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Search indexed NASA NTRS and DOE OSTI research on propulsion, heat transfer, battery materials and energy systems. Follow report and document links to the original sources.

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At least 19 records
All sourcesNASA NTRSDOE OSTI
NASA NTRS2005

Science Communication versus Science Education: The Graduate Student Scientist as a K-12 Classroom Resource

Science literacy is a major goal of science educational reform (NRC, 1996; AAAS, 1998; NCLB Act, 2001). Some believe that teaching science only requires pedagogical content knowledge (PCK). Others believe doing science requires knowledge of the methodologies of scientific inquiry (NRC, 1996). With these two mindsets, the challenge for science educators is to create models that bring the two together. The common ground between those who teach science and those who do science is science communication, an interactive process that galvanizes dialogue among scientists, teachers, and learners in a rich ambience of mutual respect and a common, inclusive language of discourse . The dialogue between science and non-science is reflected in the polarization that separates those who do science and those who teach science, especially as it plays out everyday in the science classroom. You may be thinking, why is this important? It is vital because, although not all science learners become scientists, all K-12 students are expected to acquire science literacy, especially with the implementation of the No Child Left Behind Act of 2001 (NCLB). Students are expected to acquire the ability to follow the discourse of science as well as connect the world of science to the context of their everyday life if they plan on moving to the next grade level, and in some states, to graduate from high school. This paper posits that science communication is highly effective in providing the missing link for K-12 students cognition in science and their attainment of science literacy. This paper will focus on the "Science For Our Schools" (SFOS) model implemented at California State Univetsity, Los Angeles (CSULA) as a project of the National Science Foundation s GK-12 program, (NSF 2001) which has been a huge success in bridging the gap between those who "know" science and those who "teach" science. The SFOS model makes clear the distinctions that identify science, science communication, science education, and science literacy in the midst of science learning by bringing together graduate student scientists and science teachers to engage students in the two world s dialogue in the midst of the school science classroom. The graduate student scientists and the science teachers worked as a team throughout the school year and became effective science Communicators as they narrowed the gulf between the two worlds. 1

communications↗
NASA NTRS1999

Science Communications: Providing a Return on Investment to the Taxpayer

Nowhere is the disconnect between needing to better communicate science and technology and the skills and techniques used for that communication more evident than in the Federal research enterprise. As Federal research budgets stagnate or decline, and despite public clamor for more and better scientific information, communication of basic research results continues to rank among the lowest agency priorities, mortgaged against traditional public-relations activities to polish an agency's image or control negative information flow to the press and public. Alone among the Federal agencies, NASA articulates in its strategic plan the need "...to advance and communicate scientific knowledge and understanding..." These words emphasize the reality that if new knowledge is generated but not communicated, only half the job has been done. This is a reflection of the transition of NASA from primarily an engineering organization used to help win the Cold War to a producer of new knowledge and technology in the National interest for the 21st century.

Horack, John M.↗
NASA NTRS2002

NASA/MSFC/NSSTC Science Communication Roundtable

The Science Directorate at Marshall Space Flight Center (MSFC) conducts a diverse program of Internet-based science communication through a Science Roundtable process. The Roundtable includes active researchers, writers, NASA public relations staff, educators, and administrators. The Science@NASA award-winning family of Web sites features science, mathematics, and space news to inform, involve, and inspire students and the public about science. We describe here the process of producing stories, results from research to understand the science communication process, and we highlight each member of our Web family.

