In May 2012, the Penn Museum will present the traveling exhibition, Lords of Time, the Maya and 2012 – an innovative exploration of the ancient and modern Maya and their conceptions of time. The exhibition will include over 75 archaeological artifacts and groups, stone sculpture, historical materials, modern reproductions, digital media components, and interactive displays to actively engage visitors in the discovery of an ancient culture, as well as its legacy to the modern world. Themes of the exhibition will span the fields of astronomy, history, archaeology, anthropology, and comparative culture studies. The exhibition is a formal collaboration between the Penn Museum, the Honduran government’s Instituto Hondureño de Antropología e Historia (IHAH), and Harvard University’s Peabody Museum of Archaeology and Ethnology (Peabody). After its debut at the Penn Museum, the core of the exhibition will travel to other US venues through 2014.
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TEAM MEMBERS:
Julian SiggersLoa Traxler
resourceprojectProfessional Development, Conferences, and Networks
The Space Telescope professional development program is designed to support the needs of formal and informal educators and enhance educators' science content and pedagogical knowledge. Scientist and educator teams present STEM topics and the latest educational research, while emphasizing real-world connections. The purpose is to share information about the James Webb Space Telescope mission, support the teaching of standards-based science, and incorporate Hubble discoveries into educational settings.
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TEAM MEMBERS:
Space Telescope Science InstituteBonnie EisenhamerFrank SummersJohn Maple
resourceprojectWebsites, Mobile Apps, and Online Media
Hubble Hangouts are weekly live online talks using Google+'s video hangout feature. Hubble Hangouts feature a panel of astronomers discussing the astronomical topic of the day. Viewers are encouraged to participate by asking questions in the comments sections of YouTube and Google+, or on Twitter. Hangouts are subsequently posted to YouTube for future viewing.
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TEAM MEMBERS:
Space Telescope Science InstituteBonnie EisenhamerTony Darnell
The College of Physicians of Philadelphia’s Broken Bodies, Suffering Spirits: Injury, Death, and Healing in Civil War Philadelphia will transcend the basic facts of war, offering visitors an intimate view of the experiences of real people augmented by anatomical specimens, instruments, manuscripts, images, and printed texts. The exhibit and web-based educational materials will explore two major themes: how the war forced soldiers, healers, and family members to manage injury, recovery, and death in dramatically new ways; and how the lasting effects of the devastating conflict forever changed soldiers’ relationships with their own bodies and minds. In a city with strong historical connections to Civil War medical history, the College’s unique institutional history and unparalleled Mütter Museum and Historical Medical Library collections ensure that the exhibit will offer a new view of the conflict, firmly grounded in the medical humanities, to a large, diverse audience.
The Kitchen Sisters will support the production of Hidden Kitchens World, a new multimedia series that explores life and culture through food across the globe. Inspired by the original NEH-funded NPR Hidden Kitchens series, this new on-air and online collaboration will feature stories exploring what people eat and grow, how food marks our sameness and differences, and how food culture adapts in the face of globalization, socioeconomic conditions and environmental changes. Each story will include perspectives from scholars, as well as video, music, photographs, curriculum and links to a curated library of resources relating to the themes raised within the stories. Funding from the NEH will help produce a multi-faced project featuring 8 stories on NPR, 1 hour-long radio specials distributed nationwide, 8 podcasts, research and development of a smart phone app, and a collaborative, humanities-rich website with audio, video, recipes, images and writings from around the world.
This feature documentary will join film to humanities scholarship in investigating the historical production of nuclear waste, the present character of communities living with that waste, and the combined efforts of sociologists, anthropologists, writers, and scientists to imagine how to guard this material into the 10,000-year future. Drawing on important work in environmental (land) history, ethics, and politics, as well as work on the cultural anthropology of the nuclear world, the film “Containment” examines how the Cold War transformed the American landscape, how nuclear waste compels us today—in lands across the United States and beyond—to examine our most basic views about the control and ethics of land use, and how 24,000-year half-life of plutonium pushed scientists and humanists into the Congressionally-demanded business of imagining a ten-thousand year human future in order to mark and isolate nuclear waste.
