This article explores immersive learning experiences for young learners in a planetarium setting. These experiences open new learning possibilities and ignite children's inquiry and imagination. The authors describe a naturalistic observational study that examines two immersive planetarium programs for young children. Data was collected as…

This research project applied Projective Reflection (PR) as a theoretical and methodological framework to "facilitate" learning as identity exploration. PR was used to iteratively design and implement three versions of "Virtual City Planning," an augmenting virtual learning environment (AVLE) course in a science museum…

In building a program to advance school leadership in science, a mechanism for prioritizing science education at a school was developed for schools and then carried out by school staff. The development process (including focus groups and interviews) and literature review yielded a difference in thought between teachers and administrators about…

The underrepresentation of girls and students of color in STEM fields, particularly in science, is an ongoing issue that is very well documented. There is a limited amount of research that provides insight on experiences of girls, especially girls of color, who have been exposed to authentic science experiences. This article interrogates the…

Science education has undergone extraordinary change in recent years. The Smithsonian Science Education Center has been producing world-class science curriculum for decades that integrates the arts, history, culture, and science of the Smithsonian. In the growing global marketplace, American students need to excel in science, technology,…

Informal science education (ISE) experiences can provide powerful opportunities for people with disabilities to experience and learn about science. When designed to be inclusive, such experiences can lead people with disabilities to feel competent and empowered as science learners, generate excitement and enthusiasm for science, and be equitable…

Describes programs, primarily in science, in Carlisle and Philadelphia, Pennsylvania. (SP)

The Dallas Science Place contains 55 interactive displays on observable phenomena, organized into 7 topic areas: motion, waves, matter, electromagnetism, energy, change, and entropy. Attempts were made to keep the exhibits' forms elemental, so that the underlying physical phenomena could be readily observed and experienced. (JDD)

The chronicle describes programs and offers other information relevant to the education of gifted students. The following are among the articles and features contained in this issue: "Science Museums and Gifted Students" (about the role of science centers in the education of gifted students) by M. Hyman; tips for students on Advanced Placement…

The energy and enthusiasm shown by young students walking through the doors of an interactive science museum is difficult to surpass. Awaiting them is an opportunity to explore, create, discover, and learn about the world. This article presents the interactive science museum project of eight-grade students. Fifth-grade students were the target…

Numerous private and government-run science museums and centers work actively with schools to provide hands-on experience and bolster science curricula. According to a recent Association of Science and Technology Centers report, 88 percent of science museums say they plan their education programs jointly with school personnel, and 57 percent have…

Education is a basic mission of the Nation's 20 "Applied Science" museums, and visiting young people are invited to get into the act. (Editor)

Argues that affective learning is a poorly understood phenomenon and that objective-setting and evaluation for learning in the affective domain are often neglected in educational programs. Addresses the problem this creates for nonformal science-learning centers. Contains 38 references. (DDR)

Focuses on the interactive science center and its history over the last four decades. Traces the original idea to Francis Bacon. Recommends the use of cross-site studies to develop a model of learning in this setting. Contains 141 references. (DDR)

Reports on a study of parent-child interactions in a children's museum demonstrating that parents shape and support children's scientific thinking in everyday, nonobligatory activity. Finds that when children engaged an exhibit with their parents, their exploration of evidence was observed to be longer, broader, and more focused on relevant…