Adams, M. L.↗
DOE OSTI2023

ReclaimingSTEM: A healing-centered counterspace model for inclusive science communication and policy training

The dominant U.S. cultural norms shape science, technology, engineering, and math (STEM), and in turn, these norms shape science communication, further perpetuating oppressive systems. Despite being a core scientific skill, science communication research and practice lack inclusive training spaces that center marginalized identities. We address this need with a healing-centered counterspace grounded in the key principles of inclusive science communication: ReclaimingSTEM. ReclaimingSTEM is a science communication and science policy training space that centers the experiences, needs, and wants of people from marginalized communities. ReclaimingSTEM problematizes and expands the definitions of “what counts” as science communication. We organize ReclaimingSTEM with intentionality, emphasizing inclusion at every part of the process. Since initiating in 2018, five ReclaimingSTEM workshops have been held in multiple locations, both in-person and virtually, reaching more than 700 participants from all over the globe. In this paper, we share our model for ReclaimingSTEM, reflections of workshop participants and speakers, barriers faced during organizing, and recommendations for creating truly inclusive practices in science communication spaces.

99 GENERAL AND MISCELLANEOUS↗
NASA NTRS1995

NASA science communications strategy

In 1994, the Clinton Administration issued a report, 'Science in the National Interest', which identified new national science goals. Two of the five goals are related to science communications: produce the finest scientists and engineers for the 21st century, and raise scientific and technological literacy of all Americans. In addition to the guidance and goals set forth by the Administration, NASA has been mandated by Congress under the 1958 Space Act to 'provide for the widest practicable and appropriate dissemination concerning its activities and the results thereof'. In addition to addressing eight Goals and Plans which resulted from a January 1994 meeting between NASA and members of the broader scientific, education, and communications community on the Public Communication of NASA's Science, the Science Communications Working Group (SCWG) took a comprehensive look at the way the Agency communicates its science to ensure that any changes the Agency made were long-term improvements. The SCWG developed a Science Communications Strategy for NASA and a plan to implement the Strategy. This report outlines a strategy from which effective science communications programs can be developed and implemented across the agency. Guiding principles and strategic themes for the strategy are provided, with numerous recommendations for improvement discussed within the respective themes of leadership, coordination, integration, participation, leveraging, and evaluation.

Source record↗
NASA NTRS2001

Lessons Learned from Real-Time, Event-Based Internet Science Communications

For the last several years the Science Directorate at Marshall Space Flight Center has carried out a diverse program of Internet-based science communication. The Directorate's Science Roundtable includes active researchers, NASA public relations, educators, and administrators. The Science@NASA award-winning family of Web sites features science, mathematics, and space news. The program includes extended stories about NASA science, a curriculum resource for teachers tied to national education standards, on-line activities for students, and webcasts of real-time events. The focus of sharing science activities in real-time has been to involve and excite students and the public about science. Events have involved meteor showers, solar eclipses, natural very low frequency radio emissions, and amateur balloon flights. In some cases, broadcasts accommodate active feedback and questions from Internet participants. Through these projects a pattern has emerged in the level of interest or popularity with the public. The pattern differentiates projects that include science from those that do not, All real-time, event-based Internet activities have captured public interest at a level not achieved through science stories or educator resource material exclusively. The worst event-based activity attracted more interest than the best written science story. One truly rewarding lesson learned through these projects is that the public recognizes the importance and excitement of being part of scientific discovery. Flying a camera to 100,000 feet altitude isn't as interesting to the public as searching for viable life-forms at these oxygen-poor altitudes. The details of these real-time, event-based projects and lessons learned will be discussed.

Phillips, T.↗
DOE OSTI2022

An idea to explore: How an interdisciplinary undergraduate course exploring a global health challenge in molecular detail enabled science communication and collaboration in diverse audiences

Abstract Communication and collaboration are key science competencies that support sharing of scientific knowledge with experts and non‐experts alike. On the one hand, they facilitate interdisciplinary conversations between students, educators, and researchers, while on the other they improve public awareness, enable informed choices, and impact policy decisions. Herein, we describe an interdisciplinary undergraduate course focused on using data from various bioinformatics data resources to explore the molecular underpinnings of diabetes mellitus (Types 1 and 2) and introducing students to science communication. Building on course materials and original student‐generated artifacts, a series of collaborative activities engaged students, educators, researchers, healthcare professionals and community members in exploring, learning about, and discussing the molecular bases of diabetes. These collaborations generated novel educational materials and approaches to learning and presenting complex ideas about major global health challenges in formats accessible to diverse audiences.

