Designs for CSCL (Computer-Supported Collaborative Learning) applications usually presume a desktop or laptop computer. Yet future classrooms are likely to be organized around Wireless Internet Learning Devices (WILD) that resemble graphing calculators, Palm, or Pocket-PC handhelds, connected by short-range wireless networking. WILD learning will have physical affordances that are different from today’s computer lab, and different from classrooms with 5 students per computer. These differing affordances may lead to learning activities that deviate significantly from today’s images of K-12 CSCL
After-school programs, scout groups, community service activities, religious youth groups, and other community-based activities have long been thought to play a key role in the lives of adolescents. But what do we know about the role of such programs for today's adolescents? How can we ensure that programs are designed to successfully meet young people's developmental needs and help them become healthy, happy, and productive adults? Community Programs to Promote Youth Development explores these questions, focusing on essential elements of adolescent well-being and healthy development. It
Women in the United States are underrepresented in science, mathematics, and engineering (SME) educational programs and careers. One cause is the dramatic and disproportionate loss of women who intended in high school to pursue science-related careers. This article uses the longitudinal survey responses of 320 male and female SME summer program students to assess the ways in which their social relationships and experiences affect their involvement in science and technology. The issues are framed in terms of identity theory. Structural equation models support the identity framework; emotionally
We used meta-analysis to review 55 evaluations of the effects of mentoring programs on youth. Overall, findings provide evidence of only a modest or small benefit of program participation for the average youth. Program effects are enhanced significantly, however, when greater numbers of both theory-based and empirically based "best practices" are utilized and when strong relationships are formed between mentors and youth. Youth from backgrounds of environmental risk and disadvantage appear most likely to benefit from participation in mentoring programs. Outcomes for youth at-risk due to
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David DuBoisBruce HollowayJeffrey ValentineHarris Cooper
This paper describes the integration of handheld computer technology into an existing web-based educational platform, the Web-based Inquiry Science Environment (WISE) and the synergy it produces. This solution facilitated a research program that explores how handheld computers (PDAs, palmtops, etc.) can expand the scope and functionality of inquiry activities in K-12 science and mathematics curriculum. The paper presents the WISE software and curriculum and explains how combining it with handheld technology creates unique educational opportunities. It then goes on to describe the system that
The National Center for Earth-surface Dynamics (NCED) is a Science and Technology Center focused on understanding the processes that shape the Earth's surface, and on communicating that understanding with a broad range of stakeholders. NCED's work will support a larger, community-based effort to develop a suite of quantitative models of the Earth's surface: a Community Sediment Model (CSM). Results of the NCED-CSM collaboration will be used for both short-term prediction of surface response to natural and anthropogenic change and long-term interpretation of how past conditions are recorded in landscapes and sedimentary strata. This will in turn help solve pressing societal problems such as estimation and mitigation of landscape-related risk; responsible management of landscape resources including forests, agricultural, and recreational areas; forecasting landscape response to possible climatic and other changes; and wise development of resources like groundwater and hydrocarbons that are hosted in buried sediments. NCED education and knowledge transfer programs include exhibits and educational programs at the Science Museum of Minnesota, internships and programs for students from tribal colleges and other underrepresented populations, and research opportunities for participants from outside core NCED institutions. The Earth's surface is the dynamic interface among the lithosphere, hydrosphere, biosphere, and atmosphere. It is intimately interwoven with the life that inhabits it. Surface processes span environments ranging from high mountains to the deep ocean and time scales from fractions of a second to millions of years. Because of this range in forms, processes, and scales, the study of surface dynamics has involved many disciplines and approaches. A major goal of NCED is to foster the development of a unified, quantitative science of Earth-surface dynamics that combines efforts in geomorphology, civil engineering, biology, sedimentary geology, oceanography, and geophysics. Our research program has four major themes: (1) landscape evolution, (2) basin evolution, (3) biological sediment dynamics, and (4) integration of morphodynamic processes across environments and scales. Each theme area provides opportunities for exchange of information and ideas with a wide range of stakeholders, including teachers and learners at all levels; researchers, managers, and policy makers in both the commercial and public sectors; and the general public.
