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From Background section: The Conortium for the Application of Space Data to Education (CASDE) was formed to make space data holdings more easily accessible to educators and students. CASDE will take an even greater step and work with educators to develop specific sets of data and information, and concomitant software to apply these holdings to specific curricula in a diverse set of subjects.
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
NASA's Digital Learning Network (DLN) reaches out to thousands of students each year through video conferencing and web casting. The DLN has created a series of live education videoconferences connecting NASA s Extreme Environment Missions Operations (NEEMO) team to students across the United States. The programs are also extended to students around the world live web casting. The primary focus of the events is the vision for space exploration. During the programs, NEEMO Crewmembers including NASA astronauts, engineers and scientists inform and inspire students about the importance of exploration and share the impact of the project as it correlates with plans to return to the moon and explore the planet Mars. These events highlight interactivity. Students talk live with the aquanauts in Aquarius, the National Oceanic and Atmospheric Administration s underwater laboratory. With this program, NASA continues the Agency s tradition of investing in the nation's education programs. It is directly tied to the Agency's major education goal of attracting and retaining students in science, technology, and engineering disciplines. Before connecting with the aquanauts, the students conduct experiments of their own designed to coincide with mission objectives. This paper describes the events that took place in September 2006.
Session participants will identify how their regional or national efforts contribute to the overall progress on the education recommendations in the USCOP and the work that remains. They will examine progress, identify shortcomings, and suggest course corrections in current and planned efforts. This session will build upon VADM Lautenbacher's keynote presentation on ocean education. Examples, such as ocean literacy efforts at regional and national levels, will be highlighted to stimulate discussion on progress, challenges, and solutions. Working in small groups, participants will consider actions that they, their organizations, or NMEA might take to further the ocean and aquatic education agenda.
The NASA Goddard Earth Science Data and Information Services Center (GES DISC) Giovanni system [GES DISC Interactive Online Visualization ANd aNalysis Infrastructure] has significant capabilities for oceanographic education and independent research utilizing ocean color radiometry data products. Giovanni allows Web-based data discovery and basic analyses, and can be used both for guided illustration of a variety of marine processes and phenomena, and for independent research investigations. Giovanni's capabilities are particularly suited for advanced secondary school science and undergraduate (college) education. This presentation will describe a variety of ways that Giovanni can be used for oceanographic education. Auxiliary information resources that can be utilized will also be described. Several testimonies of Giovanni usage for instruction will be provided, and a recent case history of Giovanni utilization for instruction and research at the undergraduate level is highlighted.
During the Year of the Solar System spacecraft from NASA and our international partners will encounter two comets; orbit the asteroid Vesta, continue to explore Mars with rovers, and launch robotic explorers to the Moon and Mars. We have pieces of all these worlds in our laboratories, and their continued study provides incredibly valuable "ground truth" to complement space exploration missions. Extensive information about these unique materials, as well as actual lunar samples and meteorites, are available for display and education. The Johnson Space Center (JSC) has the unique responsibility to curate NASA's extraterrestrial samples from past and future missions. Curation includes documentation, preservation, preparation, and distribution of samples for research, education, and public outreach. At the current time JSC curates six types of extraterrestrial samples: (1) Moon rocks and soils collected by the Apollo astronauts (2) Meteorites collected on US expeditions to Antarctica (including rocks from the Moon, Mars, and many asteroids including Vesta) (3) "Cosmic dust" (asteroid and comet particles) collected by high-altitude aircraft (4) Solar wind atoms collected by the Genesis spacecraft (5) Comet particles collected by the Stardust spacecraft (6) Interstellar dust particles collected by the Stardust spacecraft These rocks, soils, dust particles, and atoms continue to be studied intensively by scientists around the world. Descriptions of the samples, research results, thousands of photographs, and information on how to request research samples are on the JSC Curation website: http://curator.jsc.nasa.gov/ NASA provides a limited number of Moon rock samples for either short-term or long-term displays at museums, planetariums, expositions, and professional events that are open to the public. The JSC Public Affairs Office handles requests for such display samples. Requestors should apply in writing to Mr. Louis Parker, JSC Exhibits Manager. Mr. Parker will advise successful applicants regarding provisions for receipt, display, and return of the samples. All loans will be preceded by a signed loan agreement executed between NASA and the requestor's organization. Email address: louis.a.parker@nasa.gov Sets of twelve thin sections of Apollo lunar samples and sets of twelve thin sections of meteorites are available for short-term loan from JSC Curation. The thin sections are designed for use in college and university courses where petrographic microscopes are available for viewing. Requestors should contact the Ms. Mary Luckey, Education Sample Curator. Email address: mary.k.luckey@nasa.gov
This slide presentation reviews the NASA program to use expendable lift vehicles (ELVs) to launch nanosatellites for the purpose of enhancing educational research. The Education Launch of Nanosatellite (ELaNa) project, run out of the Launch Services Program is requesting proposals for CubeSat type payload to provide information that will aid or verify NASA Projects designs while providing higher educational research opportunities. Information is included about the launch vehicles, launch sites that are available to support the Poly Picosatellite Orbital Developer System (PPOD) that could be used on the available ELVs. There is an overview of the services that are provided for a launch.
