For decades, particle physicists have been using open access archives of preprints, i.e. research papers shared before the submission to peer reviewed journals. With the shift to digital archives, this model has proved to be attractive to other disciplines: but can it be exported? In particle physics, archives do not only represent the medium of choice for the circulation of scientific knowledge, but they are central places to build a sense of belonging and to define one's role within the community.
This paper was presented at the 122nd ASEE Annual Conference and Exposition in June 2015, by the Boeing Company, the University of Washington, College of Education LIFE Center, and the City University of Seattle. Abstract Skills-based volunteerism programs can provide technical employees effective and meaningful opportunities to utilize, develop, and transfer their skills while contributing to their companies’ community engagement objectives in K-12 education. While many companies encourage their employees to engage in education-related volunteerism, these efforts are often one-off events
The NISE Network has developed numerous activities and programs suggestions for the International Year of Light and Light-Based Technologies (IYL 2015). The International Year of Light and Light-Based Technologies (IYL 2015) is a global initiative that will highlight to the citizens of the world the importance of light and optical technologies in their lives, for their futures, and for the development of society. It is an unique opportunity to inspire, educate, and connect on a global scale.
As a part of the strategy to reach the NASA Science Mission Directorate (SMD) Science Education and Public Outreach Forum Objective 1.2: Provide resources and opportunities to enable sharing of best practices relevant to SMD education and public outreach (E/PO), the Informal Education Working Group members designed a nationally-distributed online survey to answer the following questions: 1. How, when, where, and for how long do informal educators prefer to receive science, mathematics, engineering, and/or technology content professional development? 2. What are the professional development and
To this volume on out-of-school STEM learning, we contribute an example of science. Our charge is to discuss what it means for children to be doing science and how educators can assess it. To that end, we’ve chosen an especially clear case. It happens to have taken place in school, but that shouldn’t matter for our purpose here; it’s the substance of the children’s reasoning that we’re assessing as the beginnings of science. We open with the case. We then articulate how it is an example of science, in particular of science as a pursuit. Finally we discuss what this view means for science
Amusement parks offer rich possibilities for physics learning, through observations and experiments that illustrate important physical principles and often involve the whole body. Amusement parks are also among the most popular school excursions, but very often the learning possibilities are underused. In this work we have studied different teacher roles and discuss how universities, parks or event managers can encourage and support teachers and schools in their efforts to make amusement park visits true learning experiences for their students.
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TEAM MEMBERS:
National Resource Center for Physics EducationAnn-Marie PendrillCecilia KozmaAndreas Theve
The project, called Experimenting With Storytelling, involved working with four schools in East London and Northamptonshire, United Kingdom. Each after school session, with elementary school children and their parents, consisted of a cultural story or folktale (the ‘storytelling’ part) which had some science in it followed by an associated practical activity (the ‘experimenting’ part).