equitable participation

A museum science program improved measured machine-learning knowledge, while some concepts and access gaps remained unresolved

Gabrielle Rabinowitz, Katherine S. Moore, Safinah Ali, Mark Weckel, Irene Lee, Preeti Gupta, Rachel Chaffee

International Journal of STEM Education

A four-week museum program introduced 42 high-school learners to machine learning through scientific questions, datasets and hands-on activities. Knowledge-inventory scores and self-efficacy improved, while measures of bias understanding and applying ML in science showed a less consistent pattern. Exit tickets and interviews added evidence that tests alone missed. The uncontrolled evaluation informs curriculum design but does not establish comparative effectiveness, durable learning or the elimination of participation gaps.