This paper introduces an agent-based model that explores the relationships between education, social networks, and support for democratic ideals. This study examines two factors thai affect democratic support, education, and social networks. Current theory concerning these two variables suggests that positive relationships exist between education and democratic support and between social networks and the spread of ideas. The model contains multiple variables of democratic support, two of which are evaluated through experimentation. The model allows individual entities within the system to make "decisions" about their democratic support independent of one another. The agent based approach also allows entities to utilize their social networks to spread ideas. Current theory supports experimentation results. In add~ion , these results show the model is capable of reproducing real world outcomes. This paper addresses the model creation process and the experimentation procedure, as well as future research avenues and potential shortcomings of the model
Results from impedance eduction methods developed by NASA Langley Research Center are used throughout the acoustic liner community. In spite of recent enhancements, occasional anomalies persist with these methods, generally at frequencies where the liner produces minimal attenuation. This investigation demonstrates an experimental approach to educe impedance with increased confidence over a desired frequency range, by combining results from successive tests with different cavity depths. A series of tests is conducted with three wire-mesh facesheets, for which the results should be weakly dependent on source sound pressure level and mean grazing flow speed. First, a raylometer is used to measure the DC flow resistance of each facesheet. These facesheets are then mounted onto a frame and a normal incidence tube is used to determine their respective acoustic impedance spectra. A comparison of the acoustic resistance component with the DC flow resistance for each facesheet is used to validate the measurement process. Next, each facesheet is successively mounted onto three frames with different cavity depths, and a grazing flow impedance tube is used to educe their respective acoustic impedance spectra with and without mean flow. The no-flow results are compared with those measured in the normal incidence tube to validate the impedance eduction method. Since the anti-resonance frequency varies with cavity depth, each sample provides robust results over a different frequency range. Hence, a combination of results can be used to determine the facesheet acoustic resistance. When combined with the acoustic reactance, observed to be weakly dependent on the source sound pressure level and grazing flow Mach number, the acoustic impedance can be educed with increased confidence. Representative results of these tests are discussed, and the complete database is available in electronic format upon request.
With the development of the International Space Station and the need for international collaboration for returning to the moon and developing a mission to Mars, NASA has embarked on developing international educational programs related to space exploration. In addition, with the explosion of educational technology, linking students on a global basis is more easily accomplished. This technology is bringing national and international issues into the classroom, including global environmental issues, the global marketplace, and global collaboration in space. We present the successes and lessons learned concerning international educational and public outreach programs that we have been involved in for NASA as well as the importance of sustaining these international peer collaborative programs for the future generations. These programs will undoubtedly be critical in enhancing the classroom environment and will affect the achievements in and attitudes towards science, technology, engineering and mathematics.
The National Aeronautics and Space Administration's (NASA's) Desert Research and Technology Studies (Desert RATS) is a multi-year series of tests of hardware and operations carried out annually in the high desert of Arizona, as an analog to future exploration activities beyond low Earth orbit [1]. For the past several years, these tests have occurred in the San Francisco Volcanic Field, north of Flagstaff. For the 2011 Desert RATS season, the Exploration Systems Mission Directorate (ESMD) at NASA headquarters provided support to develop an education pilot project that would include student activities to parallel the Desert RATS mission planning and exploration activities in the classroom, and educator training sessions. The development of the pilot project was a joint effort between the NASA Johnson Space Center (JSC) Astromaterials Research and Exploration Science (ARES) Directorate and the Aerospace Education Services Project (AESP), managed at Penn State University.