The project will develop and study the impact of science simulations, referred to as sims, on middle school childrens' understanding of science and the scientific process. The project will investigate: 1) how characteristics of simulation design (e.g., interface design, visual representations, dynamic feedback, and the implicit scaffolding within the simulation) influence engagement and learning and how responses to these design features vary across grade-level and diverse populations; 2) how various models of instructional integration of a simulation affect how students interact with the simulation, what they learn, and their preparation for future learning; 3) how these interactions vary across grade-level and diverse populations; and 4) what critical instructional features, particularly in the type and level of scaffolding, are needed. Working with teachers, the team will select 25 existing sims for study. Teachers and students will be interviewed to test for usability, engagement, interpretation, and learning across content areas. The goal will be to identify successful design alternatives and to formulate generalized design guidelines. In parallel, pull-out and classroom-based studies will investigate a variety of use models and their impact on learning. Ten new simulations will then be developed to test these guidelines. Products will include the 35 sims with related support materials available for free from a website; new technologies to collect real-time data on student use of sims; and guidelines for the development of sims for this age population. The team will also publish research on how students learn from sims.
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TEAM MEMBERS:
Katherine PerkinsDaniel SchwartzMichael DubsonNoah Podolefsky
This project will study two emerging and innovative technologies: interactive, dynamic simulations and touch-based tablet devices. The use of touch-based tablet technology (e.g., iPads) in the classroom is rapidly increasing, though little research has been done to understand effective implementation for learning science. Interactive simulations are now in use across K-16 levels of education, though what impact tablet devices have on the effective implementation of science simulations is not yet known. This project will explore this new frontier in education, over a range of contexts, providing new insight into effective interactive simulation design, classroom facilitation techniques, and the effects of tablet-based simulation use on underrepresented populations in STEM courses. Together, Dr. Emily Moore (PhET, UCB), a leader in interactive simulation design and classroom use, and Dr. Roy Tasker of the University of Western Sydney (UWS), a leader in chemistry education research, science visualizations, and teaching with technology, will research on the new technology frontier in science education - laying the groundwork for future investigations of foundational questions in technology use for learning science. This work has great potential to transform the future of science learning, making it both more engaging and more effective for diverse populations. The research findings will immediately impact 1) the design of new and existing PhET simulations - reaching millions of students and teachers using PhET simulations worldwide - and 2) the development of best practices guidelines for teachers using tablet technology to increase student learning, engagement, and participation in STEM disciplines.
The PhET Interactive Simulations group at the University of Colorado is expanding their expertise of physics simulations to the development of eight-to-ten simulations designed to enhance students' content learning in general chemistry courses. The simulations are being created to provide highly engaging learning environments which connect real life phenomena to the underlying science, provide dynamic interactivity and feedback, and scaffold inquiry by what is displayed and controlled. In a second strand of the project, a group of experienced faculty participants are developing and testing lecture materials, classroom activities, and homework, all coordinated with well-established, research-based teaching methods like clicker questions, peer instruction, and/or tutorial-style activities, to leverage learning gains in conjunction with the simulations. The third strand of the project focuses on research on classroom implementation, including measures of student learning and engagement, and research on simulation design. This strand is establishing how specific characteristics of chemistry sim design influence engagement and learning, how various models of instructional integration of the sims affect classroom environments as well as learning and engagement, and how sim design and classroom context factors impact faculty use of sims. To ensure success the project is basing sim design on educational research, utilizing high-level software professionals (to ensure technically sophisticated software, graphics, and interfaces) working hand-in-hand with chemistry education researchers, and is using the established PhET team to cycle through coding, testing, and refinement towards a goal of an effective and user friendly sim. The collection of simulations, classroom materials, and faculty support resources form a suite of free, web-based resources that anyone can use to improve teaching and learning in chemistry. The simulations are promoting deep conceptual understanding and increasing positive attitudes about science and technology which in turn is leading to improved education for students in introductory chemistry courses both in the United States and around the world.
