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All sourcesNASA NTRSDOE OSTI
NASA NTRS1995

Exploring the Environment and the Astronomy Village: NASA Classroom of the Future

Astronomy Village: Investigating the Universe is a CD-ROM based multimedia program that provides teachers and students with ten complete investigations in astronomy intended to complement and extend the science curriculum in 9th and 10th grade classes. Students, in teams of three, use the Astronomy Village software to conduct investigations in astronomy and lear about the nature of scientific inquiry. The Astronomy Village's interface is based on the village like appearence of major observatories on mountain tops. Tools available to students include an image processing program, a document reader, an image browser, a telecommunications program for accessing the world wide web, and various simulation programs. The simulation programs include a star life cycle simulator, an orbital simulator, and a 3-D star simulator. Other resources available on this CD for the student research teams include: digitized video clips, images from the Hubble Space Telescope and other instruments; audio clips of astronomers discussing their work; computer animation and graphics; and full text documents such as book chapters, NASA publications, and articles from astronomy journals and magazines.

Myers, Bob↗
NASA NTRS2000

Bringing Space Science into the Kindergarten Classroom

With the advent of probes to Mars and the construction of the ISS, it is not presumptuous to introduce 5-year-olds to space science. A variety of projects have been implemented to integrate space science into the kindergarten curriculum.

Bonett, D. M.↗
NASA NTRS2002

Integrating NASA Dryden Research Endeavors into the Teaching-Learning of Mathematics in the K-12 Classroom via the WWW

The primary goal of this project was to continue populating the currently existing web site developed in 1998 in conjunction with the NASA Dryden Flight Research Center and California Polytechnic State University, with more mathematics lesson plans and activities that K-12 teachers, students, home-schoolers, and parents could access. All of the activities, while demonstrating some mathematical topic, also showcase the research endeavors of the NASA Dryden Flight Research Center. The website is located at: http://daniel.calpoly.edu/~dfrc/Robin. The secondary goal of this project was to share the web-based activities with educators at various conferences and workshops. To address the primary goal of this project, over the past year, several new activities were posted on the web site and some of the existing activities were enhanced to contain more video clips, photos, and materials for teachers. To address the project's secondary goal, the web-based activities were showcased at several conferences and workshops. Additionally, in order to measure and assess the outreach impact of the web site, a link to the web site hitbox.com was established in April 2001, which allowed for the collection of traffic statistics against the web site (such as the domains of visitors, the frequency of visitors to this web site, etc.) Provided is a description of some of the newly created activities posted on the web site during the project period of 2001-2002, followed by a description of the conferences and workshops at which some of the web-based activities were showcased. Next is a brief summary of the web site's traffic statistics demonstrating its worldwide educational impact, followed by a listing of some of the awards and accolades the web site has received.

Ward, Robin A.↗
NASA NTRS2002

Promoting Real-Time Science in the Classroom using Wireless PDA Technology

The year is 2004, NASA has landed and deployed a fleet of rovers on the surface of Mars to continue the exploration of that planet and prepare the way for human visitors. Middle school students at Milton Elementary have been following the mission through the media and Internet as part of Mr. Johnson's Earth and space sciences class. The kids have been working in teams to track the rovers as they move across the surface of Mars on a scale model of the landing site they built from sand and rocks using pictures and video downloaded from the Internet. They also built their own version of a rover that can be driven around the model. The time is 3:36pm. Jim and a couple of his fellow students from class are sitting in the cafeteria waiting for a student council meeting to begin. Mary and several others are on the bus riding home. Kathy is in her father's car waiting to leave the parking lot. On Mars, Rover-3 has just stopped and issued an alert to ground control at NASA's Jet Propulsion Laboratory (JPL). Back at Milton Elementary chimes can be heard going off in the cafeteria, on the school bus, and in Kathy's car. The students are familiar with the drill and each brings up the Mars mission status display on their hand-held PDA device. They've been using their PDAs (those Palm devices that seem to be everywhere today) to obtain real-time position information for each of the rovers throughout the mission. The mission status display tells them that Rover-3 has stopped on the edge of a small gully and isn't quite sure what to do. The students begin considering the options amongst themselves. Should the rover just drive through the gully? If it does, what happens if it gets stuck? Maybe it should turnaround and look for away around the gully? Trough questions. Real questions. Real problems. The students know they will need to be prepared to discuss the options and conduct their own simulations using the models they built in Mr. Johnson's class tomorrow. Much the same way engineers and scientists will be working to solve the problem at NASA. It's a couple of days later, NASA has made a decision on what to do and has issued new commands for Rover-3 to execute at 9:15am Milton Elementary time. Interestingly, NASA's solution to the problem differs from the one favored by the students. 9:16am, chimes can be heard going off throughout Milton Elementary.

