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At least 73 records · Page 4

Evaluating Education and Science at the KSC Visitor Complex

As part of a two-year NASA-ASEE project, a preliminary evaluation and subsequent recommendations were developed to improve the education and science content of the Kennedy Space Center Visitor Complex exhibits. Recommendations for improvements in those exhibits were based on qualitative descriptions of the exhibits, on comparisons to similar exhibit collections, and on available evaluation processes. Because of the subjective nature of measuring content in a broad group of exhibits and displays, emphasis is placed on employing a survey format for a follow-on, more quantitative evaluation. The use of an external organization for this evaluation development is also recommended to reduce bias and increase validity.

Erickson, Lance K.↗

NASA Master Teacher Re-Certification Program

Edward Waters College is submitting a final report covering the grant period from January 1999 - April 30, 2000. The Teacher re-certification program at Edward Waters College created a high quality professional development opportunity for middle and high school science teachers which will contribute to the improvement of science education and the use of innovation technologies in the classroom for years to come. The following goals and objectives were met and exceeded during the grant period. 1) A focused and relevant educational technology curriculum based on National Science Education Standard and state-of-the art educational resources that are accepted as one of the qualifications for re-certification in the scientific discipline in Duval County, Florida. 2) The program goal was to recertify 40 middle and high school science teachers over a two- year period. This goal was met and exceeded the projected number by recertifying over 80 middle and high school science and math teachers over a two-year period. 3) Teachers that were recertified were given an opportunity to public information that they developed on EWC's Web page or develop a web page of their own. Area schools were made aware of this information through various forms of communication with the teachers in Duval County School District, i.e., flyers sent from EWC to participants, school newspapers, word of mouth, etc. 4) A multimedia technology resource lab is available at EWC for use as a "Learning Lab" for class field trips by Duval County teachers.

Okari-Brooks, Emma↗

A NASA Strategy for Leveraging Emerging Launch Vehicles for Routine, Small Payload Missions

Orbital flight opportunities for small payloads have always been few and far between, and then on February 1, 2002, the situation got worse. In the wake of the loss of the Columbia during STS- 107, changing NASA missions and priorities led to the termination of the Shuttle Small Payloads Projects, including Get-Away Special, Hitcbker, and Space Experiment Module. In spite of the limited opportunities, long queue, and restrictions associated with flying experiments on a man-rated transportation system; the carriers provided a sustained, high quality experiment services for education, science, and technology payloads, and was one of the few games in town. Attempts to establish routine opportunities aboard existing ELVs have been unsuccessful, as the cost-per-pound on small ELVs and conflicts with primary spacecraft on larger vehicles have proven prohibitive. Ths has led to a backlog of existing NASA-sponsored payloads and no prospects or plans for fbture opportunities within the NASA community. The prospects for breaking out of this paradigm appear promising as a result of NASA s partnership with DARPA in pursuit of low-cost, responsive small ELVs under the Falcon Program. Through this partnership several new small ELVs, providing 1000 lbs. to LEO will be demonstrated in less than two years that promise costs that are reasonable enough that NASA, DoD, and other sponsors can once again invest in small payload opportunities. Within NASA, planning has already begun. NASA will be populating one or more of the Falcon demonstration flights with small payloads that are already under development. To accommodate these experiments, Goddard s Wallops Flight Facility has been tasked to develop a multi-payload ejector (MPE) to accommodate the needs of these payloads. The MPE capabilities and design is described in detail in a separately submitted abstract. Beyond use of the demonstration flights however, Goddard has already begun developing strategies to leverage these new ELVs as elements of a larger system designed to provide routine, low-cost end-to-end services for small science, Exploration, and education payloads. The plan leverages the management approaches of the successful Sounding Rocket Program and Shuttle Small Payloads Projects. The strategy consists of using a systems implementation approach of elements, including 1) Falcon ELVs, 2) advanced launch site technologies and processes, 3) suite of experiment carriers accommodating different mission requirements, 4) streamlined integration and test operations, 5 ) experiment brokering and management, and 6) standardized, distributed payload operations. The envisioned suite of carriers includes the MPE, a standard interface experiment carrier, and potentially a reentry fieeflyer experiment carrier. Key to the success of this strategy is standard experiment interfaces within the carriers to limit mission- unique tasks, establishmg and managing a program of scheduled reoccurring flights rather than discrete missions, and streamlined, centralized implementation of the elements. These individual elements are each under development and Goddard will demonstrate the overall system strategy low-cost small payload missions on the initial Falcon demonstration launches from Wallops. goal is to show that this model should be converted to a sustained NASA program supporting science, technology, and education, with annual flight opportunities. The paper will define in detail the various elements of the overall program, as well as provide status, philosophy, and strategy for the program that will hopefully once-and-for-all provide low-cost, routine access to space for the small payloads community.

