Because informal education programs occur in OST, free from traditional means of assessment such as exams, students will be encouraged to participate in learning activities that foster comprehension rather than memorization (Redish 99, Hake 98). The recommended ways to be used in the summer program include: (1) peer-led team learning workshops, (2) case-based learning projects, and (3) extended inquiry projects. It is imperative to identify current understanding of students and to use both formal and informal assessment methods. Misconceptions about our natural environment will be identified and overcome and, the students’ existing knowledge will be transformed to reflect new knowledge (NRC 1999).

COMETS will build upon the strengths of informal educators. A different type of instructional strategy must be engaged in the informal classroom. Often, younger adults are involved in the CCs, serving as role models for children and bringing relevant cultural information that formal educators may not possess. Fostering staff enthusiasm for the COMETS program will provide an important catalyst to motivate and inspire children. COMETS, with the help of this “hip” younger staff, will strive to create an environment where science exploration and play are required. COMETS OST staff will model “being a scientist” as they learn to replace “I don’t know” answers to student’s question with “That’s a good question, let’s find out”, “Where do you think we should start to find out?”, and “Let’s put it in your question book.” A “question book” or a “question parking lot” will provide the opportunity for the student’s questions to be addressed without being necessarily answered which will allow the program leader to move forward.

Hake, R. (1998). Interactive-engagement vs. tradiational methods: A six-thousand-student survey of meachanics test data for introductory physics courses. American Journal of Physics, 66, 64-74.

National Research Council (1999). How People Learn: Brain, Mind, Experience and School. Bransford, J. Brown, A. Cocking, R. Donovan, M.S. Pellegrino (Eds.). Committee on Developments in the Science of Learning and Committee of Learning Research and Educational Practice. Commission on Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.

Redish, E.F. and Steinbery, R.N. (1999). Teaching physics: Figuring out what works. Physics Today, 52(1), 24-30.