ISEN-ASTC-L is a service of the Association of Science-Technology Centers
Incorporated, a worldwide network of science museums and related institutions.
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Lisa -

You might want to look into the curriculum developed by Lawrence Hall of
Science - FOSS - and that developed by the National Science Resources
Center - STC - for use with these students. Students learn through
inquiry with these curricula, and having been developed by LHS (at least
FOSS), I've always been comfortable using them in our informal setting
because of their informal "roots".

There is evidence of these curricula increasing student test scores
nationwide. Now, they're taught in the context of a classroom, but I
think the same kind of instruction in the kind of program you describe
could be very positive.

The Einstein Project
(http://www.einsteinproject.org/studies/cornerstone/) has published some
interesting results regarding student learning using inquiry-centered
teaching kits in the classroom, as have the Valle Imperial Project
(http://www.carolina.com/stc/publications/evidence/vips.pdf) and the
Delaware Project
(http://www.ed.gov/rschstat/research/progs/mathscience/descriptions/dupo
nt_delaware_elem_sci.doc). We have preliminary results in Alabama, but
they're not published yet. Additionally, the George Washington
University is starting to find some increase in student learning among
special needs students using inquiry-centered curricula.
(http://www.gwu.edu/~scale-up/).

You might also contact Carol Parssinen at the Franklin Institute, as she
is working to provide PD in conjunction with teachers using these same
exemplary materials.

Bill

Bill Watson
Education Director
Gulf Coast Exploreum Science Center
Mobile, AL
(251) 208-6851

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-----Original Message-----
From: Informal Science Education Network
[mailto:[log in to unmask]] On Behalf Of Lisa Jo Rudy
Sent: Wednesday, April 28, 2004 4:10 PM
To: [log in to unmask]
Subject: Clarifying educational research query

ISEN-ASTC-L is a service of the Association of Science-Technology
Centers
Incorporated, a worldwide network of science museums and related
institutions.
************************************************************************
*****

Let me explain why I asked the question about hands-on learning and
standardized tests.  I am working with a group of parents to create an
alternative
educational program for kids with learning difference (eg, kids who
learn best in
a multisensory, inquiry-based setting -- often kids with autism, ADHD,
etc.).

Clearly, these kids learn well doing the kind of learning that is most
often
found in a museum setting.   There are many other advantages: building
gross
and fine motor skills; building teamwork skills; learning in a motivated
manner; exercising multiple intelligences; etc.  And, in fact, a
successful
therapeutic approach for autism, nicknamed "Floortime," uses very much
the same
principles as inquiry-based learning!

A possible down side, however, is that the learning these kids do with
gumdrops and toothpicks might be virtually impossible to translate to
the required
standardized tests.  And even in an alternative setting (even a
homeschool
setting!) these tests ARE required.  Furthermore, many of these kids are
bright
and capable enough to attend college -- but not if they can't do
reasonably well
on the SAT or ACT.

I'm hoping to determine whether there are tested techniques that
actually
help kids to cross the intellectual gap between hands-on learning and
tests/verbalization of learning.  This would help tremendously in
designing a successful
program.

Thanks so very much!

Lisa Rudy

Lisa Jo Rudy, Writer/Consultant
625 Chelten Hills Drive
Elkins Park, PA 19027
www.lisarudy.com
215-635-9735

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