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The impact of educators in informal science learning sites (ISLS) remains understudied from the perspective of youth visitors. Less is known about whether engagement with educators differs based on the age and gender of both visitor and educator. Here, visitors (5–17 years old) to six ISLS in the United States and United Kingdom (n¼488, female n¼244) were surveyed following an interaction with either a youth (14–18 -years old) or adult educator (19þ years old). For participants who reported lower interest in the exhibit, more educator engagement was related to greater self-reported learning. Younger children and adolescents reported more engagement with an adult educator, whereas engagement in middle childhood did not differ based on educator age. Participants in middle childhood showed a trend toward answering more conceptual knowledge questions correctly following an interaction with a youth educator. Together, these findings emphasize the promise of tailoring educator experiences to visitor demographics.
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Expanding Informal Maker-Based Learning Programs for Urban Youth
This Research Full Paper contributes to research on creating maker-based learning experiences for youth in diverse informal learning settings. A key research question in this space is how to efficiently and effectively setup maker learning spaces and train educators to deliver high-quality maker curriculum in diverse sites. To study this question, we developed and deployed a multi-phase maker educator training program that included makerspace setup, educator training, and youth program deployment. We deployed three models of the program at three participating sites over roughly nine months. We analyzed data from educator pre- and post- interviews and found that the programs generated considerable interest in the youth and resulted in positive shifts in career aspirations and social and technical skills. Participants emphasized the importance of creating hybrid online and offline resources and training materials. Our participants also identified logistical challenges related to recruiting educators and youth attendance. Finally, participants described possibilities for content localization and the inclusion of participatory approaches to keep youth and educators engaged.
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- Award ID(s):
- 1723610
- PAR ID:
- 10202305
- Date Published:
- Journal Name:
- Proceedings Frontiers in Education Conference
- ISSN:
- 0190-5848
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Accepted Manuscript1.0
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- The DOI is not currently available.
