This study addressed the questions of whether or not the IMAX/OMNIMAX film "Tropical Rainforest" contributes to a positive attitude towards, and and increase in knowledge about, the tropical rain forests of the world. Results indicate that there are statistically significant increases in knowledge gained as well as an increase in positive attitudes towards the tropical rain forests. All three specific audiences (grades 1-6; grades 7-12; adult general) tended to increase overall.
In this article, researchers from Jacksonville State University and the Center for Social Design discuss a study that attempted to use questions as label-reading prompts in a new way. Questions were written on a sheet of paper and made available as a handout to visitors at the Birmingham Zoo and Anniston Museum of Natural History. The answers to the questions could be found in the exhibit labels.
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Stephen BitgoodDonald PattersonArlene Benefield
Washington NatureMapping links natural resource agencies with citizens and schools through biodivesity data collection and analyses. NatMappers report observations of birds, mammals, reptiles, amphibians, nearshore marine, aquatic and terrestrial invertebrates either using Naturetracker data collection software on Pocket PC's or spreadsheets. NatMappers can report observations as individuals or working on field research projects through certified NatureMapping Centers. These data are used for statewide and local land planning and for communities to learn what in their own backyards.
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University of WashingtonWashington Department of Fish and WildlifePacific Education InstituteKevin Dvornich
A three-year project, Science Experiences and Resources for Informal Education Settings (SERIES), involves collaboration between the 4-H Youth Development Program, practicing scientists, science education centers, and community service agencies to provide community-based science experiences for youth. Goals for national dissemination of the SERIES project are: 1) Increase the quality and quantity of science experiences for youth as leaders and as learners; 2) For youth to actively experience how science concepts and processes relate to their everyday lives; 3) Provide opportunities for youth to take positive leadership roles in their homes and communities; and 4) Provide opportunities for youth to investigate educational and career possibilities in science and technology through a scientist mentor relationship. SERIES builds upon the materials, and instructional/coaching model successfully developed and tested during the Califronia SERIES Project. National dissemination by 4-H assures SERIES availability to the 5,100,000 youth currently enrolled in 4-H. Expected outcomes of SERIES are: 1) Refine and produce final versions in English and Spanish of four SERIES community service science units; 2) Develop two new units; 3) Development of an "inquiry coaching" module for adult volunteers; 4) Develop and asses apprentice-like mentoring experiences for SERIES teens to work directly with scientists; and 5) Establish four SERIES regional dissemination centers, working collaboratively with 4-H, science centers and other youth serving agencies to provide national dissemination of the SERIES program model to 28 states.
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Richard PonzioLaurel DeanHerbert Thier
The Desert Botanical Garden will utilize its extensive collection to create a science learning center focusing on deserts and presenting fundamental science concepts applicable to all environments. The comprehensive desert exhibit created by this proposal will feature six thematic trails through 25 acres of the Garden, with the trails' themes ranging from basic characteristics of deserts to adaptions of plants, animals, and people to the desert. Emphasizing ecology and conversation, the trails will include conceptual signs, investigation stations for hands-on, interactive learning, and innovative written exploration guides. The proposal also includes educational programming which will extend the exhibit and encourage use of the Garden as an outdoor laboratory. An exhibit-based curriculum will be developed for use across the state, and an institute will be created to prepare teachers to use the exhibit and curriculum. A newspaper series focusing on key exhibit concepts will be disseminated across the state to reach out-of-school adults. The products of the proposal and the model created will be shred through various networks with a national audience. The local and worldwide population explosion in arid lands mandates an increased understanding of deserts. With this proposal, the Garden will be a catalyst for greater awareness and change.
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Kathleen SocolofskyRobert BreunigJoseph McAuliffeRuth Greenhouse
This research project is a follow-up to previous research on the persistence of high ability minority youth in college programs for mathematics, science, engineering, premedicine and predentistry. The earlier research used data retrieved from the 1985 College Board files for 5,602 students with SAT mathematical scores of 550 or above. All were minority students except for a comparison sample of 404 White students. In 1987, a first follow-up was conducted. 61 percent of the non-Asian American minority students had enrolled in college and were majoring in MSE fields in comparison with 55 percent of the White students and 70 percent for the Asian American students. In the current phase of this research, the original sample will be resurveyed, five years after high school graduation. A subsample will be interviewed in-depth. The major goal of this phase will be to answer three critical questions: which sample members are still studying or employed in MSE fields, what are their unique characteristics, and what are the theoretical and national policy implications of the results. This project is jointly supported by the Studies and Analysis and the Research in Teaching and Learning Programs.
Through the proposed project, approximately 555,000 youth and adults will improve their knowledge of the basic sciences and mathematics, and learn to integrate and apply these disciplines, by analyzing local environmental problems using remote sensing imagery and maps. Faculty from the Cornell laboratory for Environmental Applications of Remote Sensing (CLEARS) and Cornell Department of Natural Resources will train county teams of teachers, museum and nature center educators, community leaders, and Cooperative Extension agents from throughout New York State to conduct educational programs with youth and adults in their communities. Previously developed CLEARS educator enrichment workshops and training materials will be enhanced and revised based on the interactions among Cornell Faculty, informal and formal science educators, and students during this program. A facultative evaluation focusing on the workshops, training materials, and educator teaching skills, and a summative evaluation focusing on student learning and attitudes, program delivery in the various community education settings, and the effectiveness of the county educator teams will be conducted. The results of the evaluation will be incorporated into a program handbook and used in nationwide dissemination of the program.
