Engaging students in conversations around science and engineering design can be challenging. Sparking such conversations during field trips at an interactive science center has additional challenges. First, students vary considerably in age from day to day: science center employees might work with first graders one day and sixth graders the next.…

One plausible method for ensuring students are truly understanding science fundamentals beyond being actively and intellectually engaged is to consider how informal learning environments can provide meaningful relevancy by connecting to real-world instances. Transforming traditional science centers into informal learning centers will ensure that…

As coordinator of childhood science education at Brooklyn College, Eleanor Miele found an able partner in the school's assistant principal for instruction in a school where the PTA science committee wanted to improve science teaching at their school. They began by asking themselves how they could jump-start a change in science teaching culture.…

The annual Philbrick Science Showcase is a family event that celebrates students' science learning and highlights an ongoing partnership with the Boston Nature Center, a Massachusetts Audubon Society sanctuary within walking distance of the Philbrick school. At least twice a year, students visit the Nature Center to extend the science curriculum,…

Describes one teacher's experience working at a science center during a leave of absence from teaching. Discusses the Center of Science and Industry (COSI) in Columbus, OH. COSI is a science and technology center where visitors can see and interact with hundreds of exhibits and demonstrations on topics related to science, industry, health, and…

Discusses the merits of science learning centers as a tool for teachers to encourage positive interaction among students of different backgrounds and ability levels. Describes the success of science centers through work with children and preservice teachers. (Author/KHR)

Describes the conversion of a school courtyard to a working outdoor classroom and its use in teaching students about different subjects, including agriculture, barnyard animals, ecology, biology, horticulture, archaeology, and astronomy. (JRH)

Explores programs at the Fort Worth Museum of Science and History. Focuses on the museum's preschool program and the hands-on science facility. (DDR)

Describes the Science Teacher Education at Museums (STEAM) program and focuses on the approach taken at the St. Louis, Hartford, and San Francisco Centers. Includes examples of the types of workshops offered. Provides a listing of museums that have been awarded grants. (ML)

Describes the Pocono Environmental Education Center (PEEC) in Pennsylvania which seeks to develop the knowledge, skills, values and attitudes necessary to improve the relationship of man to nature and man and man. The facility is utilized for elementary student activities, teacher workshops, handicapped programs, and college university groups. (DS)

Described is the Talcott Mountain Science Center for Student Involvement, Inc., near Hartford, Connecticut, and the programs in natural science offered at the facility and by center personnel in local schools. (SL)

Provides a descriptive listing of museums and science exhibits that are essentially participatory and playful in nature for young children. Offerings in the areas of natural history, museums, science and technology centers and specifically children's museums are outlined. Educational benefits are discussed. (ML)

Describes an effort of a library and a school system in which an educational resource science and mathematics enrichment center was created to combat the underrepresentation of minorities in science and technology-related careers. Explains classes at the center, inservice, teacher education, informal use of the center, and additional programs. (RT)