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All sourcesNASA NTRSDOE OSTI
NASA NTRS2003

Web-Enhanced Instruction and Learning: Findings of a Short- and Long-Term Impact Study and Teacher Use of NASA Web Resources

Over a three-year period, researchers and educators from the Pennsylvania State University (PSU), University Park, Pennsylvania, and the NASA Dryden Flight Research Center (DFRC), Edwards, California, worked together to analyze, develop, implement and evaluate materials and tools that enable teachers to use NASA Web resources effectively for teaching science, mathematics, technology and geography. Two conference publications and one technical paper have already been published as part of this educational research series on Web-based instruction and learning. This technical paper, Web-Enhanced Instruction and Learning: Findings of a Short- and Long-Term Impact Study, is the culminating report in this educational research series and is based on the final report submitted to NASA. This report describes the broad spectrum of data gathered from teachers about their experiences using NASA Web resources in the classroom. It also describes participating teachers responses and feedback about the use of the NASA Web-Enhanced Learning Environment Strategies reflection tool on their teaching practices. The reflection tool was designed to help teachers merge the vast array of NASA resources with the best teaching methods, taking into consideration grade levels, subject areas and teaching preferences. The teachers described their attitudes toward technology and innovation in the classroom and their experiences and perceptions as they attempted to integrate Web resources into science, mathematics, technology and geography instruction.

McCarthy, Marianne C.↗
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 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 NTRS2014

Novel Problem Solving - The NASA Solution Mechanism Guide

Over the past five years, the Human Health and Performance (HH&P) Directorate at the NASA Johnson Space Center (JSC) has conducted a number of pilot and ongoing projects in collaboration and open innovation. These projects involved the use of novel open innovation competitions that sought solutions from "the crowd", non-traditional problem solvers. The projects expanded to include virtual collaboration centers such as the NASA Human Health and Performance Center (NHHPC) and more recently a collaborative research project between NASA and the National Science Foundation (NSF). These novel problem-solving tools produced effective results and the HH&P wanted to capture the knowledge from these new tools, to teach the results to the directorate, and to implement new project management tools and coursework. The need to capture and teach the results of these novel problem solving tools, the HH&P decided to create a web-based tool to capture best practices and case studies, to teach novice users how to use new problem solving tools and to change project management training/. This web-based tool was developed with a small, multi-disciplinary group and named the Solution Mechanism Guide (SMG). An alpha version was developed that was tested against several sessions of user groups to get feedback on the SMG and determine a future course for development. The feedback was very positive and the HH&P decided to move to the beta-phase of development. To develop the web-based tool, the HH&P utilized the NASA Tournament Lab (NTL) to develop the software with TopCoder under an existing contract. In this way, the HH&P is using one new tool (the NTL and TopCoder) to develop the next generation tool, the SMG. The beta-phase of the SMG is planed for release in the spring of 2014 and results of the beta-phase testing will be available for the IAC meeting in September. The SMG is intended to disrupt the way problem solvers and project managers approach problem solving and to increase the use of novel and more cost and time effective problem solving tools such as open innovation, collaborative research, and virtual collaborative project centers. The HH&P envisions changing project management coursework by including the SMG in the teaching of project management problem solving tools.

Keeton, Kathryn E.↗
NASA NTRS1983

Importance of inlet boundary conditions for numerical simulation of combustor flows

Fluid dynamic computer codes for the mathematical simulation of problems in gas turbine engine combustion systems are required as design and diagnostic tools. To eventually achieve a performance standard with these codes of more than qualitative accuracy it is desirable to use benchmark experiments for validation studies. Typical of the fluid dynamic computer codes being developed for combustor simulations is the TEACH (Teaching Elliptic Axisymmetric Characteristics Heuristically) solution procedure. It is difficult to find suitable experiments which satisfy the present definition of benchmark quality. For the majority of the available experiments there is a lack of information concerning the boundary conditions. A standard TEACH-type numerical technique is applied to a number of test-case experiments. It is found that numerical simulations of gas turbine combustor-relevant flows can be sensitive to the plane at which the calculations start and the spatial distributions of inlet quantities for swirling flows.

Sturgess, G. J.↗
NASA NTRS1985

Error Reduction Program

The details of a study to select, incorporate and evaluate the best available finite difference scheme to reduce numerical error in combustor performance evaluation codes are described. The combustor performance computer programs chosen were the two dimensional and three dimensional versions of Pratt & Whitney's TEACH code. The criteria used to select schemes required that the difference equations mirror the properties of the governing differential equation, be more accurate than the current hybrid difference scheme, be stable and economical, be compatible with TEACH codes, use only modest amounts of additional storage, and be relatively simple. The methods of assessment used in the selection process consisted of examination of the difference equation, evaluation of the properties of the coefficient matrix, Taylor series analysis, and performance on model problems. Five schemes from the literature and three schemes developed during the course of the study were evaluated. This effort resulted in the incorporation of a scheme in 3D-TEACH which is usuallly more accurate than the hybrid differencing method and never less accurate.

