10FM
Tune in to shift your perspective
The Lincoln Book Tower, Ford's Theater, Washington, D.C.
Each book tells its own story of Abraham Lincoln's life.
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Who We Are
10FM engages a wide variety of amazing partner organizations (you'll see them listed on projects throughout this site). 10FM projects are overseen by Creative Content Producer Camie Bontaites, PhD (History and Philosophy of Science).
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Why We Do What We Do
We believe in the power of story to increase collaboration, empathy and creative thinking, and to engender positive change. Via our projects and partnerships, we engage our diverse colleagues and communities on topics such as: What are the many versions of any given story or history? What is the role of metaphor in shaping the way we see the world? How can a shift in vocabulary or taxonomy change the way we see each other? How can more inclusive, collaborative exploration of the stories we tell help us shape the future?
With these questions in mind, our project list is growing. If you'd like to know more, or want to propose a partnership/project, drop us a line!
History of 10FM
10FM began as a project of Chabot Space & Science Center's OpenScienceLab, a research center where we examined the broader social, cognitive, and philosophical contexts in which science exists. The Lab's inaugural 2011 conference, funded by the Gordon and Betty Moore Foundation, explored how science meaning is created and shared (participant bios and conference findings here).
Soon, the partnerships and collaborative projects expanded, and 10FM became the Lab's primary focus. 10FM presently operates out of its two HQ, in West Berkeley, CA, and Nosara, Costa Rica.
You can contact Camie here.
oslab highly recommends:
(links to OSLab partners and people we look to for insights and research)
Beth Warren, Co-Director, Chèche Konnen Center, TERC
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John Jennings, PhD, Assoc Prof, Visual Studies, State University of New York, Buffalo.
oslab is also thinking about:
(links to articles and videos on OSLab research topics)
OSLAb - recent Research
OSLab worked with Chabot education staff to research how students might learn science differently when we engage them in the storied side of science. What do we mean by "storied"? --filled with metaphor, memes, unexpected etymologies, and tales of the humans who take part in the awesome endeavors of science.
Our prototype Creative Collaboration (CC) curriculum was piloted in Spring 2016 with the at-risk OUSD middle school students in our Champions of Science program. We drew from multiple resources including the work of education reform and informal education partners to generate the curriculum, and the students' responses were incredible; their grasp of the power of metaphor was deeply moving, and we learned a lot from them - of course!
A Partial Research Bibliography
Birch, S. H., & Ladd, G. W. (1997). The teacher–child relationship and children’s early school adjustment. Journal of School Psychology, 35, 61–79.
Byrnildssen, S. 2000. "Vocabulary's Influence on Successful Writing." ERIC Digest, D157. Bloomington, IN: Clearinghouse on Reading English and Communication.
Claggett, F., with J. Brown. 1992. Drawing Your Own Conclusions: Graphic Strategies for Reading, Writing and Thinking. Portsmouth: NH: Heinemann.
Hadzigeorgiou, Y., & Stefanich, G. (2001). Imagination in science education. Contemporary Education, 71, 23-29.
Hadzigeorgiou, Y., & Fotinos, N. (2007). Imaginative thinking and the learning of science. Science Education Review, 6, 15-22
Holton, G. (1996). Einstein, history, and other passions. Reading, MA: Addison-Wesley.
Howes, C., Burchinal, M., Pianta, R., Bryant, D., Early, D., Clifford, R., et al.(2008). Ready to learn? Children’s pre-academic achievement in pre-kindergarten programs. Early Childhood Research Quarterly, 23, 27–50
Mashburn, A. J. (2008). Quality of social and physical environments in preschool and children’s development of academic, language, and literacy skills. Applied Developmental Science, 12(3), 113–127.
Medawar, P. (1984). Pluto’s republic. Oxford: Oxford University Press.
Miller, A. (2001). Einstein, Picasso: Space, Time, and the Beauty That Causes Havoc. New York: Basic Books.
Pianta, R. C., & Steinberg, M. S. (1992). Teacher–child relationships and the process of adjusting to school. In R. C. Pianta (Ed.), Beyond the parent: The role of other adults in children’s lives, 57, 61–80. Hoboken, NJ: Wiley/Jossey-Bass.
Root-Bernstein, R. (1996). The sciences and arts share a common creative aesthetic. In A. Tauber (Ed.), The elusive synthesis. Aesthetics and science (pp. 49-82). Boston, London: Kluwer. doi:10.1007/978-94-009-1786-6_3
Shore, R. (1997). Rethinking the brain: New insights into early development. New York, NY: Families and Work Institute.
Smith, C. B. 1997. "Vocabulary Instruction and Reading Comprehension." ERIC Digest, ED412506. Bloomington, IN: Clearinghouse on Reading English and Communication.
Tauber, A. (1996). The elusive synthesis. Science and aesthetics. Boston, London: Kluwer. doi:10.1007/978-94-009-1786-6
Tolstory, I. (1990). The knowledge and the power: Reflection on the history of science. London: Canongate.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. (Original work published in 1934).
