The Ocean Science project integrates the Ocean Literacy Essential Principles and Fundamental Concepts into a Western Washington region-wide, coordinated program of formal and informal education consisting of: 1. Teacher professional development in the ocean sciences to integrate the Ocean Literacy Essential Principles and Fundamental Concepts into inquiry-based marine science education and instruction; 2. Evaluation and re-alignment of existing Sound Science ecosystems curricula into Ocean Science, incorporating NOAA data and promoting the Ocean Literacy Essential Principles and Fundamental Concepts; 3. Classroom programs, beach field investigations, and on-site programs at the Seattle Aquarium of the Olympic Coast national Marine Sanctuary's Olympic Coast Discovery Center for grades 4-5 students, their parents and teachers; 4. Parent training in ocean science content, the Ocean Literacy Essential Principles and Fundamental Concepts, and inquiry-based methods for supporting their children's science education; 5. Informal education for the general public via an interactive learning station linked to the Window on Washington Waters exhibit and designed to innovatively use NOAA data and information (videos, computer simulations and other creative media) to increase and evaluate ocean literacy in adults and children. Window on Washington Waters displays the outer coast marine environments and sea life of the Olympic Coast National Marine Sanctuary.
AMNH will use NOAA weather satellite data to annotate 72 high definition (HD) video time-series global cloud cover visualizations using thermal infrared brightness temperature data acquired by five geostationary satellites and joined into global mosaics at half-hourly intervals. The HD visualizations will be used in informal and formal education activities and will be made available on the Web. These media pieces will be used for informal education activities at AMNH and 28 other informal science institutions (ISI) around the United States . The target population of visitors to subscribing ISIs is currently ten million and is projected to be over 15 million by the end of the grant. The HD visualizations will be used in formal settings, as well. Fifteen schools throughout New York City with large numbers of new English Language Learners will be targeted and professional development for teachers of ELL students will be provided through programs at AMNH as well. AMNH s effort focuses on weather and climate patterns that will be visible in the cloud-data visualizations. All viewers of the media will learn about general circulation patterns and changes in phase of water associated with the hydrologic cycle.
The Royal Society published in late June a report entitled «Science Communication. Survey of factors affecting science communication by scientists and engineers». It is an in-depth survey on the communication addressed to non-specialist audiences that was carried out interviewing a wide and representative sample of UK scientists and engineers.
The many facets of fundamentalism. There has been much talk about fundamentalism of late. While most people's thought on the topic go to the 9/11 attacks against the United States, or to the ongoing war in Iraq, fundamentalism is affecting science and its relationship to society in a way that may have dire long-term consequences. Of course, religious fundamentalism has always had a history of antagonism with science, and – before the birth of modern science – with philosophy, the age-old vehicle of the human attempt to exercise critical thinking and rationality to solve problems and pursue
The debate on Darwin’s theory of evolution is a unique case for observing some particular ways in which science is perceived and experienced in society. It is a dispute which is really not very scientific at all, since it ultimately derives from the attempt to discredit a corroborated scientific explanation (and to limit its teaching) by fundamentalist fringe groups of religious and political movements of various extraction. However, it is undeniable that the clash between creationists and evolutionists must also involve, in a critical and self-reflective way, the communicative weaknesses of
Do we have to drag in the thought of Michel Foucault to show the political (and not neutral), partial and local (and not universal and non-historic), active (and not merely transmissive) face of science communication? Do we need the work of the controversial French intellectual to dispute the anxious search – almost a quest like that for the Holy Grail – for the “best practices” in the dissemination of scientific culture? If we read over the pages that Foucault dedicated to words and things, to the archaeology and genealogy of knowledge, to biopolitics, we have few doubts. Two elements, on the
This article explores analogy as a communicative tool used by parents to relate children's past experiences to unfamiliar concepts. Two studies explored how similarity comparisons and relational analogies were used in parent-child conversations about science topics. In Study 1, 98 family groups including 4- to 9- year-olds explored two science museum exhibits. Parents suggested comparisons and overtly mapped analogical relations. In Study 2, 48 parents helped first- and third-grade children understand a homework-like question about infections. Parents suggested relational analogies and overtly
Building on and extending existing research, this article proposes a 4-phase model of interest development. The model describes 4 phases in the development and deepening of learner interest: triggered situational interest, maintained situational interest, emerging (less-developed) individual interest, and well-developed individual interest. Affective as well as cognitive factors are considered. Educational implications of the proposed model are identified.
