A. Schoster, S. von Aufschnaiter. How to interact with students? The role of teachers in a learning situation M. Welzel, et al. Contact details for first authors of chapters in this book

Creating Lifelong Science Learners: What Models Form a Firm Foundation?

Recently published standards for science, mathematics, history, and other fields challenge educators to design instruction that sets in motion a lifelong habit of learning. Creating lifelong learners requires the redesign of instruction to ensure that students have a generative understanding and an inclination to progressively refine their ideas. We discuss research on middle-school science learning and instruction that suggests how generative models of scientific phenomena can be developed, and we offer a framework for curriculum reform.