CORVALLIS, Ore. – OSU is an international leader in the study of how people of all ages learn science, technology, engineering and mathematics (STEM) both in and out of school. In recognition of the collective expertise of its faculty OSU established the Center for Research on Lifelong STEM Learning in 2012 with a mission to enhance understanding of how individuals with diverse life circumstances and identities become lifelong STEM learners, practitioners and researchers.
This June Dr. Martin Storksdieck begins his tenure as Director of this unique research center, with the charge to grow it into an internationally distinguished hub of learning research to better prepare us to meet the 21st century challenges that will require a STEM ready workforce and citizenry. Like 16 other OSU Research Centers, the Center for Research on Lifelong STEM Learning is under the direct supervision of the Vice President of Research.
Storksdieck joins OSU after serving as Director of the Board on Science Education at the National Academy of Sciences in Washington D.C. There he was responsible for several national efforts to improve K-12 science education, including the first step in the development of the Next Generation Science Standards, oversaw the Academies’ efforts to improve the quality of undergraduate science and engineering education, directed the Academies’ Climate Change Education Roundtable, and worked on science assessment in and out of school. Storksdieck’s research background focused on voluntary, or “free choice” learning, and how learning is connected to behaviors, identities and beliefs. He has also explored the intersection of school and out-of-school teaching and learning.
Storksdieck comes to OSU prepared with an abundant research agenda stemming from the recommendations of the many Board on Science Education reports he oversaw. When asked about his new role Storksdieck said “I am delighted to join OSU and honored to be given the opportunity to shape the Center’s focus. In my new role I will help fill the national research gaps and provide answers where those reports recommended more research.”
The OSU Center is unique among STEM center counterparts in its focus on research and commitment to understanding learning across all settings (in and out of school) and across the lifespan. According to founding Center Director, John Falk, “We are fortunate to have someone of the caliber of Dr. Martin Storksdieck taking over the helm the Center. We are poised to make a profound impact on our understanding of how STEM learning can be advanced to meet the challenges we face as a nation and Martin brings the right combination of experience, vision and skills to move us towards achieving that potential.”
Three visiting scholars from South Korea will be spending the next year at Oregon State University. They will be putting on two workshops (April and October) about science education in Korea. Here are bios and backgrounds on the three scholars below:
Hyo-Suk Ryu, Post-Doctoral Fellow with the College of Education at Ewha Womans University in Korea
My works have been mainly focused on developing programs and circumstances for secondary students in the formal and informal learning contexts. My dissertation is about the effects of science outreach program based on high school students’ experiences in university laboratory. I also collaborated on the project (called WCU) which is about developing materials and training in-service teachers in order to enhance scientific literacy for the young global citizens at Global Institute for STS education in Korea. My interests also include to boost the awareness and support of the public by expanding the bases of science community and public understanding on science.
Ewha Womans University (Ph.D. in science education) 2007-2011
Ewha Womans University (M.Edu. in physics education) 1998-2002
Ewha Womans University (B.S. in science education) 1993-1997
Young-Shin Park, Assistant Professor at the Dept. of Earth Science Education and Director of the Science Culture Education Center at Chosun University, South Korea
My research interest covers two different tracks; informal science learning as well as formal one. One is about science teaching in formal setting covering teachers’ beliefs and knowledge through induction program as well as teacher preparation program in the context of scientific inquiry and argumentation. I also developed Korea Teacher Observational Protocols (K_TOP) to improve teachers’ teaching strategies on the basis of their teaching practices. The other research interest is about educators’ interacting with visitors in informal setting of science learning, such as how to train science docents to be expertise in their interacting with visitors and how to implement science communication into supplemental educational program and how to analyze science communication embedded in science exhibition. I developed the manual ‘guide for science docent expertise’ in Korean (2012) and the book of ‘introduction to being science educator in science center’ by running professional development program for prospective science educator (2013).
Oregon State University (Ph.D. in science education) 1998-2005
Oregon State University (M.S. in science education) 1996-1997
Seoul National University (B.S. in earth science education) 1987-1991
Jonghee Kim, Associate Professor with the Department of Earth Science Education at Chonnam National University in South Korea
Research Areas & Interests
Earth Science education
Task Analysis in Earth Science
Informal science education (science museum)
ICT education, Computer-assisted science learning
Special education for the gifted
Resent Research Theme
Development Applications for the Diagnostic & Formative Assessment in the Earth Science Class
Busan National University (Ph. D. in Earth Science Education) 1997- 2003
Busan National University (M.S. in Earth Science Education) 1989-1994
Busan National University (B.S. in Earth Science Education) 1985- 1989
The College of Education is proud to be a co-sponsor of this event with the OSU Pride Center. Come listen to a Pride Panel of LGBTQ students, teachers, and faculty discuss their experiences in the K-12 educational system.
Our goal in partnering on this event is to discuss gender and sexual identity issues in education from both a student and teacher perspective. This is part of our professional development efforts, and we hope everyone leaves with some new resources/ideas for continued professional development.
For more on this topic, please check out this blog post from Teaching Tolerance, who posted an anonymous blog entry from a gay elementary school teacher: The Classroom Closet . He is responding to a district’s screening of the Teaching Tolerance movie Bullied. (We do have a copy in the College of Education if you want to see it.) The blog entry is a moving read with several personal stories in the comments from readers.
For further reading, you can also view these links, courtesy of Teaching Tolerance:
The Lifelong STEM Learning Campus-wide Seminar Series and Discussion Forum 2012-2013 continues on Tuesday, June 11th with a seminar led by Dr. John H. Falk entitled “Investigating Lifelong Science Learning.”
The seminar takes place from 4:00 – 5:00 p.m. and can viewed in Kidder 202, via Polycom to Cascades Campus Cascade Hall 112, and streaming online at live.oregonstate.edu.
When do people learn science? Why do people learn science? Where do people learn science? In this talk derived from an NSF Distinguished Lecture, Dr. John H. Falk will present a brief overview of the growing understanding of how the public learns science across their lifetime. Dr. Falk will summarize two recent large-scale research studies. The first study sought to determine the relative contributions to public science understanding made by key sources of science education – schooling, free-choice learning and the workplace. The second study attempted to better understand the functioning of the infrastructure that supports public science education in the United Kingdom by using community ecology frameworks. The seminar will conclude with some thoughts and discussion about the implications of these findings for conducting science education research in the future.