Technological literacy is essential to ensure lifelong engagement in rapidly changing societies. Three factors that affect learning in later adulthood are age-related declines in processing new information, changes in motivation and reprioritization of emotional wellbeing over new learning, and the ways in which beliefs and stereotypes influence motivation and learning.
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TEAM MEMBERS:
Casey LindbergEdwin CarstensenLaura Cartsensen
This paper lays out a theory of (re-)generative learning to explain how families and communities socialize young learners into thinking like scientists and mathematicians. Cultural communities and their families orient their young in varied ways toward the language, behaviors, and self-theories about the future presupposed in the learning of science and mathematics. Certain socialization processes and norms correspond closely with those that scientists and artists use in laboratories, studios, and rehearsals. Certain norms of politeness and patterns of language differ significantly from habits
How can research on teaching and learning be used to improve the design of e-content? The contents of this report are based on a series of seminars conducted during 2003 and 2004, funded by the Economic & Social Research Council (ESRC), that were coordinated by Lydia Plowman, University of Stirling. They were also sponsored by a number of organisations including Futurelab. Each seminar was attended by researchers from universities, creators and managers of companies that make educational resources, and people engaged in policy making or representing Government agencies
To explore how the United States can harness the powerful features of digital games for learning, the Federation of American Scientists, the Entertainment Software Association, and the National Science Foundation convened a National Summit on Educational Games, on October 25, 2005 in Washington, DC. The Summit brought together nearly 100 experts to discuss ways to accelerate the development, commercialization, and deployment of new generation games for learning.
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TEAM MEMBERS:
Federation of American ScientistsHenry Kelly
Produced by National Geographic Television and funded in part by the National Science Foundation (NSF), Alien Deep is a multi-platform media project designed to increase public literacy about: the fundamental principles and concepts underlying ocean systems and functions, the importance and challenges of oceanographic research and exploration, and the impact of the ocean on humanity and humanity’s impact on the ocean. The centerpiece of the project is a five-part mini-series that premiered on the National Geographic Channel in 2012. In addition to the five episodes, which were also made
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TEAM MEMBERS:
Knight Williams Inc.Valerie Knight-WilliamsDivan WilliamsRachel TeelEric AndersonGabriel Simmons
Youth EXPO: Youth Exploring the Potential of Virtual Worlds was a proof-of-concept study to determine if an immersive, 3D virtual environment is an effective medium to increase high school students’ understanding of current climate change research and motivate interest in learning more about climatology-related careers. The project was conducted by the Miami Science Museum in partnership with Goddard Institute of Space Sciences and Goddard Space Flight Center, and implemented with high school students in Miami. The overall goal of the project was to develop a prototype cyber resource to promote awareness of climate change and careers in climatology, in support of NASA’s role in helping youth understand how Earth’s global climate system is changing. YouthEXPO explored the extent to which 3D virtual learning experiences can increase high school students’ conceptual understanding of complex scientific issues related to climate change. This was accomplished through the development of a series of virtual exhibits, YouthEXPO Island, and pilot testing of the exhibition with high school students as part of a broader climate change curriculum. Youth EXPO Island is a series of simulations in an immersive, 3D virtual world environment designed to increase high school students’ understanding of current climate change research and motivate interest in learning more about climatology-related careers. Modules include EarthLab, IceLab, VolcanoLab and SpaceLab, four environmental simulations where avatars can analyze the relationship between global temperature change and a variety of climate factors, learn about remote sensing and field sampling techniques, and explore related careers.
Morehead Planetarium and Science Center has just started working on WILD BLUE: Using Fulldome Technology to Illustrate Aeronautics Principles, targeting school audiences from grades 3-8 as part NASA's CP4SMP+ program. Morehead will partner with NASA Langley Research Center as content advisors and Sky-Skan, Inc as content distributors. WILD BLUE's primary goal is to strengthen STEM education in the United States. WILD BLUE plans national distribution of a NASA-inspired media portfolio that supports formal and informal STEM education. The media portfolio targets grades 3-8, addresses National Science Education Standards, and includes two key deliverables: (1) a fulldome planetarium show that showcases aeronautics history and concepts, NASA's role in aeronautics research and related STEM careers (2) web-based curriculum materials that integrate current NASA curriculum materials, including Museum in a Box and Summer of Innovation activities. All WILD BLUE deliverables include NASA content -- the history, primary research and future plans of NASA's Aeronautics Research Mission Directorate (ARMD); imagery illustrating aeronautics concepts; information about STEM careers with NASA; and commentary from ARMD personnel. This four-year project ensures scientific accuracy, educational value and engaging presentation through an advisory board and an external evaluation process. WILD BLUE expects outcomes that include advancing NASA Strategic Goal 6 (participation, innovation, contribution) and NASA Education Goals, facilitating knowledge of NASA's role in aeronautics research, and expanding participation by underserved students in formal and informal science education.