Matusow, David↗
NASA NTRS2003

3-Dimensional Topographic Models for the Classroom

We have recently undertaken a program to develop educational tools using 3-dimensional solid models of digital elevation data acquired by the Mars Orbital Laser Altimeter (MOLA) for Mars as well as a variety of sources for elevation data of the Earth. This work is made possible by the use of rapid prototyping technology to construct solid 3-Dimensional models of science data. We recently acquired rapid prototyping machine that builds 3-dimensional models in extruded plastic. While the machine was acquired to assist in the design and development of scientific instruments and hardware, it is also fully capable of producing models of spacecraft remote sensing data. We have demonstrated this by using Mars Orbiter Laser Altimeter (MOLA) topographic data and Earth based topographic data to produce extruded plastic topographic models which are visually appealing and instantly engage those who handle them.

Keller, J. W.↗
NASA NTRS2004

Artificial Muscle Kits for the Classroom

Commonly referred to as "artificial muscles," electroactive polymer (EAP) materials are lightweight strips of highly flexible plastic that bend or stretch when subjected to electric voltage. EAP materials may prove to be a substitution for conventional actuation components such as motors and gears. Since the materials behave similarly to biological muscles, this emerging technology has the potential to develop improved prosthetics and biologically-inspired robots, and may even one day replace damaged human muscles. The practical application of artificial muscles provides a challenge, however, since the material requires improved effectiveness and durability before it can fulfill its potential.

Source record↗
NASA NTRS2004

Earth's Earliest Ecosystems in the Classroom: The Use of Microbial Mats to Teach General Principles in Microbial Ecology, and Scientific Inquiry

Microbial mats are living examples of the most ancient biological communities on earth, and may also be useful models for the search for life elsewhere. They are centrally important to Astrobiology. In this lecture, we will present an introduction to microbial mats, as well as an introduction to our web-based educational module on the subject of microbial ecology, featuring living mats maintained in a mini "Web Lab" complete with remotely-operable instrumentation. We have partnered with a number of outreach specialists in order to produce an informative and educational web-based presentation, aspects of which will be exported to museum exhibits reaching a wide audience. On our web site, we will conduct regularly scheduled experimental manipulations, linking the experiments to our research activities, and demonstrating fundamental principles of scientific research.

Beboutl, Brad M.↗
NASA NTRS2005

Project LAUNCH: Bringing Space into Math and Science Classrooms

Project LAUNCH is a K-12 teacher professional development program, which has been created in collaboration between the Whitaker Center for Science, Mathematics and Technology Education at Florida Gulf Coast University (FGCU), and the Florida Space Research Institute (FSRI). Utilizing Space as the overarching theme it is designed to improve mathematics and science teaching, using inquiry based, hands-on teaching practices, which are aligned with Florida s Sunshine State Standards. Many students are excited about space exploration and it provides a great venue to get them involved in science and mathematics. The scope of Project LAUNCH however goes beyond just providing competency in the subject area, as pedagogy is also an intricate part of the project. Participants were introduced to the Conceptual Change Model (CCM) [1] as a framework to model good teaching practices. As the CCM closely follows what scientists call the scientific process, this teaching method is also useful to actively engage institute participants ,as well as their students, in real science. Project LAUNCH specifically targets teachers in low performing, high socioeconomic schools, where the need for skilled teachers is most critical.