Analog missions are integrated, multi-disciplinary activities that test key features of future human space exploration missions in an integrated fashion to gain a deeper understanding of system-level interactions and operations early in conceptual development. These tests often are conducted in remote and extreme environments that are representative in one or more ways to that of future spaceflight destinations. They may also be conducted at NASA facilities, using advanced modeling and human-in-the-loop scenarios. As NASA develops a capability driven framework to transport crew to a variety of space environments, it will use analog missions to gather requirements and develop the technologies necessary to ensure successful exploration beyond low Earth orbit. NASA s Advanced Exploration Systems (AES) Division conducts these high-fidelity integrated tests, including the coordination and execution of a robust education and public outreach (EPO) and engagement program for each mission. Conducting these mission scenarios in unique environments not only provides an opportunity to test the EPO concepts for the particular future-mission scenario, such as the best methods for conducting events with a communication time delay, but it also provides an avenue to deliver NASA s human space exploration key messages. These analogs are extremely exciting to students and the public, and they are performed in such a way that the public can feel like part of the mission. They also provide an opportunity for crew members to obtain training in education and public outreach activities similar to what they would perform in space. The analog EPO team is responsible for the coordination and execution of the events, the overall social media component for each mission, and public affairs events such as media visits and interviews. They also create new and exciting ways to engage the public, manage and create website content, coordinate video footage for missions, and coordinate and integrate each activity into the mission timeline. In 2012, the AES Analog Missions Project performed three distinct missions - NASA Extreme Environment Mission Operations (NEEMO), which simulated a mission to an asteroid using an undersea laboratory; In-Situ Resource Utilization (ISRU) Field Test, which simulated a robotic mission to the moon searching and drilling for water; and Research and Technology Studies (RATS) integrated tests, which also simulated a mission to an asteroid. This paper will discuss the education and public engagement that occurred during these missions.
NASA's educational programs benefit students while increasing the overall productivity of the organization. The NASA Graduate Student Research Program (GSRP) awards fellowships for graduate study leading to both masters and doctoral degrees in several technical fields, while the Cooperative Education program allows undergraduate and graduate students the chance to gain work experience in the field. The Mission Analysis Branch of the Expendable Launch Vehicles Division at NASA Kennedy Space Center has utilized these two programs with students from Embry-Riddle Aeronautical University to conduct research in modeling and developing a parameter estimation method for spacecraft fuel slosh using simple pendulum analogs. Simple pendulum models are used to understand complicated spacecraft fuel slosh behavior. A robust parameter estimation process will help to identiFy the parameters that will predict the response fairly accurately during the initial stages of design. NASA's Cooperative Education Program trains the next wave of new hires while allowing graduate and undergraduate college students to gain valuable "real-world" work experience. It gives NASA a no risk capability to evaluate the true performance of a prospective new hire without relying solely on a paper resume, while providing the students with a greater hiring potential upon graduation, at NASA or elsewhere. In addition, graduate students serve as mentors for undergrad students and provide a unique learning environment. Providing students with a unique opportunity to work on "real-world" aerospace problems ultimately reinforces their problem solving abilities and their communication skills (in terms of interviewing, resume writing, technical writing, presentation, and peer review) that are vital for the workforce to succeed.
Educational NASA Computational and Scientific Studies (enCOMPASS) is an educational project of NASA Goddard Space Flight Center aimed at bridging the gap between computational objectives and needs of NASA's scientific research, missions, and projects, and academia's latest advances in applied mathematics and computer science. enCOMPASS achieves this goal via bidirectional collaboration and communication between NASA and academia. Using developed NASA Computational Case Studies in university computer science/engineering and applied mathematics classes is a way of addressing NASA's goals of contributing to the Science, Technology, Education, and Math (STEM) National Objective. The enCOMPASS Web site at http://encompass.gsfc.nasa.gov provides additional information. There are currently nine enCOMPASS case studies developed in areas of earth sciences, planetary sciences, and astrophysics. Some of these case studies have been published in AIP and IEEE's Computing in Science and Engineering magazines. A few university professors have used enCOMPASS case studies in their computational classes and contributed their findings to NASA scientists. In these case studies, after introducing the science area, the specific problem, and related NASA missions, students are first asked to solve a known problem using NASA data and past approaches used and often published in a scientific/research paper. Then, after learning about the NASA application and related computational tools and approaches for solving the proposed problem, students are given a harder problem as a challenge for them to research and develop solutions for. This project provides a model for NASA scientists and engineers on one side, and university students, faculty, and researchers in computer science and applied mathematics on the other side, to learn from each other's areas of work, computational needs and solutions, and the latest advances in research and development. This innovation takes NASA science and engineering applications to computer science and applied mathematics university classes, and makes NASA objectives part of the university curricula. There is great potential for growth and return on investment of this program to the point where every major university in the U.S. would use at least one of these case studies in one of their computational courses, and where every NASA scientist and engineer facing a computational challenge (without having resources or expertise to solve it) would use enCOMPASS to formulate the problem as a case study, provide it to a university, and get back their solutions and ideas.
