The project includes a simulation based Family Learning Program to be administered through the International Challenger Learning Center (CLC) network. The goal is to develop families' skills in learning as a team through science, math and technology (SMT) in an environment where parents and children are co-travelers in a world of ideas. PACCT is disseminated through ten of the Challenger Learning Centers reaching 22,000 families nationwide. Many of these activities are completed in the home at no cost to the anticipated 12,500 participating families. Through this network of centers, all types of communities are served in many states. The activities include Sim-U-Voyages, where family teams work at home; Sim-U-Challenges, where families create a physical model responding to a challenge; Sim-U-Visits, where families hear from scientists and work as scientists in a team solving a problem; and Sim-U-Ventures, which result in flying a mission. Cost sharing is 8%.
In the Community Science Learning through Youth Astronomy Apprenticeships (YAA) project, underrepresented urban high school youths, working with recent college grads, conducted astronomy investigations, then translated their personal learning and enthusiasm into outreach programs for younger children, families and community members in an astronomy and space science program. Science education centers at Massachusetts Institute of Technology and Smithsonian Astrophysical Observatory, Boston community-based after school centers and the Institute for Learning Innovation collaborated.
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TEAM MEMBERS:
Irene PorroMary DussaultSusan O'ConnorJohn Belcher
This research project, from The University of Central Florida, and the Museum of Science and Industry, investigates a three-cycle research and development process where middle school student learners will be immersed in a mixed reality environment while interacting with functional metaphors to determine the effects of conceptual change, motivation and scientific habits of mind while engaged in learning physics content. The project is guided by the following research questions: How does the opportunity to embody elements of an immersive simulation affect a learner's propensity to experience conceptual change and develop scientific habits of mind? What design features of missed reality environments best support metaphors? What metrics are most effective for assessing learning through body-based metaphors? What are the practical considerations to creating immersive metaphor-based learning experiences in ISE institutions such as a Science Center? The investigators will use a between subjects mixed method approach with middle school students (N = 360) involving three research cycles that are performed in controlled conditions. The multiple iterations will allow modifications to the study's design to dig deeper into the data and afford more careful analysis, revisions and modifications to simulation content, protocol and data collection instruments and the technology installation. Middle school students will be recruited from local schools and the Museum of Science and Industry visitors. The evaluation plan includes the assessment of perceived values of using whole-body metaphors within mixed reality environments to learn physics. Professional audiences, educators and ISE practitioners will assess the impact, design and content associated with research on learning, mixed reality design, science and physics education. Research on understanding the process of using whole-body interactions in a mixed reality environments will help educational researchers and practitioners in the field understand the effectiveness of metaphor based learning of scientific concepts with whole body interactions. This project contributes knowledge about how people learn within informal settings. This theory-driven design approach has the potential for broad implementation in both formal and informal environments.
MIT Education Arcade, in partnership with the Smithsonian Institution, designed and developed Vanished, an eight-week environmental science game as a new genre called the curated game, a hybrid of museum-going, social networking, and online gaming. Middle school aged participants engaged in Earth systems science to study a range of environmental issues associated with mass extinction. Though the game was structured around a fictional scenario--communication with visitors from the future--it posited a future affected by current environmental issues and conditions, and encouraged participants to apply systems thinking as a means to understand how these current conditions led to environmental disruptions. As part of the game play participants studied, applied, and integrated knowledge and skills from multiple sources, including Earth science, ecology, astronomy, and archaeology, and forensic anthropology. An Advisory Board and contributing scientists were be involved. The project team is currently analyzing data collected from the game to test the hypothesis that the game play would allow youth, ages 11-14, to increase their understanding of the scientific process and increase their motivation to learn more science. This summative evaluation is being conducted by TERC Inc. A Curated Game Handbook will be produced to disseminate project results as a model for new applications of game-based learning. Open source software created as part of the game has been made available, and should enable future developers in informal science education to build directly upon these foundational efforts.
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TEAM MEMBERS:
Eric KlopferConrad LabandeiraScot OsterweilStephanie Norby
The project includes a simulation based Family Learning Program to be administered through the International Challenger Learning Center (CLC) network. The goal is to develop families' skills in learning as a team through science, math and technology (SMT) in an environment where parents and children are co-travelers in a world of ideas. PACCT is disseminated through ten of the Challenger Learning Centers reaching 22,000 families nationwide. Many of these activities are completed in the home at no cost to the anticipated 12,500 participating families. Through this network of centers, all types of communities are served in many states. The activities include Sim-U-Voyages, where family teams work at home; Sim-U-Challenges, where families create a physical model responding to a challenge; Sim-U-Visits, where families hear from scientists and work as scientists in a team solving a problem; and Sim-U-Ventures, which result in flying a mission. Cost sharing is 8%.
