From Informal Science Education Evidence Wiki

Welcome to the Informal Science Education Evidence Wiki

The Informal Science Education Evidence Wiki exists to support a public discussion of the case for informal science, technology, engineering, and math (STEM) education. The goal is to provide easy to read summaries of evidence that characterize the benefits and outcomes of ISE experiences. Log in or request an account to write your own post, edit an existing post, or add your comments. Use the Community Portal to learn how you may contribute to this wiki.

The ISE Evidence Wiki is Moving

Starting May 13, 2013, the ISE Evidence Wiki will be available as part of beta.informalscience.org

All ISE Evidence Wiki articles have been migrated to a wiki that is integrated with the new website. This wiki will remain available for access during the informalscience.org beta period.

Wiki Content Index Across Sectors Affective experiences are an important part of informal science education Culturally Relevant Experiences in Informal Science Education Institutions ISE experiences help adults make informed decisions about new or changing science ISE plays a role in fostering improved public understanding of current scientific research Insights into Diverse Youths’ Engagement with and Identity Work in Science in an Array of ISE Settings over Time Adult interactions in a science museum Integrating the arts and humanities into STEM learning Interest and motivation are linked to science learning and future career choices Public Engagement The public views ISE organizations as trusted sources for information What kinds of learning happen in ISE experiences Afterschool and Youth programs (e.g., youth development programs, 4-H, Scouting) How young children learn science ISE creates bridges between youths’ everyday lives and the world of science to increase interest in STEM ISE experiences develop girls’ interest in STEM Mentoring in informal settings supports youth identity development Why and how to use an afterschool program to deliver ISE Broadcast Media (e.g., radio, film, television) Affective experiences are an important part of informal science education Best Practices for designing media that improves children’s STEM learning Children learn more across multiple types of media and ISE experiences Educational media benefits children’s STEM learning How do STEM audiences and users change with the type of media technology Impact of Media on Public Perceptions of Wildlife Impacts of science journalism on public understanding of science Popular entertainment, like cinema and television, impacts on public attitudes towards science and in raising awareness of science Scientists and scientific organizations can become involved in the production of cinema and television Cyberlearning and Gaming (e.g., online, games, mobile, distance) Children learn more across multiple types of media and ISE experiences Designing mobile and touch-based games for children’s engagement and learning Game-based learning benefits ISE‎ Making mobile technology useful for informal STEM learning Mobile devices support the social context of learning Opportunities and limits of blogs as a learning environment Using Mobile Devices to Personalize Learning Experiences Supporting the Design of the Learning Environment Through Mobile Devices Exhibitions Exhibits can be designed to increase social interaction during learning experiences Exhibits engage the public in learning experiences Science and scientists can be made engaging to the public through exhibits Public Programs (e.g., forums, science cafes, citizen science programs, theatre, lectures, museum programs for non-school audiences) ISE experiences help adults make informed decisions about new or changing science Citizen science programs advance the public understanding of science and influence public attitudes about scientific issues Gardening programs make STEM accessible to youth School programs (e.g., field trips, school outreach, teacher professional development) How young children learn science ISE creates bridges between youths’ everyday lives and the world of science to increase interest in STEM ISE experiences develop girls’ interest in STEM Field Trips are Valuable Learning Experiences Mentoring in informal settings supports youth identity development Schoolteacher Learning Agenda Influences Student Learning in Museums

This wiki was developed by the Visitor Studies Association as part of the Center for Advancement of Informal Science Education in cooperation with the National Science Foundation (Grant No.
DRL-0638981). Any opinions, findings, and conclusions or recommendations expressed in this material are
 those of the wiki authors and do not necessarily reflect the views of the Visitor Studies Association, the Center for Advancement of Informal Science Education, or the National Science Foundation.