Syed, S. A.↗
NASA NTRS1992

Code inspection instructional validation

The Shuttle Data Systems Branch (SDSB) of the Flight Data Systems Division (FDSD) at Johnson Space Center contracted with Southwest Research Institute (SwRI) to validate the effectiveness of an interactive video course on the code inspection process. The purpose of this project was to determine if this course could be effective for teaching NASA analysts the process of code inspection. In addition, NASA was interested in the effectiveness of this unique type of instruction (Digital Video Interactive), for providing training on software processes. This study found the Carnegie Mellon course, 'A Cure for the Common Code', effective for teaching the process of code inspection. In addition, analysts prefer learning with this method of instruction, or this method in combination with other methods. As is, the course is definitely better than no course at all; however, findings indicate changes are needed. Following are conclusions of this study. (1) The course is instructionally effective. (2) The simulation has a positive effect on student's confidence in his ability to apply new knowledge. (3) Analysts like the course and prefer this method of training, or this method in combination with current methods of training in code inspection, over the way training is currently being conducted. (4) Analysts responded favorably to information presented through scenarios incorporating full motion video. (5) Some course content needs to be changed. (6) Some content needs to be added to the course. SwRI believes this study indicates interactive video instruction combined with simulation is effective for teaching software processes. Based on the conclusions of this study, SwRI has outlined seven options for NASA to consider. SwRI recommends the option which involves creation of new source code and data files, but uses much of the existing content and design from the current course. Although this option involves a significant software development effort, SwRI believes this option will produce the most effective results.

Orr, Kay↗
NASA NTRS1994

Teacher Enhancement Institute

During the 1980's, a period of intense concern over educational quality in the United States, few indicators of U.S. student achievement garnered the interest of policy makers and pundits as successfully as the results of international testing in mathematics and science. This concern was so great that as a part of the Goals 2000 initiative, President George Bush indicated that 'By the year 2000, U.S. students should be first in the world in mathematics and science.' The Clinton Administration is placing a major emphasis, not only on rigorous academic standards and creating a new system for assessing students' progress, but also including professional development as a major focus. The argument being that teachers need more sustained, intensive training to prepare them to teach to higher standards. Executive order 12821 mandates that national laboratories 'assist in the mathematics and science education of our Nation's students, teachers, parents and the public by establishing programs at their agency to provide for training elementary and secondary school teachers to improve their knowledge of mathematics and science'. These and other issues led to the development of ideas for a project that addresses the need for excellence in mathematics, science and technology instruction. In response to these initiatives the NASA/LaRC Teacher Enhancement Institute was proposed. The TEI incorporated systemic reform perspectives, enhanced content knowledge for teachers, and teacher preparation. Emphasis was also placed on recruiting those educators who teach in impoverished urban school districts with at-risk student populations who have been traditionally under represented in science, mathematics, technology and engineering. Participants in the Teacher Enhancement Institute were 37 teachers from grades K-8, teaching in Region 2 in the state of Virginia, as well as 2 preservice teachers from Norfolk State University and one teacher from Dublin, Virginia, where a Science/Mathematics model school has been established. Teachers selected for this project represented school systems where income levels are extremely low, and students served tend not to receive innovative instruction in mathematics and science and their use of technology is limited. The Teacher Enhancement Institute contained several features, that when combined, allowed for a unique experience. Some of these features included local teachers, administrators and school board members as presenters, instruction and use of technology every day, tours of select features of the research facility, briefings by NASA/LaRC scientists, engineers and researchers as well as individuals from the Continuous Electron Beam Accelerator Facility (CEBAF). Another unique feature of this program is to have participants convene on three separate occasions throughout the academic year to discuss strategies for information dissemination and implementation results. Teachers' attitudes towards the use of technology, their ability to develop lessons using technology and their ability to develop lessons using information obtained through TEI were assessed using instruments developed by TEI summer faculty members. Data from these instruments were analyzed and reported in a final report submitted to the director of the Office of Education.