WGBH Educational Foundation is requesting funds to produce 20 new shows and new outreach and Web activities for "ZOOM," which will be renamed "Hot Seat." "Hot Seat" is a daily half-hour PBS television series targeted to kids ages 8 to 11. Uniquely by and for kids, the program gives its viewers a chance to explore, to experiment and to share their creativity. The series, along with its far-reaching outreach, offers its audience an innovative curriculum that promotes the acquisition of basic math and science knowledge and the development of problem solving skills called "Habits of Mind." The intended impacts are to: (1) establish a project that uniquely integrates television, the Web and outreach as a model for how media can teach science and math; (2) engage kids and teach them science and math content and process skills; (3) provide curriculum and professional development to organizational partners. Innovation includes developing three new content areas for the series -- Invention, Space Science and Earth Science -- and evolving the project design by incorporating new production techniques that enhance the "reality factor" of the science programming. Outreach for the project will include printed materials for kids, families and educators. A new collaborative partnership is being developed with the American Library Association to help distribute the new afterschool curricula to librarians across the country. "Hot Seat" will support the existing network of "ZOOM" outreach partners and convert the museum "ZOOMzones" to "Hot Seat Spots." "ZOOM" currently is carried by 269 public broadcasting stations and is viewed by 4 million children each week.
To quantify how much of the night sky has been lost to light pollution, students in grades 3-8 compare their backyard view of Orion to six star charts of the constellation with varying limiting magnitudes. Using thousands of observations from across the local community, teams of students from individual schools plot the collective results by constructing a 3D model out of LEGO blocks. Beforehand, all teachers integrate some aspect of the topic in their regular classroom instruction. The website offers supporting lessons, resources, and ideas for teachers and families alike.
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TEAM MEMBERS:
Penn-Harris-Madison School Corporation
Join us in the search for interstellar dust! In 2006, the Stardust spacecraft returned particles of interstellar dust that originated in distant stars. But before they can be studied, these tiny dust grains will have to be found. This is where you come in! Our volunteers are using an online Virtual Microscope to search for these elusive particles, which were captured in aerogel. In addition, the discoverer of an interstellar dust particle will appear as a co-author in the discovery announcement, and will name the particle!
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University of California, BerkeleyThe Planetary SocietyNASAAndrew Westphal
First Light is a one-hour documentary to be shown nationally on WGBH-TV's NOVA science series. It tells the extraordinary story behind the building of the Hale Telescope on Palomar Mountain in southern California. The film also documents a research effort at the frontiers of astronomy that has pushed the Hale beyond anything its builders had imagined: The attempt to find and map the edge of the known universe. It follows astronomers Maarten Schmidt, James Gunn and Don Schneider as they search for distant quasars. This team recently detected a quasar that is by far the most distant object yet found in the universe; its discovery may challenge our current understanding of cosmic evolution. The documentary is based on the award winning book First Light: The Search for the Edge of the Universe by Richard Preston. After broadcast, the program will have wide educational distribution in secondary schools and colleges.
Children's Television Workshop(CTW) has produced a special 30 minute program for their "3-2-1 CONTACT" science series on the space program in response to the recent space shuttle tragedy. CTW has extensive footage on the scientific aspects of the space program along with interviews with astronauts Charles Bolden, Sally Ride, Mary Cleave and Franklin Chang-Diaz. The program is hosted by Robin, one of the regulars on "3-2-1 CONTACT." This program, aimed at children ages 8-12, reviews the scientific aspects of space exploration, examines the risks, explores the many- faceted life of being an astronaut, and places the space program in an understandable context for children.
Lawrence Berkeley Labs developed a CD containing educational materials, staff training and the software necessary for informal science education centers to offer to middle school students one- hour sessions, multiple-day workshops, and ongoing participation in a drop-in computer lab. Hands-On Universe (HOU) is an active science education program that provides participants access to observing time on professional telescopes through the use of a personal computer and the Internet. The CD contains: exploration experiences and challenge games; resource material including images from other national labs, descriptions and animations of related topics, and astronomical catalogs; image processing software; a telecommunications package to interface with HOU telescopes and support network, the Internet, and World Wide Web; staff training material. The target audiences are youth in grades three through high school, and adults.
Cornell University is producing a documentary television program about the 100-meter radio telescope in Green Bank, West Virginia. The film, planned as a PBS special, will document the engineering and technology behind the construction of the telescope as well as examining and explaining the science of radio astronomy. Ancillary educational material, including a 20 minute version of the video, will be developed and distributed for use in informal education setting through the American Astronomical Society and the Astronomical Society of the Pacific. In addition images and information about the Green Bank Telescope and the science of radio astronomy will be made available through an electronic bulletin board service such as GOPHER or MOSAIC. Teaching materials also will be developed for use in the secondary school curriculum and an "Across Space and Time" undergraduate curriculum developed at Cornell University will be made available to faculty at other colleges and universities. In addition, the film and related material will serve as the centerpiece for short courses for college teachers at Green Bank under the National Chautauqua Short Course Program. The PI and major content developer is Martha Haynes, Professor of Astronomy at Cornell University associated with the National Astronomy and Ionosphere Center and the Center for Radiophysics and Space Research. The film is being produced by PhotoSynthesis Production of Ithaca, New York. David Gluck is co-producer, director, and cinematographer and Deborah Hoard is co-producer and writer. A twelve person advisory committee of astronomers, teachers, and informal science educators will guide development of the project.