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H", "lastName": "E." } ], "abstractNote": "", "publicationTitle": "Educational Research Bulletin", "publisher": "", "place": "", "date": "Jan. 8, 1958", "volume": "37", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "22-23", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://links.jstor.org/sici?sici=1555-4023%2819580108%2937%3A1%3C22%3AEC%3E2.0.CO%3B2-3", "accessDate": "2007-04-06T16:08:11Z", "PMID": "", "PMCID": "", "ISSN": "15554023", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "JSTOR", "callNumber": "0427", "rights": "", "extra": "", "tags": [], "collections": [ "VRI7IIXI" ], "relations": {}, "dateAdded": "2007-04-06T16:08:11Z", "dateModified": "2010-04-06T18:27:01Z" } }, { "key": "Q79TGM8I", "version": 1, "library": { "type": "user", "id": 358, "name": "Trevor Owens", "links": { "alternate": { "href": "https://www.zotero.org/tjowens", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/358/items/Q79TGM8I", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/tjowens/items/Q79TGM8I", "type": "text/html" } }, "meta": { "creatorSummary": "Chinn and Brewer", "parsedDate": "1993", "numChildren": 1 }, "data": { "key": "Q79TGM8I", "version": 1, "itemType": "journalArticle", "title": "The Role of Anomalous Data in Knowledge Acquisition: A Theoretical Framework and Implications for Science Instruction", "creators": [ { "creatorType": "author", "firstName": "Clark", "lastName": "Chinn" }, { "creatorType": "author", "firstName": "William", "lastName": "Brewer" } ], "abstractNote": "", "publicationTitle": "Review of Educational Research", "publisher": "", "place": "", "date": "1993", "volume": "63", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "1-49", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "The Role of Anomalous Data in Knowledge Acquisition", "language": "", "libraryCatalog": "Google Scholar", "callNumber": "0780", "rights": "", "extra": "", "tags": [], "collections": [ "VRI7IIXI" ], "relations": {}, "dateAdded": "2007-05-11T19:36:00Z", "dateModified": "2010-04-06T18:26:06Z" } }, { "key": "KSWRDAXM", "version": 1, "library": { "type": "user", "id": 358, "name": "Trevor Owens", "links": { "alternate": { "href": "https://www.zotero.org/tjowens", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/358/items/KSWRDAXM", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/tjowens/items/KSWRDAXM", "type": "text/html" } }, "meta": { "creatorSummary": "Cartier and Stewart", "parsedDate": "2000-05-01", "numChildren": 2 }, "data": { "key": "KSWRDAXM", "version": 1, "itemType": "journalArticle", "title": "Teaching the Nature of Inquiry: Further Developments in a High School Genetics Curriculum", "creators": [ { "creatorType": "author", "firstName": "", "lastName": "Cartier" }, { "creatorType": "author", "firstName": "", "lastName": "Stewart" } ], "abstractNote": "In order for students to truly understand science, we feel that they must be familiar with select subject matter and also understand how that subject matter knowledge was generated and justified through the process of inquiry. Here we describe a high school biology curriculum designed to give students opportunities to learn about genetic inquiry in part by providing them with authentic experiences doing inquiry in the discipline. Since a primary goal of practicing scientists is to construct explanatory models to account for natural phenomena, involving students in the construction of their own explanatory models provides a major emphasis in the classroom. The students work in groups structured like scientific communities to build, revise, and defend explanatory models for inheritance phenomena. The overall instructional goals include helping students understand the iterative nature of scientific inquiry, the tentativeness of specific knowledge claims (and why they should be considered tentative), and the degree to which scientists rely on empirical data as well as broader conceptual and metaphysical commitments to assess models and to direct future inquiries.", "publicationTitle": "Science & Education", "publisher": "", "place": "", "date": "May 01, 2000", "volume": "9", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "247-267", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1023/A:1008779126718", "citationKey": "", "url": "http://dx.doi.org/10.1023/A:1008779126718", "accessDate": "2007-05-11T19:38:03Z", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Teaching the Nature of Inquiry", "language": "", "libraryCatalog": "SpringerLink", "callNumber": "0047", "rights": "", "extra": "", "tags": [], "collections": [ "VRI7IIXI" ], "relations": {}, "dateAdded": "2007-05-11T19:38:03Z", "dateModified": "2010-04-06T18:25:59Z" } }, { "key": "T2ESW2TE", "version": 1, "library": { "type": "user", "id": 358, "name": "Trevor Owens", "links": { "alternate": { "href": "https://www.zotero.org/tjowens", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/358/items/T2ESW2TE", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/tjowens/items/T2ESW2TE", "type": "text/html" } }, "meta": { "creatorSummary": "Altschuld", "parsedDate": "2003", "numChildren": 1 }, "data": { "key": "T2ESW2TE", "version": 1, "itemType": "journalArticle", "title": "US Science Education: The View from a Practicing Scientist", "creators": [ { "creatorType": "author", "firstName": "R. 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The American Institute also transformed itself into an advocate for scientific education. To this end, the Institute courted a constituency of scientists of the future. In 1928, the Institute held its annual Children's Fair. The American Institute claimed that it developed the idea of the children's science fair that later became popular with schools and other organizations.

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The Institute continued and expanded its educational activities for children. The children's science fairs remained popular throughout the 1930's and the Institute sponsored meetings, workshops and radio programs for children. Its membership drives garnered applications from individuals throughout the United States, and student science clubs sought affiliation with the American Institute. During the 1930's, the Institute developed relationships with two important corporate sponsors, Westinghouse and IBM. In 1939, the American Institute sponsored a children's exhibit in the Westinghouse pavilion at the 1939-1940 World's Fair. After the fair, Westinghouse and IBM also created an advanced scientific laboratory for the use of gifted students from New York City high schools. By the end of the decade, the Institute was creating children's publications including the bi-monthly magazine, Science Observer, that had subscribers nationwide.

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The series of adult programs that the Institute sponsored ended in the early 1940's. Thereafter, until the early 1980's the Institute concerned itself primarily with producing science fairs for students in New York City schools. Prize-winners were awarded a small sum of money, usually not exceeding twenty dollars for a first-prize winner. The money for these awards appears to have been provided by the American Association for the Advancement of Science, with which the American Institute was by this time affiliated. The last entry for the American Institute in the Encyclopedia of Associations appears in the 1983 edition.

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