Scientists play an integral role in the development of climate literacy skills - for both teachers and students alike. By partnering with local scientists, teachers can gain valuable insights into the science practices highlighted by the Next Generation Science Standards (NGSS), as well as a deeper understanding of cutting-edge scientific discoveries and local impacts of climate change. For students, connecting to local scientists can provide a relevant connection to climate science and STEM skills. Over the past two years, the Climate Voices Science Speakers Network (climatevoices.org) has grown to a robust network of nearly 400 climate science speakers across the United States. Formal and informal educators, K-12 students, and community groups connect with our speakers through our interactive map-based website and invite them to meet through face-to-face and virtual presentations, such as webinars and podcasts. But creating a common language between scientists and educators requires coaching on both sides. In this presentation, we will present the "nitty-gritty" of setting up scientist-educator collaborations, as well as the challenges and opportunities that arise from these partnerships. We will share the impact of these collaborations through case studies, including anecdotal feedback and metrics.
A gap has existed between the tools and processes of scientists working on anthropogenic global climate change (AGCC) and the technologies and curricula available to educators teaching the subject through student inquiry. Designing realistic scientific inquiry into AGCC poses a challenge because research on it relies on complex computer models, globally distributed data sets, and complex laboratory and data collection procedures. Here we examine efforts by the scientific community and educational researchers to design new curricula and technology that close this gap and impart robust AGCC and Earth Science understanding. We find technology-based teaching shows promise in promoting robust AGCC understandings if associated curricula address mitigating factors such as time constraints in incorporating technology and the need to support teachers implementing AGCC and Earth Science inquiry. We recommend the scientific community continue to collaborate with educational researchers to focus on developing those inquiry technologies and curricula that use realistic scientific processes from AGCC research and/or the methods for determining how human society should respond to global change.
As human space exploration pursues journeying to the Moon and Mars, international and intercultural collaboration is key for the success of such ambitious goals. Since 2014, NASA's Johnson Space Center (JSC) Hispanic Employee Resource Group (HERG) has established relationships and participated in outreach events with emerging space organizations in Latin America with educational and public outreach as a common goal. Such efforts align with strategic goals to empower the next generation of innovators and explorers and to champion the development of space exploration capabilities. This paper discusses the partnerships developed to introduce Spanish speaking populations to science, space technology, aeronautics, research and development through television, webcasts and social media. The authors share accomplishments, challenges, and lessons learned to build foundations for international collaboration to ignite research and innovation and propel human space exploration. The methodology makes use of Space Act Agreements to leverage existing outreach materials and programs and translate the content into Spanish for the benefit of students, educational organizations and the public in general. The plan is to apply the same model in other regions and countries to create a Latin American network of language translation and diffusion of science and space technology content targeting emerging space sectors. This model could be used to reach out to other international communities to provide cultural and educational outreach for space exploration and research.
NASA’s GeneLab project provides researchers open access to space-relevant experiment multi-omics data that can be mined to understand the effects of spaceflight on biological systems. To maximize the number of scientists who understand and utilize GeneLab data and data processing pipelines, GeneLab has created GeneLab for Colleges and Universities (GL4U). GL4U provides space biology-relevant training in bioinformatics to the next generation of scientists through direct and indirect approaches. The GeneLab team plans to host two annual data processing bootcamps, one for college-level students (direct) and one for college educators (indirect – training of trainers), in which participants learn to analyze GeneLab’s space-relevant omics data. The GL4U direct training pilot program was conducted in June 2021. During the pilot, students participated in a week-long bootcamp consisting of space biology-specific lectures and hands-on instruction using Jupyter Notebooks to analyze RNA sequence data. This pilot demonstrated the capacity of GL4U for training young scientists and encouraging data re-use. During the educator pilot, scheduled for June 2022, educators will receive materials and training to enable them to run the bootcamp at their home institutions or alternatively to adapt the content to implement within existing courses, thereby extending the reach of this initiative.