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Efi Foufoula-GeorgiouChristopher PaolaGary Parker
The National Action Council for Minorities in Engineering (NACME) is implementing a new, 41-month phase and augmentation of a national public service advertising campaign that was launched in 1995. The Math is Power campaign was developed by NACME in partnership with The Advertising Council toward the goal of creating an increase in the number of students who graduate from high school with prerequisite courses to enroll in any rigorous, math- or science-based undergraduate program. The current project is designed to reach all students but is especially targeted to groups currently underrepresented in math and science and will be anchored by highly directed television, radio, print, and outdoor advertising. The new phase will introduce a Math is Power interactive web site. The website will allow NACME to add direct services to the information packets that are sent to students and parents who respond to the public service advertising. It will include: content relevant, age appropriate math challenges, games, problems, and contests; a national registry of math opportunities where students, parents, and teachers can find mathematics resources; an on-line special events chat room; and a best practices bulletin board. NACME will coordinate their outreach efforts with services such as the Community Technology Center Network (CTCnet) in order to facilitate web access for youth and parents in disadvantaged neighborhoods. They also will work directly with 25 cities with the greatest numbers of citizens who fall in the target population. Math and Science education services in these cities will be able to localize much of the material through such means as placing a local tag on the television ads. In addition, the NACME production and distribution capabilities will be substantially expanded to meet the tremendous demand for Math Is Power materials.
Museum of Science will develop a 4500 sq. ft. exhibit "Finding the Pattern". The primary objective is to develop activities and programs that encourage visitors to practice scientific thinking skills in settings that have interdisciplinary science content. The main component is an activity area that will encourage visitors to observe, compare, and sort objects and phenomena in meaningful ways; help visitors recognize that systems of organizing and classifying objects and phenomena reveal underlying meaning; provide visitors with opportunities to practice answering questions and solving problems based on museums collections; and encourage visitors to search for the "hidden" meaning in things around them. The exhibit will be composed of three overlapping areas: 1) the sorting area, 2) the mystery area, and 3) the open collections area. This project is one of the six science activity centers that have been described in the museum's long-range plan; two activity centers/exhibits have been completed. The impact of "Finding the Pattern" will be extended via the museum's web site. Activities that employ the kinds of scientific thinking skills targeted in the exhibit will be developed to engage informal learners at home. Complementary programming linking the exhibit with formal education will include the development of teacher workshops and programs for school groups. Teacher workshops will be developed in consultation with groups of Project PALMS teachers. The activities will be accessible to individuals with disabilities. They plan to open the exhibit in the fall of 2000.
The New Mexico Museum of Natural History and Science proposed to develop an outreach science and mathematics program with a parent involvement and teacher enhancement professional development component. The goals of the project are as follows: (1) to involve parents in their children's education; (2) to promote a positive attitude on behalf of parents and students toward science and mathematics; (3) to increase teachers' level of comfort in teaching science; and (4) to enhance teacher's confidence in the hands-on approach as an effective method for teaching science. The objectives for the parent component of this project are: acquaint parents with the national and state science education goals and standards; introduce parents to activities that can be done at home with children; and provide families with materials and activity sheets that can be used at home. The objectives for the teacher component of this project are: (1) to provide teachers with opportunities for increased communication with parents about science literacy for children; (2) provide professional development for teachers on the use of hands-on science activities in the classroom; and (3) to providing bilingual activity guides and kits containing materials to encourage science learning. The methods for implementing this project will be varied according to the needs of the target audiences. Parents and children will be engaged through parent workshops and multi-aged children's activities conducted at the museum by experienced science educators. The professional development for teachers' component of this project will include an extensive summer workshop, on-going training/ planning sessions during the school calendar year and session on the uses of the bilingual teaching manuals. The cost sharing for this NSF award is 46.7% of the total project cost.