Marshall-Bradley, Tina↗
NASA NTRS2004

Scripting Scenarios for the Human Patient Simulator

The Human Patient Simulator (HPS) is particularly useful in providing scenario-based learning which can be tailored to fit specific scenarios and which can be modified in realtime to enhance the teaching environment. Scripting these scenarios so as to maximize learning requires certain skills, in order to ensure that a change in student performance, understanding, critical thinking, and/or communication skills results. Methods: A "good" scenario can be defined in terms of applicability, learning opportunities, student interest, and clearly associated metrics. Obstacles to such a scenario include a lack of understanding of the applicable environment by the scenario author(s), a desire (common among novices) to cover too many topics, failure to define learning objectives, mutually exclusive or confusing learning objectives, unskilled instructors, poor preparation , disorganized approach, or an inappropriate teaching philosophy (such as "trial by fire" or education through humiliation). Results: Descriptions of several successful teaching programs, used in the military, civilian, and NASA medical environments , will be provided, along with sample scenarios. Discussion: Simulator-based lessons have proven to be a time- and cost-efficient manner by which to educate medical personnel. Particularly when training for medical care in austere environments (pre-hospital, aeromedical transport, International Space Station, military operations), the HPS can enhance the learning experience.

Bacal, Kira↗
NASA NTRS2013

Decision Making Training in the Mission Operations Directorate

At JSC, we train our new flight controllers on a set of team skills that we call Space Flight Resource Management (SFRM). SFRM is akin to Crew Resource Management for the airlines and trains flight controllers to work as an effective team to reduce errors and improve safety. We have developed this training over the years with the assistance of Ames Research Center, Wyle Labs and University of Central Florida. One of the skills we teach is decision making/ problem solving (DM/PS). We teach DM/PS first in several classroom sessions, reinforce it in several part task training environments, and finally practice it in full-mission, full-team simulations. What I am proposing to talk about is this training flow: its content and how we teach it.

O'Keefe, William S.↗
NASA NTRS2016

Enhancing Systems Engineering Education Through Case Study Writing

Developing and refining methods for teaching systems engineering is part of Systems Engineering grand challenges and agenda for research in the SE research community. Retention of systems engineering knowledge is a growing concern in the United States as the baby boom generation continues to retire and the faster pace of technology development does not allow for younger generations to gain experiential knowledge through years of practice. Government agencies, including the National Aeronautics and Space Administration (NASA), develop their own curricula and SE leadership development programs to "grow their own" systems engineers. Marshall Space Flight Center (MSFC) conducts its own Center-focused Marshall Systems Engineering Leadership Development Program (MSELDP), a competitive program consisting of coursework, a guest lecture series, and a rotational assignment into an unfamiliar organization engaged in systems engineering. Independently, MSFC developed two courses to address knowledge retention and sharing concerns: Real World Marshall Mission Success course and its Case Study Writers Workshop and Writers Experience. Teaching case study writing and leading students through a hands-on experience at writing a case study on an SE topic can enhance SE training and has the potential to accelerate the transfer of experiential knowledge. This paper is an overview of the pilot experiences with teaching case study writing, its application in case study-based learning, and identifies potential areas of research and application for case study writing in systems engineering education.

Stevens, Jennifer Stenger↗
NASA NTRS2016

Climate Impact and GIS Education Using Realistic Applications of Data.gov Thematic Datasets in a Structured Lesson-Based Workbook

This project created a workbook which teaches Earth Science to undergraduate and graduate students through guided in-class activities and take-home assignments organized around climate topics which use GIS to teach key geospatial analysis techniques and cartography skills. The workbook is structured to the White House's Data.gov climate change themes, which include Coastal Flooding, Ecosystem Vulnerability, Energy Infrastructure, Arctic, Food Resilience, Human Health, Transportation, Tribal Nations, and Water. Each theme provides access to framing questions, associated data, interactive tools, and further reading (e.g. The US Climate Resilience Toolkit and National Climate Assessment). Lessons make use of the respective theme's available resources. The structured thematic approach is designed to encourage independent exploration. The goal is to teach climate concepts and concerns, GIS techniques and approaches, and effective cartographic representation and communication results; and foster a greater awareness of publicly available resources and datasets. To reach more audiences more effectively, a two level approach was used. Level 1 serves as an introductory study and relies on only freely available interactive tools to reach audiences with fewer resources and less familiarity. Level 2 presents a more advanced case study, and focuses on supporting common commercially available tool use and real-world analysis techniques.

Satellite Imagery↗
NASA NTRSDate not supplied

CELA NextGen 2020 Abstract

Creating a new technology development is hard! But, experience canbe the best teacher. Through our journey in maturing CELA, africtionless, direct-drive Reaction Sphere (RS) (Figure 1), lessonsour team learned have given us valuable insights that can help youon your own technology development journey. CELA (CorrelatedElectromagnetic Levitation Actuator), like all state-of-the-art starts, is a technology development project. This idea started by addressing a problem posed in a classroom setting, and has morphed into its current state today. At first, the problem was to create a novel separation system. Then, as oftenhappens with new ideas, there was a bump in the road: CELA did not align with stakeholder priorities. So, we had to pivot. The team learned that the funding organization was more excited about an Attitude Control System solution than a Separation System solution. CELA then became a Reaction Wheel. Through more pivots, the technology development advanced into a RS. This example shows that the process for maturing an idea is just as important as the technology itself. Other aspects of the process include finding funding sources, conducting research, obtaining patents, engaging partners, and finally creating systems to keep you on track and pointed in the right direction. Going through this process will teach you many valuable lessons: you never know when an idea will arrive, you will experience rejection, and you will learn a lot about your own strengths and weaknesses.The importance of this is not to teach you to give up, but to teach you to keep going, and to learn what works and what does not work in order to set yourself up for success.

