The Lawrence Hall of Science
The public science center of the University of California, Berkeley.
Wednesday–Sunday 10:00 a.m.–5:00 p.m. Animal Discovery Zone 11:00 a.m.–4:00 p.m.
We’ll bring our science programs to you.
We partner with school districts to support science learning. We offer district-wide elementary, middle, and high school programs, either virtually or in-person.
We collaborate with a range of partners to innovate in science education. Together, we go further.
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Romero, V., Foreman, J., Strang, C., Rodriguez, L., Payan, R., Moore-Bailey, K., & Olsen, S. (In press). Racial equity and inclusion in United States of America-based environmental education organizations: A critical examination of priorities and practices in the work environment. Journal of Outdoor and Environmental Education.
Yun, S.T., Olsen, S.K., Quigley, K.C., Cannady, M.A., Hartry, A. (In press). A review of augmented reality for informal science learning: Supporting design of intergenerational group learning. Visitor Studies.
Ammah-Tagoe, N., Caspary, K., Cannady, M. A., & Greenwald, E. (2021). Learning to Teach to Argue: Case Studies in Professional Learning in Evidence-Based Science Writing. Teachers College Record, 123(7), 1–39.
Cannady, M. A., Vincent-Ruz, P., Chung, J. M., & Schunn, C. D. (2019). Scientific sensemaking supports science content learning across disciplines and instructional contexts. Contemporary Educational Psychology, 59, 101802.
Collins, M. A., Totino, J., Hartry, A., Pedroso, R., Romero, V., & Nava, R. (2019). Service learning as a lever to support STEM engagement for underrepresented youth. Journal of Experiential Education, 43(1), 55-70. doi:10.1177/1053825919887407
Fauville, G., Strang, C., Cannady, M. A., & Chen, Y.-F. (2019). Development of the International Ocean Literacy Survey: measuring knowledge across the world. Environmental Education Research, 25(2), 238–263.
Dorph, R., Cannady, M. A., & Schunn, C. D. (2019). What drives visitor engagement in exhibits? The interaction between visitor activation profiles and exhibit features. Curator: The Museum Journal.
Trahan, L., Romero, V., & Blinderman, E. (2019). From the classroom to the floor: Applying language supports to new museum contexts. Journal of Museum Education, 44(4), 418-426
Pattison, S., Gutwill, J., Auster, R., & Cannady, M. (2019). Experimental and quasi-experimental designs in visitor studies: A critical reflection on three projects. Visitor Studies, 22(1), 43–66.
Dorph, R., Bathgate, M. E., Schunn, C. D., & Cannady, M. A. (2018). When I grow up: the relationship of science learning activation to STEM career preferences. International Journal of Science Education, 40(9), 1034–1057.
Cannady, M. A., Moore, D., Votruba-Drzal, E., Greenwald, E., Stites, R., & Schunn, C. D. (2017). How personal, behavioral, and environmental factors predict working in STEMM vs non-STEMM middle-skill careers. International Journal of STEM Education, 4(1), 1–16.
Dorph, R., Cannady, M. A., & Schunn, C. D. (2016). How science learning activation enables success for youth in science learning experiences. The Electronic Journal for Research in Science & Mathematics Education, 20(8).
Bathgate, M., Crowell, A., Schunn, C., Cannady, M., & Dorph, R. (2015). The learning benefits of being willing and able to engage in scientific argumentation. International Journal of Science Education, 37(10), 1590–1612.
Pearson, P. D., Knight, A. M., Cannady, M. A., Henderson, J. B., & McNeill, K. L. (2015). Assessment at the intersection of science and literacy. Theory into Practice, 54(3), 228–237.
Cannady, M. A., Greenwald, E., & Harris, K. N. (2014). Problematizing the STEM pipeline metaphor: Is the STEM pipeline metaphor serving our students and the STEM workforce? Science Education, 98(3), 443–460.
Moore, D. W., Bathgate, M. E., Chung, J., & Cannady, M. A. (2013). Measuring and evaluating science learning activation. Dimensions, November/December.