The focus of this literature review is out-of-school time activities in informal environments, a "vastly understudied" set of experiences (Carnegie Council on Adolescent Development 1992), and the role these experiences can have in shaping the direction of youth to pursue STEM careers. By understanding the research base on this topic we can better understand the ways that interventions can lead to more young people choosing STEM professions. Our goal is to contribute to these infrastructure building efforts by synthesizing the relevant research for ITEST project staff, NSF Program Officers and
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TEAM MEMBERS:
ITEST Learning Resource CenterJennifer DorsenBethany CarlsonLeslie Goodyear
As the astronomy education community develops, a need has arisen for concrete research and evaluation methodologies, especially within informal educational settings. We propose one such methodology, action evaluation, which attempts to demystify the process of research/evaluation and recruit as partners those who are traditionally left out of this process. Based on the tradition of action research, this methodology incorporates research/evaluation into the fabric of programs and places the researcher/educator in a centralized role. We provide concrete examples of tools that we have used to
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TEAM MEMBERS:
Nicholas StroudMeghan GroomeRachel ConnollyKeith Sheppard
This award is for a Science and Technology Center devoted to the emerging area of nanobiotechnology that involves a close synthesis of nano-microfabrication and biological systems. The Nanobiotechnology Center (NBTC) features a highly interdisciplinary, close collaboration between life scientists, physical scientists, and engineers from Cornell University, Princeton University, Oregon Health Sciences University, and Wadsworth Center of the New York State Health Department. The integrating vision of the NBTC is that nanobiotechnology will be the genesis of new insights into the function of biological systems, and lead to the design of new classes of nano- and microfabricated devices and systems. Biological systems present a particular challenge in that the diversity of materials and chemical systems for biological applications far exceeds those for silicon-based technology in the integrated-circuit industry. New fabrication processes appropriate for biological materials will require a substantial expansion in knowledge about the interface between organic and inorganic systems. The ability to structure materials and pattern surface chemistry at small dimensions ranging from the molecular to cellular scale are the fundamental technologies on which the research of the NBTC is based. Nanofabrication can also be used to form new analytical probes for interrogating biological systems with unprecedented spatial resolution and sensitivity. Three unifying technology platforms that foster advances in materials, processes, and tools underlie and support the research programs of the NBTC: Molecules of nanobiotechnology; Novel methods of patterning surfaces for attachment of molecules and cells to substrates; and Sensors and devices for nanobiotechnology. Newly developed fabrication capabilities will also be available through the extensive resources of the Cornell Nanofabrication Facility, a site of the NSF National Nanofabrication Users Network. The NBTC will be an integrated part of the educational missions of the participating institutions. NBTC faculty will develop a new cornerstone graduate course in nanobiotechnology featuring nanofabrication with an emphasis on biological applications. Graduate students who enter the NBTC from a background in engineering or biology will cross-train in the other field by engaging in a significant level of complementary course work. Participation in the NBTC will prepare them with the disciplinary depth and cross-disciplinary understanding to become next generation leaders in this emerging field. An undergraduate research experience program with a strong mentoring structure will be established, with emphasis on recruiting women and underrepresented minorities into the program. Educational outreach activities are planned to stimulate the interest of students of all ages. One such activity partnered with the Science center in Ithaca is a traveling exhibition for museum showings on the subject of nano scale size. National and federal laboratories and industrial and other partners will participate in various aspects of the NBTC such as by hosting interns, attendance at symposia and scientist exchanges. Partnering with the industrial affiliates will be emphasized to enhance knowledge transfer and student and postdoctoral training. This specific STC award is managed by the Directorate for Engineering in coordination with the Directorates for Biological Sciences, Mathematical and Physical Sciences, and Education and Human Resources.
This article explores the use of exhibit development as an instructional strategy in the school and in the museum and how both approaches offer innovative alternatives to traditional learning. Linda D'Acquisto, managing owner of Kid Curators, LLC, discusses her work and the value of school museums. Marie Scatena, Youth Programs Manager at the Chicago History Museum, discusses the Teen Chicago project.