Martin Storksdieck
Dados Biográficos
| ID | 882976 |
|---|---|
| NOME | Martin Storksdieck |
| PRENOMES | Martin |
| SOBRENOME | Storksdieck |
| ASSINATURA | STORKSDIECK M |
| AFILIAÇÕES | Institute for Learning Innovation |
| ORCID | 0000-0003-3967-8583 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 14 |
| TOTAL DE CITAÇÕES | 13 |
| TOTAL COMO AUTOR | 14 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2005 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 2 |
InterPLAY
Play‐based STEM learning at exhibits is a feature of children's museums and science centers; yet little is known about how these exhibits support young children's STEM engagement. This study developed and tested the interPLAY Framework to describe play‐based STEM engagement at exhibits for young children. Building upon previous literature on play‐based STEM learning, a framework was drafted and tested at 11 museums and science centers, with 319 s…
A dynamic framework for making sense of partnerships between universities and informal education providers
Course assessment for skill transfer
Science, technology, engineering, and mathematics (STEM) occupations are projected to grow over two times faster than the total for all occupations in the next decade. This will require reskilling and upskilling those currently in the workforce. In response, many universities are deliberately developing academic programs and individual courses focused on providing relevant skills that can be transferred to the workplace. In turn, developers of su…
Using Design of Location-Based Augmented Reality Experiences to Engage Art-Oriented Girls in Technology and Science
Taking part in creating location-based augmented reality (LBAR) experiences that focus on communication, art and design could serve as an entry point for art-oriented girls and young women towards career pathways in computer science and information communication technology. This conceptual paper presents our theory-based approach and subsequent application, as well as lessons learned informed by team discussions and reflections. We built an LBAR …
Addressing the Ceiling Effect when Assessing STEM Out-Of-School Time Experiences
The aim of this paper is to describe an analytical approach for addressing the ceiling effect, a measurement limitation that affects research and evaluation efforts in informal STEM learning projects. The ceiling effect occurs when a large proportion of subjects begin a study with very high scores on the measured variable(s), such that participation in an educational experience cannot yield significant gains among these learners. This effect is w…
Guerilla Science
Outreach activities at the interface of science and art present a unique opportunity to connect and engage with "latently interested" publics who do not otherwise take part in science activities such as visiting science museums. In this article, the authors present "Guerilla Science" as one model that supports the hypothesis that well-designed science and art (STEAM) programming in informal settings can broaden participation in and facilitate eng…
Science Communication at Scientific Institutions
This chapter presents communication perspectives on two reputable science institutions in the United States, each with historic and modern roles in shaping the enterprise of science, as well as practice in communicating science: the American Association for the Advancement of Science and the National Academies of Sciences, Engineering, and Medicine. The discussion includes an overview of how these institutions synthesize and communicate scientifi…
Building face, construct, and content validity through use of a modified Delphi
Environmental field days offer a distinct opportunity to connect students with science and the environment. The literature on field days, informed by research on field trips, provides a framework for best practices. If there are best practices, however, then presence or lack of the practice should have a discernable impact on the outcomes of the field day and should be measurable and some of them should be observable. The Delphi process was modif…
A Short Review of School Field Trips
Investigating public science interest and understanding
Historically, most of the focus of science education has been on pre-college and college level schooling. Although some of the public's interest and knowledge about science is unquestionably shaped by compulsory schooling, given that the average adult spends only a fraction of their life participating in some kind of formal schooling, we argue that the contribution of school-based science learning to the long-term public understanding of science …
Using Web Surveys in Early Front-End Evaluations with Open Populations
The Astronomical Society of the Pacific (ASP), the Astronomical League (AL), and the Institute for Learning Innovation initiated a web survey of amateur astronomers' educational outreach in early 2002. A web survey was seen as the best viable and cost-effective option to reach the broad and dispersed target group, an open population. Although the unknown sample bias and response rate prevented us from generalizing with confidence, the sheer volum…
Using the contextual model of learning to understand visitor learning from a science center exhibition
Falk and Dierking's Contextual Model of Learning was used as a theoretical construct for investigating learning within a free-choice setting. A review of previous research identified key variables fundamental to free-choice science learning. The study sought to answer two questions: (1) How do specific independent variables individually contribute to learning outcomes when not studied in isolation? and (2) Does the Contextual Model of Learning pr…
Changing minds? Reassessing outcomes in free‐choice environmental education
This paper discusses three case studies – an exhibition on biodiversity, a hotel water conservation program, and a partnership between a nature center and urban public schools – to establish parameters for designing learning experiences that accommodate the varied worldviews and attitudes of learners. Positive outcomes occurred in all three cases, but could best be interpreted if sub‐samples of participants were distinguished based on their readi…
Learning science from museums
This article provides an overview of current understandings of the science learning that occurs as a consequence of visiting a free-choice learning setting like a science museum. The best available evidence indicates that if you want to understand learning at the level of individuals within the real world, learning does functionally differ depending upon the conditions, i. e., the context, under which it occurs. Hence, learning in museums is diff…
Changing minds? Reassessing outcomes in free‐choice environmental education
This paper discusses three case studies – an exhibition on biodiversity, a hotel water conservation program, and a partnership between a nature center and urban public schools – to establish parameters for designing learning experiences that accommodate the varied worldviews and attitudes of learners. Positive outcomes occurred in all three cases, but could best be interpreted if sub‐samples of participants were distinguished based on their readi…
Guerilla Science
Outreach activities at the interface of science and art present a unique opportunity to connect and engage with "latently interested" publics who do not otherwise take part in science activities such as visiting science museums. In this article, the authors present "Guerilla Science" as one model that supports the hypothesis that well-designed science and art (STEAM) programming in informal settings can broaden participation in and facilitate eng…
