Abrir uma companhia de entertenimento (ISE) para ensinar/exibir/jogar modêlos da Matrix/DNA?! Isto desenvolveria meu próprio entendimento da fórmula da Matrix e do DNA, ao refletir nas funções sistemicas e suas atividades, nos tipos de conexões entre partes, etc. Nature’sJobs.com http://www.nature.com/naturejobs/science/articles/10.1038/nj7432-441a Education: Free-range learning Virginia Gewin Published online 16 January 2013 Progenitor X, um video game no qual jogadores aprendem como reprogramar mais de cem tipos de células. Jogo: Zombies morto-vivos estão atacando a Humanidade. Para salvar as vitimas é preciso re-implantar órgãos que perdem. Mas sómente jogadores com conhecimento de células, tecidos organicos e órgãos – e ainda as ultimas técnicas para induzir pluripotentes células-tronco – podem regenerar as partes perdidas dos corpos. ISE = informal-science-education Science-education experiences for museums, television shows, after-school programmes, science festivals and national parks. ISE is increasingly gaining traction: both government and non-profit funders are supporting activities; some museums are hiring more research staff; and the number of training opportunities is increasing. Attempting to organize the field is the Washington DC-based Center for Advancement of Informal Science Education (CAISE), which was formed in 2007 with support from the US National Science Foundation (NSF). However, in the face of strained science budgets, this budding field has been prone to funding ups and downs. Government agencies might perceive their activities as lower priorities. Practitioners have increasingly forged partnerships with industry or private foundations that are eager to cultivate a science-savvy citizenry and workforce. Although diverse job opportunities exist, seizing them requires connections, flexibility and creativity. Science centres, zoos, aquaria, video-game companies, television shows and non-profit organizations are all looking to develop new materials to keep visitors and users engaged. Research-oriented jobs are among the fastest-growing areas of employment. “Funders want people to fundamentally look at the learning question — it’s not just about building an exhibit any more to get NSF funding,” says Rhiannon Crain Kevin Crowley, an education researcher at the University of Pittsburgh in Pennsylvania, has partnered with the Carnegie Museum of Natural History in Pittsburgh to help the museum to enrich civic debates that involve scientific evidence. Squire’s students end up not only in academia but also in the entertainment industry or starting their own companies. The research institute SRI International, headquartered in Menlo Park, California, continues to grow — hiring people with social-science skills and a passion for communicating science. It is not yet clear whether ‘Science in Society’ — one of the two main ISE funding schemes under the European Framework Programme — will continue to exist in 2014. And a new NSF-funded initiative — Science Education For New Civic Engagements and Responsibilities (SENCER) — will establish partnerships between higher education and ISE organizations to find innovative ways to share research and interact with the public. The next round of SENCER funding, as part of a “Civic Engagement Partnership” programme, will provide six $50,000 partnership awards (applications are due by 15 March) to ISE–higher-education collaborations. In some cases, private funders have stepped in. Procurar e ler este documento: Clare Matterson, director of medical humanities and engagement at the Wellcome Trust, hopes that two reports published by the trust in November 2012 — Analysing the UK Science Education Community: the Contribution of Informal Providers and Review of Informal Science Learning — will prompt more grant submissions in the United Kingdom, and for ISE in general, of which there is a dearth at the moment, she says. “What is needed is a greater number of high-quality research-based proposals so we have a better understanding of how children learn through informal science experiences,” she adds. “These don’t have to be education groups; they could be people working in psychology or neuroscience, studying how people respond to different types of learning.” Procurar web-sites destas fundações: In the United States, the Gordon and Betty Moore Foundation and the Noyce Foundation, both in Palo Alto, California, are funding ISE efforts ranging from citizen-science engagement to helping teachers in training learn how to develop their own interactive science-lesson plans. “We are really interested in understanding what motivates and sustains interest in science,” says Janet Coffey, a programme officer at the Gordon and Betty Moore Foundation. Industry is also experimenting with ISE in an effort to reach the public. Novo Nordisk, headquartered in Bagsvaerd, Denmark, for example,… Many hope that continued research efforts that document how ISE increases scientific literacy or encourages students to pursue STEM careers will help the field to grow. “Anyone who cares about scientific literacy and STEM workforce development,” says Ellenbogen, “should pay attention to ISE.” “We are really interested in understanding what motivates and sustains interest in science,”…says Janet Coffey, a programme officer at the Gordon and Betty Moore Foundation Qual foi a motivação, no meu caso, para este interesse em Ciências? E como ví até em Serra Pelada no meio dos caboclos haviam jovens interessados e curiosos. No meu caso foi a constatacão que minha vida foi perdida e foi uma tortura dificil de ser suportada devido aos defeitos do mundo imediato e das atividades humanas. Mas havia uma maneira de mudar este mundo imediato e as condições de vida dos deserdados: pesquisar os minimos e grandes sistêmicos detalhes da Natureza, descobrir mecanismos e processos naturais, transforma-los em ferramentas tecnológicas para mudar e dirigir o mundo natural imediato segundo nossas conveniencias. XXXX Pesquisa: XXXX Gordon and Betty Moore Foundation http://www.moore.org/ Please note that the Foundation does not accept unsolicited proposals. Instead, we fund Foundation-generated initiatives and program grants within our areas of focus. Program grants. The Foundation devotes some of its grantmaking to experimentation, focused innovation, and agile response to time-sensitive, high-impact opportunities in its areas of focus. Across all initiatives and program grants, the Foundation’s grantees and partners seek to make positive changes in the world. XXXX Caise – Center for advancement of informal science education About informal science education Informal science education supports people of all ages and walks of life in exploring science, technology, engineering, and mathematics. Informal science education happens in many different places and through a wide variety of media—among them, film and broadcast media, science centers and museums, zoos and aquariums, botanical gardens and nature centers, digital media and gaming, science journalism, and youth, community, and after-school programs. Grounded in a view of the human as naturally curious, social, and actively engaged in learning, informal science education is characteristically pleasurable, open-ended, equitable, and accessible. It’s been said that “Informal learning happens throughout people’s lives in a highly personalized manner based on their particular needs, interests, and past experiences. This type of multi-faceted learning is voluntary, self-directed, and often mediated within a social context. It provides an experiential base and motivation for further activity and subsequent learning.” (NSF) In January 2009, the U.S. National Research Council released a report about informal science education,Learning Science in Informal Environments: Places, People, and Pursuits. In releasing the report, the NRC noted that “tens of millions of Americans, young and old, choose to learn about science in informal ways – by visiting museums and aquariums, attending after-school programs, pursuing personal hobbies, and watching TV documentaries, for example. There is abundant evidence that these programs and settings, and even everyday experiences such as a walk in the park, contribute to people’s knowledge and interest in science.” Philip Bell, co-chair of the committee that wrote the report and associate professor of learning sciences at the University of Washington, Seattle, added that “Learning is broader than schooling, and informal science environments and experiences play a crucial role. These experiences can kick-start and sustain long-term interests that involve sophisticated learning.” NSF’s Advancing Informal STEM Learning program supports innovation in “anywhere, anytime, lifelong learning,” through investments in research, development, infrastructure, and capacity-building for science, technology, engineering, and mathematics (STEM) learning outside formal school settings. The NSF ISE program is one of several grant programs in NSF’s Division of Research on Learning in Formal and Informal Settings (DRL). The CAISE Network includes groups and organizations that represent and serve sectors of the ISE field. Together, they form a communication network that supports the ISE community as a whole.