2019 Poster: How can evaluation both support science identity formation and assess change in science identity over time?

February 11th, 2019 | RESEARCH

The Museum of Science, Boston and Boston University received funding from the National Science Foundation to develop and implement a pilot program mentoring high school students in science research, communication, and education practices, through the lens of experimental psychology research. The project's evaluation focused on understanding how program elements contributed to changes in teens' science identities. This poster establishes the programmatic model, and unpacks the range of approaches employed in triangulating meaningful evaluation data.

This poster was presented at the 2019 NSF AISL awardee meeting.

Document

2019-AISL-PI-Meeting-Poster-How-can-evaluation-both-support-science-identity-formation-and-assess-change-in-science-identity-over-time_-2.pdf

Team Members

Rachel Fyler, Project Staff, Museum of Science, Boston
Katie Todd, Evaluator, Children's Museum of Pittsburgh
Becki Kipling, Principal Investigator, Museum of Science, Boston

Citation

Identifier Type: doi
Identifier: n/a

Funders

Funding Source: NSF
Funding Program: Division of Research on Learning
Award Number: 1811276
Funding Amount: $299,999.00

Related URLs

Developing A Program Model for High School Science Research, Communication and Education Experiences in Living Laboratory

Tags

Audience: Evaluators | Museum | ISE Professionals | Youth | Teen (up to 17)
Discipline: Education and learning science | Social science and psychology
Resource Type: Conference Proceedings
Environment Type: Higher Education Programs | Museum and Science Center Programs | Professional Development and Workshops