Building face, construct, and content validity through use of a modified Delphi
Environmental field days offer a distinct opportunity to connect students with science and the environment. The literature on field days, informed by research on field trips, provides a framework for best practices. If there are best practices, however, then presence or lack of the practice should have a discernable impact on the outcomes of the field day and should be measurable and some of them should be observable. The Delphi process was modif…
Learning science from museums
This article provides an overview of current understandings of the science learning that occurs as a consequence of visiting a free-choice learning setting like a science museum. The best available evidence indicates that if you want to understand learning at the level of individuals within the real world, learning does functionally differ depending upon the conditions, i. e., the context, under which it occurs. Hence, learning in museums is diff…
Using the contextual model of learning to understand visitor learning from a science center exhibition
Falk and Dierking's Contextual Model of Learning was used as a theoretical construct for investigating learning within a free-choice setting. A review of previous research identified key variables fundamental to free-choice science learning. The study sought to answer two questions: (1) How do specific independent variables individually contribute to learning outcomes when not studied in isolation? and (2) Does the Contextual Model of Learning pr…
Changing minds? Reassessing outcomes in free‐choice environmental education
This paper discusses three case studies – an exhibition on biodiversity, a hotel water conservation program, and a partnership between a nature center and urban public schools – to establish parameters for designing learning experiences that accommodate the varied worldviews and attitudes of learners. Positive outcomes occurred in all three cases, but could best be interpreted if sub‐samples of participants were distinguished based on their readi…
Learning science from museums
This article provides an overview of current understandings of the science learning that occurs as a consequence of visiting a free-choice learning setting like a science museum. The best available evidence indicates that if you want to understand learning at the level of individuals within the real world, learning does functionally differ depending upon the conditions, i. e., the context, under which it occurs. Hence, learning in museums is diff…
Investigating public science interest and understanding
Historically, most of the focus of science education has been on pre-college and college level schooling. Although some of the public's interest and knowledge about science is unquestionably shaped by compulsory schooling, given that the average adult spends only a fraction of their life participating in some kind of formal schooling, we argue that the contribution of school-based science learning to the long-term public understanding of science …
Using Web Surveys in Early Front-End Evaluations with Open Populations
The Astronomical Society of the Pacific (ASP), the Astronomical League (AL), and the Institute for Learning Innovation initiated a web survey of amateur astronomers' educational outreach in early 2002. A web survey was seen as the best viable and cost-effective option to reach the broad and dispersed target group, an open population. Although the unknown sample bias and response rate prevented us from generalizing with confidence, the sheer volum…
A Short Review of School Field Trips
Building face, construct, and content validity through use of a modified Delphi
Environmental field days offer a distinct opportunity to connect students with science and the environment. The literature on field days, informed by research on field trips, provides a framework for best practices. If there are best practices, however, then presence or lack of the practice should have a discernable impact on the outcomes of the field day and should be measurable and some of them should be observable. The Delphi process was modif…
Science Communication at Scientific Institutions
This chapter presents communication perspectives on two reputable science institutions in the United States, each with historic and modern roles in shaping the enterprise of science, as well as practice in communicating science: the American Association for the Advancement of Science and the National Academies of Sciences, Engineering, and Medicine. The discussion includes an overview of how these institutions synthesize and communicate scientifi…
Using Design of Location-Based Augmented Reality Experiences to Engage Art-Oriented Girls in Technology and Science
Taking part in creating location-based augmented reality (LBAR) experiences that focus on communication, art and design could serve as an entry point for art-oriented girls and young women towards career pathways in computer science and information communication technology. This conceptual paper presents our theory-based approach and subsequent application, as well as lessons learned informed by team discussions and reflections. We built an LBAR …
Addressing the Ceiling Effect when Assessing STEM Out-Of-School Time Experiences
The aim of this paper is to describe an analytical approach for addressing the ceiling effect, a measurement limitation that affects research and evaluation efforts in informal STEM learning projects. The ceiling effect occurs when a large proportion of subjects begin a study with very high scores on the measured variable(s), such that participation in an educational experience cannot yield significant gains among these learners. This effect is w…
Guerilla Science
Outreach activities at the interface of science and art present a unique opportunity to connect and engage with "latently interested" publics who do not otherwise take part in science activities such as visiting science museums. In this article, the authors present "Guerilla Science" as one model that supports the hypothesis that well-designed science and art (STEAM) programming in informal settings can broaden participation in and facilitate eng…
Course assessment for skill transfer
Science, technology, engineering, and mathematics (STEM) occupations are projected to grow over two times faster than the total for all occupations in the next decade. This will require reskilling and upskilling those currently in the workforce. In response, many universities are deliberately developing academic programs and individual courses focused on providing relevant skills that can be transferred to the workplace. In turn, developers of su…
A dynamic framework for making sense of partnerships between universities and informal education providers
InterPLAY
Play‐based STEM learning at exhibits is a feature of children's museums and science centers; yet little is known about how these exhibits support young children's STEM engagement. This study developed and tested the interPLAY Framework to describe play‐based STEM engagement at exhibits for young children. Building upon previous literature on play‐based STEM learning, a framework was drafted and tested at 11 museums and science centers, with 319 s…
Computer Science (10 obras) · Psychology (9 obras) · Political science (7 obras) · Sociology (7 obras) · Pedagogy (5 obras) · Public relations (5 obras) · Social Psychology (5 obras) · Engineering (4 obras) · Museums and Cultural Heritage (4 obras) · Science education (4 obras)