Overview of Sustainability Professional Development and Evaluation: As part of the National Science Foundation funded "Sustainability: Promoting Sustainable Decision Making in Informal Education" project, the Oregon Museum of Science and Industry (OMSI) and its partners developed a professional development website and workshop. The goal of this and other project deliverables was to promote sustainable decision making by building skills that allow participants to weigh their choices and choose more sustainable practices. ExhibitSEED (Exhibit Social Environmental and Economic Development) refers
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TEAM MEMBERS:
Oregon Museum of Science and IndustryRenee B. Curtis
This paper presents ten guiding principles for designing construction kits for kids: design for designers; low floors and wide walls; make powerful ideas salient - not forced; support many paths, many styles; make it as simple as possible - and maybe even simpler; choose black boxes carefully; a little bit of programming goes a long way; give people what they want - not what they ask for; invent things that you would want to use yourself; and iterate, iterate - then iterate again.
This REAL project arises from the 2013 solicitation on Data-intensive Research to Improve Teaching and Learning. The intention of that effort is to bring together researchers from across disciplines to foster novel, transformative, multidisciplinary approaches to using the data in large education-related data sets to create actionable knowledge for improving STEM teaching and learning environments in the medium term and to revolutionize learning in the longer term. This project addresses the issue of how to represent and communicate data to young people so that they can track their learning and weaknesses and take advantage of what they learn through that tracking. The project team aims to address this challenge by giving young people (middle schoolers) the tools and support to create, manipulate, analyze, and share representations of their own understanding, capabilities, and participation within the Scratch environment. Scratch is a programming language and online community in which youngsters (mostly middle schoolers) engage in programming together, sometimes to make scientific models and sometimes to express themselves artistically using sophisticated computer algorithms. Scratch community participants are often interested in keeping track of what they are learning, so this population is a good one for exploring ways of helping young people make sense of data that records their participation and learning. The team will extend the Scratch programming language with facilities for manipulating, analyzing, and representing such data, and Scratch participants will be challenged to make sense of their learning and participation data and helped to use the new facilities to do write programs to carry out such interpretation. Scratch participants will become visualizers of their participation patterns and learning trajectories; research will address how such data explorations influence their learning trajectories. Scratch and its community are the place for the proposed investigations, but what is learned will apply far more broadly to construction of tools for allowing learners to understand their participation and learning across a broad range of environments. This project addresses the sixth challenge in the program solicitation: how can information extracted from large datasets be represented and communicated to maximize its usefulness in real-time educational stings, and what delivery mechanisms are right for that? The PIs go right to the learners; rather than looking for delivery mechanisms for communicating the data representations, they give young people tools and support to create manipulate, analyze, and share those representations, bringing together approaches to quantitative evidence-based learning analytics with the constructionist tradition of learning through design experiences. In addition to helping us learn about how to help youngsters analyze data about their perforance and self-assess, the PIs expect that their endeavor will help us better learn how to help young people become data analyzers, an important part of computational thinking. Learners will, in the process of engaging with data representing their development and participation, interact with visualizations, model and troubleshoot data sets, and search for patterns in large data sets. In addition, the tools being developed as part of this project will be applicable for analysis of other types of data sets. The results that will transfer beyond Scratch and the Scratch community, are (1) the kinds of tools that make such analysis possible for youngsters, (2) the kinds of challenges that will get youngsters interested in doing such analyses, (3) the kinds of data youngsters can handle, and (4) the kinds of scaffolding and coaching youngsters need to make sense of that data.
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TEAM MEMBERS:
Benjamin Mako HillMitchel ResnickNatalie Rusk