59 BASIC BIOLOGICAL SCIENCES↗
NASA NTRS2001

NASA/MSFC/NSSTC Science Communication Roundtable

For the last several years the Science Directorate at Marshall Space Flight Center has carried out a diverse program of Internet-based science communication. The Directorate's Science Roundtable includes active researchers, NASA public relations, educators, and administrators. The Science@NASA award-winning family of Web sites features science, mathematics, and space news. The program includes extended stories about NASA science, a curriculum resource for teachers tied to national education standards, on-line activities for students, and webcasts of real-time events. Science stories cover a variety of space-related subjects and are expressed in simple terms everyone can understand. The sites address such questions as: what is space weather, what's in the heart of a hurricane, can humans live on Mars, and what is it like to live aboard the International Space Station? Along with a new look, the new format now offers articles organized by subject matter, such as astronomy, living in space, earth science or biology. The focus of sharing real-time science related events has been to involve and excite students and the public about science. Events have involved meteor showers, solar eclipses, natural very low frequency radio emissions, and amateur balloon flights. In some cases broadcasts accommodate active feedback and questions from Internet participants. Information will be provided about each member of the Science@NASA web sites.

Adams, Mitzi L.↗
DOE OSTI2022

A Framework for Effective Science Communication and Outreach Strategies and Dissemination of Research Findings for Marine Energy Projects

Marine energy is an emerging renewable energy industry with the potential to produce 2300 terawatt-hours per year from resources within the United States. As development and testing of marine energy devices advance, regulatory and permitting decision-makers are concerned about the uncertainty surrounding the potential environmental effects resulting from the introduction of these novel devices in coastal and riverine environments. The Triton Initiative researches and provides recommendations for environmental monitoring technologies and methods to inform industry stakeholders with the data necessary to permit the testing of marine energy systems. Effective dissemination of the research findings is essential for improving the accessibility of data to stakeholders who may use the results to inform policy decisions, yet few frameworks for conducting science communications for marine energy projects exist. In this paper, we present tools, channels, and tactics for developing a science communication framework for marine energy projects, or similar areas of study, using the Triton Initiative’s pilot science communication program as a case study. By leveraging existing bodies of work in disciplines such as communications theory, marketing, public relations, and social science, the presented framework includes audience identification and analysis; channel development, including a website, blog, newsletter, social media, and webinars and presentations; and metrics for determining success. Outcomes from one year of Triton’s case study are presented, including the most effective tactics and lessons learned.

communication framework↗
NASA NTRS2001

Issues in Informal Education: Event-Based Science Communication Involving Planetaria and the Internet

For the last several years the Science Directorate at Marshall Space Flight Center has carried out a diverse program of Internet-based science communication. The program includes extended stories about NASA science, a curriculum resource for teachers tied to national education standards, on-line activities for students, and webcasts of real-time events. The focus of sharing real-time science related events has been to involve and excite students and the public about science. Events have involved meteor showers, solar eclipses, natural very low frequency radio emissions, and amateur balloon flights. In some cases broadcasts accommodate active feedback and questions from Internet participants. Panel participation will be used to communicate the problems and lessons learned from these activities over the last three years.

Adams, Mitzi L.↗
NASA NTRS2002

Issues in Informal Education: Event-Based Science Communication Involving Planetaria and the Internet

For the past four years the Science Directorate at Marshall Space Flight Center has carried out a diverse program of science communication through the web resources on the Internet. The program includes extended stories about NAS.4 science, a curriculum resource for teachers tied to national education standards, on-line activities for students, and webcasts of real-time events. Events have involved meteor showers, solar eclipses, natural very low frequency radio emissions, and amateur balloon flights. In some cases broadcasts accommodate active feedback and questions from Internet participants. We give here, examples of events, problems, and lessons learned from these activities.