Underwood, Bruce E.↗

What Students Think About (Nuclear) Radiation – Before and After Fukushima

Preparing successful science lessons is very demanding. One important aspect a teacher has to consider is the students' previous knowledge about the specific topic. This is why research about students' preconceptions has been, and continues to be, a major field in science education research. Following a constructivistic approach [R. Duit et al., International handbook of research on conceptual change, p. 629 (2008)], helping students learn is only possible if teachers know about students' ideas beforehand. Studies about students' conceptions regarding the major topics in physics education (e.g. mechanics, electrodynamics, optics, thermodynamics), are numerous and well-documented. The topic radiation, however, has seen very little empirical research about students' ideas and misconceptions. Some research was conducted after the events of Chernobyl [P. Lijnse et al., International Journal of Science Education 12, 67 (1990); B. Verplanken, Environment and Behavior 21, 7 (1989)] and provided interesting insight into some of the students' preconceptions about radiation. In order to contribute empirical findings to this field of research, our workgroup has been investigating the conceptions students have about the topic radiation for several years [S. Neumann et al., Journal of Science Education and Technology 21, 826 (2012)]. We used children's drawings and conducted short follow-up interviews with students (9 – 12 years old) and more detailed interviews with 15-year-old students. Both studies were originally done before the events in Fukushima and replicated a year later. We not only asked students about their general associations and emotions regarding the term radiation, but also examined the students' risk perceptions of different types of radiation. Through the use of open-ended questions we were able to examine students' conceptions about different types of radiation (including nuclear) that could be a hindrance to student learning. Our results show that students' associations with the term radiation are almost exclusively related to nuclear radiation. Their emotions concerning the word radiation are predominately negative, and the idea that radiation is something to be avoided is widespread among students. Since most students were not familiar with the idea of naturally occurring nuclear radiation, it does not seem surprising that a lot of them generally described radiation as something artificial and man-made. Also, none of the students interviewed mentioned applications of nuclear radiation in medicine or technology (besides its use in nuclear power plants). All of these results have shown to be even more prevalent in the interview session that was conducted after the tragic events in Fukushima in 2011. In this article, we will also include suggestions for improving the teaching of the topic radiation in school.

54 ENVIRONMENTAL SCIENCES↗

Lunar and Planetary Science XXXV: Education Programs Demonstrations

Reports from the session on Education Programs Demonstration include:Hands-On Activities for Exploring the Solar System in K-14; Formal Education and Informal Settings;Making Earth and Space Science and Exploration Accessible; New Thematic Solar System Exploration Products for Scientists and Educators Engaging Students of All Ages with Research-related Activities: Using the Levers of Museum Reach and Media Attention to Current Events; Astronomy Village: Use of Planetary Images in Educational Multimedia; ACUMEN: Astronomy Classes Unleashed: Meaningful Experiences for Neophytes; Unusual Guidebook to Terrestrial Field Work Studies: Microenvironmental Studies by Landers on Planetary Surfaces (New Atlas in the Series of the Solar System Notebooks on E tv s University, Hungary); and The NASA ADS: Searching, Linking and More.