Virtual Missions and Exoplanets (vMAX) will develop and test a three-dimensional, virtual world environment that will engage middle school students and educators from high-poverty schools in NASA-related exoplanet mission simulations. The Patricia and Phillip Frost Museum of Science will serve as the lead institution, in partnership with the following institutions: U.S. Space and Rocket Center, New York Hall of Science, Chabot Space & Science Center, and Sci-Port: Louisiana¹s Science Center; Aimee Weber Studios will be responsible for virtual exhibit fabrication, and WestEd will serve as the project¹s formative and summative evaluator. The overall goal of the project is to create a NASA resource on exoplanet astronomy that will engage students, educators, and the general public in NASA¹s search for worlds beyond our own. The project aims to increase underserved students¹ engagement in STEM, knowledge of exoplanet missions, and awareness of NASA-related careers; and advance the growing body of knowledge on the use of virtual world technologies to provide opportunities for students to participate in NASA Mission-related science teaching and learning. The project will result in the development of vMAX world, a virtual world with simulations related to exoplanet astronomy designed for use as the core content of a 30-hour out-of-school learning experience for middle school students. An Educator Implementation Guide will be developed and made available online for download by secondary school teachers and science museum educators. In addition, an interactive, multiuser exhibit kiosk, utilizing the simulations created for vMAX world, will be developed and made available to interested Visitor Centers, museums and planetariums.
The Michigan Science Center (MiSci) Sunstruck! An Integrated Solar Education Experience project includes an interactive heliostat exhibit, Dassault Systemes Planetarium program for primarily middle school students and the general public emphasizing the sun and its effects on Earth and the solar system, a educational lobby kiosk, and educational materials for classroom use aimed at helping them understand the importance of understanding our nearest star and the ‘space weather’ that it creates. The Michigan Science Center is the lead institution, with the project led by PI Dr. Tonya Matthews, President/CEO and Co-PI Julie Johnson, Director of Education and Outreach, and science advisors representing University of Michigan College of Engineering Department of Atmospheric, Oceanic and Space Sciences, and in collaboration with the Ford Amateur Astronomy Club, the Detroit Public Schools Science Department and University Prep Science and Math faculty. The project Sunstruck! An Integrated Solar Education Experience will use the latest research and discoveries from IRIS (Interface Region Imaging Spectrograph) and SOD (Solar Dynamics Observatory ) missions to engage the general public in the dynamics of our star, the Sun. The project will help the audience understand the Sun’s importance, it’s direct impact on our lives and the potential hazards such as solar flares and coronal mass ejections that we refer to as ‘space weather’. This project is scheduled to be completed in 2015 with testing of materials and the planetarium show to begin late 2014.
Our Instrumented Earth: Understanding Global Systems and Local Impacts through the El Nino Story centers on a new production displayed on Science on a Sphere® (SOS), and informal educational program elements to engage learners in the power and purpose of NASA data-gathering tools. Audiences include over two million visitors to partner institutions, serving both urban and rural constituencies that rank among the most diverse in the nation. The Aquarium has partnered with the Oregon Museum of Science and Industry (OMSI) and NASA Goddard Space Center to implement elements of the program, as well as NASA scientists and experts to develop content. There are two main project goals for Our Instrumented Earth: to create a NASA-informed public by creating an SOS production which highlights space technologies and other instruments monitoring Earth; and to enhance the STEM capacity of underserved teachers, parents, and students through teacher professional development and outreach events. Major project deliverables for Our Instrumented Earth include: a brand new SOS film production, an adapted program for the Magic Planet spherical display platform to serve rural communities, professional development workshop for formal teachers, and NASA Night outreach events at the Aquarium.
Mission: Moonbase is an interactive lunar colony simulation designed to inspire and educate participants of all ages. Prominently situated in the largest children’s science center at the Museum of Science & Industry (MOSI), Mission: Moonbase engages the general public as an exhibition. It also serves as an immersive, team-based experience for thousands of students in area school districts, Girl Scouts, Boy Scouts, etc. Through the use of high-tech gaming technologies in a facilitated, immersive environment, participants are challenged to operate lunar colony while learning and applying STEM (Science, Technology, Engineering, and Mathematics) knowledge and skills. Mission: Moonbase will continue to serve as an inspirational catalyst for students and families on the importance of STEM, NASA’s missions and career opportunities, and the value of space exploration in a fun, exciting way. Mission: Moonbase serves as an educational setting and dynamic experience for students and families with the support of educators and scientists with an eye on promoting a better future.
The Denver Museum of Nature & Science (DMNS) CP4SMP program, Methods of Increasing Awareness of Comparative Planetology and Climate Science with Science On a Sphere in Museum Settings, intended to educate our audiences about planetary exploration missions, illuminate climate science through comparative planetology, and produce new educational materials, interpretation techniques, and knowledge that facilitate more effective informal education on these themes nationally. DMNS was the lead organization on this program, but collaborated closely with other institutions involved in the Science on a Sphere® (SOS) user community. This program achieved its intentions to: (1) boost literacy in climate science, (2) build awareness of NASA’s space science missions and the relevance of NASA Earth observing satellites to contemporary issues of global change, and (3) evaluate the effectiveness of different modes of employing the SOS system with diverse audiences. We capitalized on our unique combination of scientific expertise in planetary science and spacecraft exploration, our considerable experience in digital media development, informal science education, exhibit design, educational research, and museum evaluation. Over the duration of the project we: (1) developed visually exciting and compelling SOS programming on comparative planetology and climate science using NASA mission data; (2) tested different modes of presentation of SOS to determine how this technology can be best utilized in informal science contexts; (3) investigated how visitors perceive and understand scientific data presented on SOS; and (4) created teacher professional development workshops to reach K-12 formal educators both locally and nationally. The DMNS CP4SMP NASA grant created opportunities to positively impact climate literacy for millions of DMNS visitors over the five-year period.
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TEAM MEMBERS:
Scott SampsonSteve LeeKa Chun YuEddie GoldsteinAndrea Giron