Adams, M.↗
NASA NTRS1998

The Process of Science Communications at NASA/Marshall Space Flight Center

The communication of new scientific knowledge and understanding is an integral component of science research, essential for its continued survival. Like any learning- based activity, science cannot continue without communication between and among peers so that skeptical inquiry and learning can take place. This communication provides necessary organic support to maintain the development of new knowledge and technology. However, communication beyond the peer-community is becoming equally critical for science to survive as an enterprise into the 21st century. Therefore, scientists not only have a 'noble responsibility' to advance and communicate scientific knowledge and understanding to audiences within and beyond the peer-community, but their fulfillment of this responsibility is necessary to maintain the survival of the science enterprise. Despite the critical importance of communication to the viability of science, the skills required to perform effective science communications historically have not been taught as a part of the training of scientist, and the culture of science is often averse to significant communication beyond the peer community. Thus scientists can find themselves ill equipped and uncomfortable with the requirements of their job in the new millennium. At NASA/Marshall Space Flight Center, we have developed and implemented an integrated science communications process, providing an institutional capability to help scientist accurately convey the content and meaning of new scientific knowledge to a wide variety of audiences, adding intrinsic value to the research itself through communication, while still maintaining the integrity of the peer-review process. The process utilizes initial communication through the world-wide web at the site http://science.nasa.gov to strategically leverage other communications vehicles and to reach a wide-variety of audiences. Here we present and discuss the basic design of the science communications process, now in operation for nearly two years. Serving scientists in Earth Science, Microgravity Science, and Space Science. Critical features of the design are illustrated, and essential skills required to operate the process are defined. Measures of success will also be presented.

Horack, John M.↗
NASA NTRSDate not supplied

Exploring our Changing Planet through NASA’s Earth Information Center and Novel Methods for Earth Science Communication

In June 2023, NASA unveiled the Earth Information Center (EIC), an interagency initiative which invites the global community to explore how our planet is changing through interactive installations, captivating visualizations, and novel storytelling. Existing in both physical and virtual space, the EIC serves as a gateway to actionable information collected through an expanding fleet of Earth observing satellites and sensors. The EIC features data driven visualizations, near real-time information, immersive experiences, and curated stories that highlight the applications of publicly available data to address environmental challenges across nine thematic areas: agriculture, biodiversity, disasters, greenhouse gases, air quality, sea level rise, sustainable energy, water resources, and wildfires. Designed by an interdisciplinary team, EIC exhibits are developed to reach a wide base of end-users across multiple learning modalities. During the first year of operation, the inaugural location of the EIC at NASA Headquarters in Washington, DC, welcomed an estimated 24,000 visitors, hosted over 145 tours for domestic and international organizations, supported NASA’s Earth Day 2024 programming, and led six STEM programs for diverse student communities. With lessons learned from the first year of being open to the public and a variety of novel science communication tools in development, the EIC is expanding the mission’s reach by collaborating with museums and visitor centers. Through these collaborations, we aim to inform a broader demographic about the unprecedented changes observed in Earth’s climate and inspire communities to learn more about their one and only home, planet Earth.

Nicole Ramberg-Pihl↗
NASA NTRS1998

The Process of Science Communications at NASA/Marshall Space Flight Center

The communication of new scientific knowledge and understanding is an integral component of science research, essential for its continued survival. Like any learning-based activity, science cannot continue without communication between and among peers so that skeptical inquiry and learning can take place. This communication provides necessary organic support to maintain the development of new knowledge and technology. However, communication beyond the peer-community is becoming equally critical for science to survive as an enterprise into the 21st century. Therefore, scientists not only have a 'noble responsibility' to advance and communicate scientific knowledge and understanding to audiences within and beyond the peer-community, but their fulfillment of this responsibility is necessary to maintain the survival of the science enterprise. Despite the critical importance of communication to the viability of science, the skills required to perform effective science communications historically have not been taught as a part of the training of scientist, and the culture of science is often averse to significant communication beyond the peer community. Thus scientists can find themselves ill equipped and uncomfortable with the requirements of their job in the new millennium.

Horack, John M.↗