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Articles 1 - 6 of 6
Full-Text Articles in Education
Postdocs’ Lab Engagement Predicts Trajectories Of Phd Students’ Skill Development, David F. Feldon, Kaylee Litson, Soojeong Jeong, Jennifer M. Blaney, Jina Kang, Candace Miller, Kimberley Griffin, Josipa Roksa
Postdocs’ Lab Engagement Predicts Trajectories Of Phd Students’ Skill Development, David F. Feldon, Kaylee Litson, Soojeong Jeong, Jennifer M. Blaney, Jina Kang, Candace Miller, Kimberley Griffin, Josipa Roksa
Instructional Technology and Learning Sciences Faculty Publications
The doctoral advisor—typically the principal investigator (PI)—is often characterized as a singular or primary mentor who guides students using a cognitive apprenticeship model. Alternatively, the “cascading mentorship” model describes the members of laboratories or research groups receiving mentorship from more senior laboratory members and providing it to more junior members (i.e., PIs mentor postdocs, postdocs mentor senior graduate students, senior students mentor junior students, etc.). Here we show that PIs’ laboratory and mentoring activities do not significantly predict students’ skill development trajectories, but the engagement of postdocs and senior graduate students in laboratory interactions do. We found that the cascading …
Scientific Twitter: The Flow Of Paleontological Communication Across A Topic Network, Richard T. Bex Ii, Lisa Lundgren, Kent J. Crippen
Scientific Twitter: The Flow Of Paleontological Communication Across A Topic Network, Richard T. Bex Ii, Lisa Lundgren, Kent J. Crippen
Instructional Technology and Learning Sciences Faculty Publications
The field of paleontology, which is based principally on observations of the natural world, includes an active community that is engaged across multiple social media platforms, consisting of museums, academic researchers, amateur fossil collectors, paleontological artists, and commercial fossil dealers. As such, it represents an ideal environment for examining the people, interactions, and flow of scientific information. Using interactions involving the four most popular Twitter hashtags for paleontology, this embedded mixed methods study defined the members of this social world and investigated how they influenced and controlled the flow of information, as well as how their expression of scientific practice …
Public Engagement On Climate And Health In Museums And Participatory Dialogues May Foster Behavior Change, Kathryn A. Stofer, Lisa Lundgren, Betty A. Dunckel, Vaughan James, Makenna Lange, Janice Krieger
Public Engagement On Climate And Health In Museums And Participatory Dialogues May Foster Behavior Change, Kathryn A. Stofer, Lisa Lundgren, Betty A. Dunckel, Vaughan James, Makenna Lange, Janice Krieger
Instructional Technology and Learning Sciences Faculty Publications
As scientific knowledge grows and the planet’s human population makes unprecedented changes, decision-making places more and more demands on the everyday democratic participant. Yet efforts to help the public acquire and make use of evidence-based information fall short. We present preliminary comparisons of three participatory design models of public engagement with science designed to encourage community action rather than just raise awareness in participants on local public health issues impacted by climate change. We collected survey data at two in-person community-based participatory dialogues and a museum exhibit and presented but received no surveys from televised versions of the participatory dialogues. …
Expanding The Learning Network: How Teachers Use Pinterest, Stephanie E. Schroeder, Rachelle E. Curcio, Lisa Lundgren
Expanding The Learning Network: How Teachers Use Pinterest, Stephanie E. Schroeder, Rachelle E. Curcio, Lisa Lundgren
Instructional Technology and Learning Sciences Faculty Publications
This exploratory qualitative study of 117 teachers explores how educators engage with Pinterest, an online social networking site, specifically asking: (1) What similarities and differences exist in how elementary-level preservice and elementary-level in-service teachers engage with Pinterest? (2) What similarities and differences exist in how secondary-level in-service teachers and elementary-level in-service teachers engage with Pinterest? Findings indicate teachers at all levels tend to use Pinterest to search for educational resources and adapt resources to suit their classroom needs. Preservice teachers identify a more complex interaction with Pinterest than in-service teachers when determining quality resources. Findings indicate a need for future …
Panel-Based Exhibit Using Participatory Design Elements May Motivate Behavior Change, Lisa Lundgren, Kathryn A. Stofer, Betty A. Dunckel, Janice Krieger, Makenna Lange, Vaughan James
Panel-Based Exhibit Using Participatory Design Elements May Motivate Behavior Change, Lisa Lundgren, Kathryn A. Stofer, Betty A. Dunckel, Janice Krieger, Makenna Lange, Vaughan James
Instructional Technology and Learning Sciences Faculty Publications
Meaningful science engagement beyond one-way outreach is needed to encourage science-based decision making. This pilot study aimed to instigate dialogue and deliberation concerning climate change and public health. Feedback from science café participants was used to design a panel-based museum exhibit that asked visitors to make action plans concerning such issues. Using intercept interviews and visitor comment card data, we found that visitors developed general or highly individualistic action plans to address these issues. Results suggest that employing participatory design methods when developing controversial socio-scientific exhibits can aid engagement. We conclude by recommending participatory strategies for implementing two-way science communication.
Learning And The Practice Of Social Media In Informal Science Education Centers, Lisa Lundgren, Kent J. Crippen
Learning And The Practice Of Social Media In Informal Science Education Centers, Lisa Lundgren, Kent J. Crippen
Instructional Technology and Learning Sciences Faculty Publications
Both social media and informal learning spaces have the potential to foment knowledge-building. This article aims to bridge theory and practice with an analysis of the social media practices across informal science learning centers through the lens of the Contextual Model of Learning. We evaluate strategies through directed content analysis of phone interviews, online surveys, and researcher field notes. Our findings reveal that informal science learning centers create marketing-related social media strategies as opposed to ones which align with contemporary learning in informal settings. Implications for researchers who seek to use social media in an educative manner are discussed.