In the mid-1980's, Denver Audubon Society developed a model Urban Education Project. The Project engages thousands of 8-12 year olds and trained volunteers in hands-on investigations of neighborhood plants, animals, and ecological relationships each year. With NSF support, we have helped seven other cities establish similar projects and have proven that the project model is highly successful and adaptable. This proposal requests funds to develop a kit of strategies and materials that will enable us to further disseminate the model in a time-and cost-efficient manner. The dissemination kit will be tested as experienced project leaders from established projects help eight new cities start local projects. Their feedback will direct us in revising the kits. By 1993, the completed dissemination kits will give experienced project leaders the tools necessary to help parents, informal education institutions, and concerned citizens across the country establish similar ecology education projects in their communities.
Ornithology is one of the few scientific disciplines to which amateurs can still make significant contributions. Whether they observe birds at a feeder, count birds for a national census, or conduct a simple experiment, their activities contribute greatly to our knowledge of birds. Furthermore, participants in bird study programs not only learn about birds, they also become more aware of environmental problems. The Cornell Laboratory of Ornithology exists to facilitate such amateur involvement and education. This proposal is aimed at strengthening our education programs and expanding them to include under-served audiences in the inner city. We propose to evaluate the extent to which our radio program, magazine, and Project FeederWatch appeal to various audiences and how effective these programs are at communicating information about birds and in stimulating involvement. Based on this evaluation, we will modify our programs, then evaluate them again. We are also proposing a brand-new volunteer-assisted data gathering program, which we call the National Science Experiment. In cooperation with other organizations, volunteers will look at the biology of pigeons in our cities, food preferences of winter birds across the United States, and the habitat requirements of neotropical migrant tanagers. The results of these studies will be of interest to both ornithologists and birders; furthermore, participants in the project will gain first-hand involvement with the process of science.
The Franklin Institute Science Museum will, over a three year period, develop a regional Girl Scout leader training programthat provides science education experiences for Girl Scouts. The Girl Scout Council of Greater Philadelphia and the Washington Rock, NJ Council will be primary partners and the source of volunteer leaders and the target audience of member girls. Science Education kits will be developed and tested for Brownies and Juniors, training materials for staff trainers and volunteer leaders developed, leaders trained, and several post.training support mechanisms developed. Program materials are designed for continued use by the Girl Scouts; more than 2,000 leaders will be trained and 20,000 girls will participate in project activities during the three year period. This project is directed at the substantial under representation of women in many science and engineering fields by working with girls in informal settings to overcome patterns of science and mathematics avoidance. Replication and dissemination will be undertaken both within the Girl Scout Council system and among museums, youth organizations, and other informal educators. The proposers are contributing nearly $250,000 in resources to the project; NSF support will be 55% of the project total.
The goal of the project is to produce a one hour television documentary and a series of video teaching modules which explore a wide range of scientific disciplines in an exciting manner by presenting the story of how these disciplines are used in the preparation and racing of an Indianapolis race car. This program will be distributed to a wide audience through its broadcast by PBS and cable sports networks; through dissemination to classrooms and museums nationwide; and through distribution via agencies that focus on bringing educational programs to youth and minorities across the country. We expect to attract a new audience to science, the millions of Americans who are infatuated by automobiles. This is an audience that cuts across age, ethnic and racial distinctions in America today. This exciting story of applied science should also appeal to American youth in a way that more traditional science stories do not. The major scientific disciplines involved in the project are: basic engineering, mathematics and physics, aerodynamics, materials science, mechanics, telemetry and computer aided design. This project is submitted to the Informal Science Education Program. The specific content of this project will be aimed at an audience with little background in science. High-school students and adults should be able to understand all the principles presented. Younger audiences will gain insight into how a knowledge of science is fundamental to a sport that many of them find fascinating.
"Roman City," fourth in a series of PBS specials based on the acclaimed books of David Macaulay, is an hour-long film that traces the planning, engineering, building and habitation of an ancient Roman city at the height of empire. The program continues the unique Macaulay presentation format of a cinemaquality animated dramatic story juxtaposed with live- action documentary segments, hosted by Mr. Macaulay and filmed at actual sites portrayed in the story. Each film roots its dominant structures and technology firmly within the thought and culture of its historical period. The dual presentation style has enabled the previous Macaulay specials to capture a wide range of viewers from young children all the way up to older adults. "Roman City," as well as the previous award-winning Macaulay specials--"Castle," "Cathedral" and "Pyramid"--is specifically aimed at enhancing the scientific, technical and humanistic understanding of both young people and adults outside of the formal educational environment. All indication from the previous programs suggests that this goal has been widely achieved. There is a natural curiosity about other cultures, about things technical and how they interrelate with human needs and aspirations, and we believe our unique format satisfies that curiosity in an entertaining, informative and educational manner. The ancient Romans achieved breakthroughs in planning and the delivery of those elements deemed necessary for the functioning of an increasingly world. Aqueducts, sewers, roads, bridges, amphitheaters and public buildings, even public lavatories, all speak to the technical mastery of the ancient Romans. And if their social aims were not always as "advanced" as their scientific and technological sophistication, then that, too, provides a modern object lesson on the critical and mutually dependent interrelationship of science and civilization.