Hostname: page-component-cd9895bd7-gvvz8 Total loading time: 0 Render date: 2024-12-27T01:36:48.250Z Has data issue: false hasContentIssue false
  • English
  • Français

Innovative Evaluation of Two Materials Science Education Enrichment Programs

Published online by Cambridge University Press:  31 January 2011

Daniel Jonathan Steinberg ,
Shannon L. Greco  and
Kimberly Carroll
Daniel Jonathan Steinberg
Affiliation:
[email protected], Princeton University, PRISM, Princeton, New Jersey, United States
Shannon L. Greco
Affiliation:
[email protected], Princeton University, PRISM, Princeton, New Jersey, United States
Kimberly Carroll
Affiliation:
[email protected], Columbia University, Teachers College, New York, New York, United States
Get access

Abstract

The Princeton Center for Complex Materials (PCCM) is an NSF-funded Materials Science and Research Center (MRSEC) at Princeton. PCCM currently has four Interdisciplinary Research Groups (IRGs) and several seed projects. PCCM runs a variety of education outreach programs that include: Research Experience for Undergraduates, Research Experience for Teachers, Materials Camp for Teachers, Middle School Science and Engineering Expo (SEE) for 1200 students, and Princeton University Materials Academy (PUMA), for inner city high school students. In this paper we focus on new evaluation efforts for the PUMA and the Science and Engineering Expo. We will discuss first PUMA the SEE and elaborate on the new evaluation efforts for each program.

Created in 2002 by PCCM, PUMA has an inquiry based materials science curriculum designed to work at the high school level. PUMA's activities are paired with an inquiry based evaluation of scientific ability and attitude change. An evaluation of high school students' ability to formulate scientific questions as a result of their participation in this summer program based was developed based on similar studies of college students questioning ability in inquiry learning environments. Created in 2004 by PCCM and partners in Molecular Biology, SEE is run once per year in the spring. It is a day dedicated to capturing the imaginations of young students through science demonstrations and direct interaction with materials scientists and engineers. 1000 middle school students from local schools come to Princeton University to interact with Princeton scientists and engineers and explore science with the help of demonstrations and hands-on activities. Throughout the day, they explore a wide range research from Princeton that is at the cutting edge of science and engineering to generate excitement about science and engineering. In addition to studying over 5000's student written essays we have constructed a pre and post test for student attitudes administered to over 500 students in 2009 to determine the impact of the SEE on students' attitudes about materials science and STEM fields. This large scale attitude assessment and student written statements help to establish the impact of this one day program.

Keywords

educationgovernment policy and fundingpolymer
Type
Research Article
Information
MRS Online Proceedings Library (OPL) , Volume 1233: Symposium PP – Materials Education , 2009 , 1233-PP07-01
Copyright
Copyright © Materials Research Society 2010

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

1Project 2061 (American Association for the Advancement of Science): Benchmarks for science literacy, New York, Oxford University Press, 1993.Google Scholar
2 KA, Harper, Etkina, E and Lin, Y: Encouraging and Analyzing Student Questions in a Large Physics Course: Meaningful Patterns for Instructors. Journal of Research in Science Teaching 2003; 40:776–791 Google Scholar
3 Marbach-Ad, G, Sokolove, P.G.: Can Undergraduate Biology Students Learn to Ask Higher Level Questions? Journal of Research in Science Teaching 2000; 37:854–870 Google Scholar
4 Hofstein, A, Navon, O., Kipnis, M., Mamlok-Naaman, R.: Developing Students' Ability to Ask More and Better Questions Resulting from Inquiry-Type Chemistry Laboratories. Journal of Research in Science Teaching 2005; 42:791–806 Google Scholar
5 Gautier, C, Solomon, R.: A Preliminary Study of Students' Asking Quantitative Scientific Questions for Inquiry-Based Climate Model Experiments. Journal of Geoscience Education 2005; 53:432–443 Google Scholar
6 Bransford, J, National Research Council (U.S.). Committee on Developments in the Science of Learning. and National Research Council (U.S.). Committee on Learning Research and Educational Practice.: How people learn : brain, mind, experience, and school, Washington, D.C., National Academy Press, 2000.Google Scholar
7 BL, Philip Bell, Shouse, Andrew W., and Feder, Michael A. (ed)^(eds): Book Learning Science in Informal Environments; People, Places, and Pursuits Washington, D.C., THE NATIONAL ACADEMIES PRESS, 2009 Google Scholar
8 Knapp, D: Memorable Experiences of a Science Field Trip. School Science and Mathematics 2000; 100:65–72 Google Scholar
9 BJ, Fraser: Test of Science-Related Attitudes Handbook, Hawthorn, Victoria, Australian Council for Educational Research, 1981.Google Scholar