Fauerbach, M.↗
NASA NTRS2002

NASA planetary data: applying planetary satellite remote sensing data in the classroom

NASA supports several data archiving and distribution mechanisms that provide a means whereby scientists can participate in education and outreach through the use of technology for data and information dissemination. The Planetary Data System (PDS) is sponsored by NASA's Office of Space Science. Its purpose is to ensure the long-term usability of NASA data and to stimulate advanced research. In addition, the NASA Regional Planetary Image Facility (RPIF), an international system of planetary image libraries, maintains photographic and digital data as well as mission documentation and cartographic data.

Regional Plaentary Image Facility RPIF Planetary D↗
NASA NTRS2002

Oceanography in the formal and informal classroom

The TOPEX/Poseidon and Jason-1 ocean altimeter missions offer the educator in the middle school or informal education venue a unique opportunity for reinforcing ocean science studies. An educational poster from NASA's Jet Propulsion Laboratory and France's Centre National d'Etudes Spatiales provide teachers and students a tool to examine topics such as the dynamics of ocean circulation, ocean research, and the oceans' role in climate.

TOPEX Jason oceanography education↗
NASA NTRS2008

Simulated Students and Classroom Use of Model-Based Intelligent Tutoring

Two educational uses of models and simulations: 1) Students create models and use simulations ; and 2) Researchers create models of learners to guide development of reliably effective materials. Cognitive tutors simulate and support tutoring - data is crucial to create effective model. Pittsburgh Science of Learning Center: Resources for modeling, authoring, experimentation. Repository of data and theory. Examples of advanced modeling efforts: SimStudent learns rule-based model. Help-seeking model: Tutors metacognition. Scooter uses machine learning detectors of student engagement.

Koedinger, Kenneth R.↗
NASA NTRS2008

Using NASA's Giovanni Web Portal to Access and Visualize Satellite-based Earth Science Data in the Classroom

One of the biggest obstacles for the average Earth science student today is locating and obtaining satellite-based remote sensing data sets in a format that is accessible and optimal for their data analysis needs. At the Goddard Earth Sciences Data and Information Services Center (GES-DISC) alone, on the order of hundreds of Terabytes of data are available for distribution to scientists, students and the general public. The single biggest and time-consuming hurdle for most students when they begin their study of the various datasets is how to slog through this mountain of data to arrive at a properly sub-setted and manageable data set to answer their science question(s). The GES DISC provides a number of tools for data access and visualization, including the Google-like Mirador search engine and the powerful GES-DISC Interactive Online Visualization ANd aNalysis Infrastructure (Giovanni) web interface.

Lloyd, Steven↗
NASA NTRS2001

Robotic Design for the Classroom

This slide presentation reviews the use of robotic design to interest students in science and engineering. It describes one program, BEST, and resources that area available to design and create a robot. BEST is a competition for sixth and seventh graders that is designed to engage gifted and talented students. A couple of scenarios involving the use of a robot are outlined.

Culbert, Chris↗
NASA NTRS2018

Bringing Climate Scientist's Tools into Classrooms to Improve Conceptual Understandings

Efforts to address anthropogenic global climate change (AGCC) require public understanding of Earth and climate science. To meet this need, educational reforms and prominent scientists have called for instructional approaches that teach students how climate scientists examine AGCC. Yet, only a few educational studies have reported clear empirical results on what instructional approaches and climate education technologies best accomplish this goal. This manuscript presents detailed analysis and statistically significant results on the educational impact pre to post of students learning to use a National Aeronautics and Space Administration (NASA) global climate model (GCM). This series of case studies demonstrates that differing instructional approaches and climate education technologies result in differing levels of understanding of AGCC and ability to engage with policies addressing it. Students who learned the scientific process of climate modeling scored significantly higher pre to post on exams (quantitatively) and gained more complete conceptual understandings of the issue (qualitatively). Yet, teaching students to conduct research with complex technology can be difficult. This study also found lecture-based learning better improved recall of facts about GCMs tested by multiple-choice questions. Our findings indicate what educational systems and related technologies might provide the public with the conceptual understandings necessary to engage in the political debate over AGCC.

Public understanding↗