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NASA's Bioreactor: Growing Cells in a Simulated Microgravity Environment

National Science Education Standards (NSES), Science for All Americans, the Secretary's Commission on Achieving Necessary Skills (SCANS) as well as the National Aeronautics and Space Administration (NASA) are all making an effort to promote scientific literacy in America. Unfortunately, major evaluation programs such as the National Assessment of Educational Progress (NAEP) and the Third International Mathematics and Science Study (TIMSS) have provided information that suggested our students are not able to compete with peers from comparable countries. Although results indicated that American students are recalling memorized, factual knowledge well enough, the real problem is the ability to apply what they know. Concerned with these reports, the National Science Teacher's Association (NSTA) has developed a mission to support innovation and high quality in science teaching and learning for every student. NSTA recommends less emphasis on factual knowledge (memorization) and information and more understanding of the concepts. Science process skills are considered imperative to prepare America's students for the 21st century. The National Aeronautics and Space Administration (NASA) supports this mission and adds that NASA strives to help prepare and encourage the next generation of researchers and explorers. One method that NASA supports educators and its mission is to publish educational briefs. NASA describes a brief as a publication that ranges from one-to-thirty pages. The focus is on mission discoveries and results. The brief provides curriculum to educators that supports their objectives and NASA's interest. Educational Briefs are specific to the grade level and course so that educators may have choices that fit their methods and students level. Sometimes, the brief includes lessons and activities teachers may use. For example, NASA's Microgravity Division has designed a student bioreactor. Consequently, an Educational Brief is being written that focuses on how to build a student bioreactor and experiments that can be conducted in it. These experiments mimic the experiments done by NASA and other researchers in the real world of work.

Richardson, Denise↗

NASA's Earth Science Enterprise: 1998 Education Catalog

The goals of the Earth Science Enterprise (ESE) are to expand the scientific knowledge of the Earth system; to widely disseminate the results of the expanded knowledge; and to enable the productive use of this knowledge. This catalog provides information about the Earth Science education programs and the resources available for elementary through university levels.

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1997 NASA/MSFC Summer Teacher Enrichment Program

This is a report on the follow-up activities conducted for the 1997 NASA Summer Teacher Enrichment Program (STEP), which was held at the George C. Marshall Space Flight Center (MSFC) for the seventh consecutive year. The program was conducted as a six-week session with 17 sixth through twelfth grade math and science teachers from a six-state region (Alabama, Arkansas, Iowa, Louisiana, Mississippi and Missouri). The program began on June 8, 1997, and ended on July 25, 1997. The long-term objectives of the program are to: increase the nation's scientific and technical talent pool with a special emphasis on underrepresented groups, improve the quality of pre-college math and science education, improve math and science literacy, and improve NASA's and pre-college education's understandings of each other's operating environments and needs. Short-term measurable objectives for the MSFC STEP are to: improve the teachers' content and pedagogy knowledge in science and/or mathematics, integrate applications from the teachers' STEP laboratory experiences into science and math curricula, increase the teachers' use of instructional technology, enhance the teachers' leadership skills by requiring them to present workshops and/or inservice programs for other teachers, require the support of the participating teacher(s) by the local school administration through a written commitment, and create networks and partnerships within the education community, both pre-college and college. The follow-up activities for the 1997 STEP included the following: academic-year questionnaire, site visits, academic-year workshop, verification of commitment of support, and additional NASA support.

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Welcome to NASA's Earth Science Enterprise: Educational CD-ROM Activity Supplement

Since its inception in 1958, NASA has been studying the Earth and its changing environment by observing the atmosphere, oceans, land, ice, and snow, and their influence on weather and climate. We now understand that the key to gaining a better understanding of the global environment is exploring how the Earth's systems of air, land, water, and life interact with each other. This approach-called Earth Systems Science-blends together fields like meteorology, oceanography, geology, and biology. In 1991, NASA launched a more comprehensive program to study the Earth as an integrated environmental system. They call it NASA's Earth Science Enterprise. A major component of the Earth Science Enterprise is the Earth Observing System (EOS). EOS is series of satellites to be launched over the next two decades that will be used to intensively study the Earth, with the hopes of expanding our under- standing of how natural processes affect us, and how we might be affecting them. Such studies will yield improved weather forecasts, tools for managing agriculture and forests, information for fishermen and local planners, and, eventually, the ability to predict how the climate will change in the future. Today's program is laying the foundation for long-term environmental and climate monitoring and prediction. Potentially, this will provide the understanding needed in the future to support difficult decisions regarding the Earth's environment.