The Zoological Society of Philadelphia will develop Primate Reserve. This project will include the development of a two acre indoor/outdoor primate habitat for up to 60 primates and a variety of complementary programming including hands-on interpretative activities for visitors, a Discovery House/Conservation Action Center, live performances, school programs and teacher training activities that link with the formal education curriculum, and a World Wide Web site. The goal of this program is to communicate basic information about primate biology, behavior, social structure, and habitats, and the problems face by primates in the wild. Visitors are to learn that "Conservationists around the world work together to help primates and you can help too." Specifically visitors will learn details about conservation biology/population biology including a) a species' biology affects its vulnerability to extinction, b) small populations are vulnerable to inbreeding depression and loss of genetic diversity, c) small populations in small areas are vulnerable to stochastic events, and d) these concerns apply to both wild and zoo populations. To make the story more personal and to provide career role models, primatologists engaged in their research will be featured in the exhibit. The exhibit will open in June, 1999 and the school program will begin October, 1999.
Blue Mountain Films, in association with the American Museum of Natural History, is producing a multi-component project on biodiversity that will examine closely the risks we face if the web of life on Earth is progressively diminished. The central component of the project will be a large format film that seeks to locate and understand humans' place in, and impact upon, the natural order of life on this planet. The film will be based on what appears to be a critical paradox: while we humans, like all living things, have always been dependent upon natural systems for our survival, our unique cultural development and technological prowess have convinced us that we are somehow "above" nature. As a corollary theme, the Life in the Balance film will examine the urgency of the scientific effort to explore and understand ecosystems and the flora and fauna they contain before their unique genetic information is lost due to human actions. In addition, the film will convey an appreciation of how science actually is done in the field. The film will be augmented by: * The Life in the Balance Bookshelf of material currently being developed by the new National Center at the American Museum of Natural History: * Biodiversity: An Action Guide aimed at encouraging children and their families to explore together topics and issues surrounding biodiversity. * Teacher's Curriculum-Biodiversity Counts designed as a middle school-based activity that encourages students to engage in scientific exploration and discover the diversity of species in their own neighborhoods. * Book of Essays designed as a resource book for high school students and their teachers. * Teacher/Educator's Guide consisting of hands-on science activities that can be used independently of the film and as preparation for viewing and/or following screenings of the film. * Life in the Balance "Interactive" Poster with a four-color acetate overlay of pictures which, wen pulled away, reveals a seco nd sheet with science information. * Fun Facts Brochure with biodiversity facts and questions presented in a simple, fun fashion, such as quizzes and games. * Life in the Balance Website feature family activities, an extinction conference section, and a bio-bulletin. * Life in the Balance National Training Institute, a 10 day workshop brining together teams of science educators from community organizations, schools, and science centers and museums. The PI and producer/director/writer of the film will be Bayley Silleck who served in these same roles for the Cosmic Voyage film. The Co-PI and producer will be Jeffrey Marvin. The principal scientist will be Thomas Eisner, Jacob Gould Schurman Professor of Chemical Ecology at Cornell University. This production team will work closely with an advisory committee that includes Jane Lubchenco, Peter H. Raven, Edward O. Wilson, Andrew Peter Dobson, Myles Gordon, Mary Elizabeth Murray-Wilson, and Lee Schmitt.
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TEAM MEMBERS:
Bayley SilleckJeffrey MarvinThomas Eisner
The Science Museum of Minnesota will develop "Investigations in Cell Biology," an integrated program that introduces cell, microbiology, and molecular biology to museum audiences through open-access, wet-lab, micro-experiment benches; training and support for school teachers; classes for adults and teens; and a long-term program for local high school youth. The project includes the development, testing, and installation of four micro-experiment benches that introduce visitors to the objectives, tools, and techniques of cell biology experimentation. These benches,"Inside the Cell," "Testing for DNA," "DNA Profile," and "Microbe Control," will be part of "Cell Lab," a 1,500 square-foot open experiment area within the science museum's new core exhibition, "The Human Body," opening December 1999.
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TEAM MEMBERS:
Laurie Kleinbaum FinkSusan FlemingJ Newlin