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Summary report from the mini-conference on workforce development through research-based, plasma-focused activities

This report is a summary of the mini-conference on Workforce Development Through Research-Based, Plasma-Focused Science Education and Public Engagement held during the 2022 American Physical Society Division of Plasma Physics annual meeting. The motivation for organizing this mini-conference originates from recent studies and community-based reports highlighting important issues with the current state of the plasma workforce. Here, we summarize the main findings presented in the two speaker sessions of the mini-conference, the challenges, and recommendations identified in the discussion sessions and the results from a post-conference survey. Here, we further provide information on initiatives and studies presented at the mini-conference, along with references to further resources.

70 PLASMA PHYSICS AND FUSION TECHNOLOGY↗

Lunar and Planetary Science XXXV: Education

The session "Education" includes the following topics: 1) Convection, Magnetism, Orbital Resonances, Impacts, and Volcanism: Energies and Processes in the Solar System: Didactic Activities; 2) Knowledge Management in Aerospace-Education and Training Issues; 3) Creating Easy-to-Understand Planetary Maps; 4) Planetary Environment comparison in the Education of Astrobiology; and 5) Design and Construction of a Mechanism for the Orbital Resonances Simulation.

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We Are All Potential Role Models: How We Can Support Scientist Engagement with Youth and the General Public

We all have the opportunity to be positive STEM role models. Yet scientists rarely identify themselves as a possible role model. In the training, “Empowering Effective STEM Role Models,” scientists practice research based strategies for engaging youth, particularly girls. This type of training is complementary to science communication, but is focused on equipping scientists with the skills needed to successfully encourage youth to pursue STEM careers. This training has been provided to over 150 STEM professionals at NASA and 14 federal agencies participated in a Train-the-Trainer version, organized by the White House Council for Women and Girls in STEM Working Group. Participants in this training reported that learning and practicing how to connect with and inspire children in STEM made them more confident stepping into further engagement opportunities. Confident, inspiring scientists are a highlight of a successful engagement event, but other factors make a positive experience possible.It’s important that all partners are thoughtful and intentional in preparing for public engagement events. The logistics are crucial, especially now while many engagements have moved to virtual platforms. Additional technology considerations make preparation essential. Two examples of virtual engagement highlight the support provided that led to successful engagements. The GLOBE Mission Earth project engages scientists in virtual classroom visits. To ensure both teacher and scientist expectations are met, a coordinator facilitates up front preparation by providing slide templates for the scientist to customize and providing video and other resources to the teacher and students to prompt student questions. Another example leverages the power of social media, particularly NASA Facebook. The NASA Earth Science Education Collaborative organizes citizen science challenges and engages the public on social. For one event, scientists were asked to share their connection to the investigation, but without access to NASA’s video production studio, the plans shifted. Scientists prepared audio files instead of videos and collaborated with communications leads to help craft their message. This weekly series has been flexible, adjusting to scientist's comfort levels, and has resulted in fresh and creative engagement.

Jessica Elaine Taylor↗

NASA's Earth Science Enterprise: 1998 Education Catalog

This catalog presents a reference guide to NASA Earth science education programs and products. The topics include: 1) Student Support (Elementary and Secondary, Undergraduate and Graduate, Postgraduate, and Postdoctorate); 2) Teacher/Faculty Preparation and Enhancement; 3) Systemic Change; 4) Curriculum Support; and 5) Resources.

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Annual program analysis of the NASA Space Life Sciences Research and Education Support Program

The basic objectives of this contract are to stimulate, encourage, and assist research and education in NASA life sciences. Scientists and experts from a number of academic and research institutions in this country and abroad are recruited to support NASA's need to find a solution to human physiological problems associated with living and working in space and on extraterrestrial bodies in the solar system. To fulfill the contract objectives, a cadre of staff and visiting scientists, consultants, experts, and subcontractors has been assembled into a unique organization dedicated to the space life sciences. This organization, USRA's Division of Space Life Sciences, provides an academic atmosphere, provides an organizational focal point for science and educational activities, and serves as a forum for the participation of eminent scientists in the biomedical programs of NASA. The purpose of this report is to demonstrate adherence to the requirement of Contract NAS9-18440 for a written review and analysis of the productivity and success of the program. In addition, this report makes recommendations for future activities and conditions to further enhance the objectives of the program and provides a self-assessment of the cost performance of the contract.

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Hands-On Activities: Let's Get Real

This paper describes ways to make to hands-on activities more closely aligned with the science education guidelines of the National Science Standards and the California Science Framework.

N/A↗