technology↗
NASA NTRS2022

Thinking Inside the Box: A Hands-on Student Activity for Building a Contamination Containment Glovebox to Encourage Problem Solving in a Collaborative Environment

Engineers from the National Aeronautics and Space Administration (NASA) and education experts from the Virginia Space Grant Consortium (VSGC) partnered together to create a hands-on student activity to teach students about problem solving, working in a collaborative environment, and about the unique career fields of contamination control and planetary protection. The activity focuses on contamination containment gloveboxes, which are sealed containers where operators outside the glovebox can safely manipulate hazardous or contamination-sensitive materials inside the glovebox through glove ports on the container. The activity utilizes common household materials and teams of students work together to design and build a glovebox using the materials provided. Once the glovebox has been constructed, students perform a task under a time constraint by using their glovebox to assemble a puzzle “contaminated” with corn starch. In a post-activity debrief, teams discuss lessons learned such as how the actual built glovebox differed from the sketched design, the challenge of managing a budget for materials, how the team dealt with surprises, and if their glovebox allowed enough room for the operator to perform the task. This activity has been part of VSGC’s Virginia Earth System Science Scholars (VESSS) summer academy program for high school students since 2016, and has been an engaging method to teach students teamwork, creativity, hands-on experimentation, communication, and reasoning skills while also teaching them about unique engineering fields such as contamination control and planetary protection.

Student activity↗
DOE OSTI2024

Experiments and Project-Based Enhancements for STEM Learning

Motivating K-12 students to pursue careers in science, technology, engineering, and mathematics (STEM) is an effort that requires consistent engagement. Throughout the K-12 student timeline, STEM educators need to continuously pivot their teaching and update their educational materials to motivate the next generation of students. Once students begin their undergraduate education, university professors need to encourage them to consider pursuing graduate studies to ensure that a qualified future workforce can be developed for research and teaching. In this paper, we present our work on developing STEM materials for K-12 student engagement. Our K-12 materials target the grid integration of hydrogen assets that are suitable to engage students in the classroom. Our undergraduate materials target hands-on projects and collaboration with industry to connect classroom learning with real-world applications and needs in renewable energy. Our work leverages available open-source models and tools to create projects for undergraduate students and motivate their interest in pursuing research topics in graduate-level education.

ENERGY PLANNING, POLICY, AND ECONOMY↗
DOE OSTI2024

Development of learning objectives to support undergraduate virology curriculum guidelines

It has become increasingly important for microbiology educators to help students learn critical concepts of the discipline. This is particularly true in virology, where current challenges include increasing rates of vaccine hesitancy, misinformation about the COVID-19 pandemic, and controversy surrounding research on pathogens with pandemic potential. Having students learn virology can attract more people to the field and increase the number of people who can engage in meaningful discourse about issues relating to the discipline. However, the limited number of virologists who teach undergraduates, combined with the fact that many institutions lack stand-alone virology courses, results in virology often being taught as a limited number of lectures within an undergraduate microbiology course (if it is covered at all), which may or may not be taught by an individual trained as a virologist. To provide a framework to teach virology to undergraduate students, a team of virology educators, with support from the American Society for Virology (ASV), developed curriculum guidelines for use in a stand-alone undergraduate virology course or a virology section within another course. These guidelines are available at the ASV website (https://asv.org/curriculum-guidelines/). To assist educators in implementing these guidelines, we created examples of measurable learning objectives. This perspective provides details about the virology curriculum guidelines and learning objectives and accompanies the perspective by Boury et al. in this issue of the Journal of Microbiology & Biology Education about the recent revision of the microbiology curriculum guidelines overseen by the American Society for Microbiology.

59 BASIC BIOLOGICAL SCIENCES↗
DOE OSTI2024

Virtual Environment Platform for OT/IT Training Enhancement

TRADITIONAL TECHNIQUES OT/IT Concepts Operational Technology (OT) and Information Technology (IT) concepts can often be difficult to visualize Teaching Methods Traditional teaching methods lack the intuitive & immersive aspects of hands-on activities Caveat: Unless taught by Team B! Physical Limitations Digital Twins require existing systems/hardware to mirror UPDATED TECHNIQUES Virtual Environment By making use of a virtual environment, we can represent abstract concepts in a more approachable and digestible way Increased Engagement Students are more engaged with the activities and are more likely to retain the information they are given. New/Emerging Technologies As the system is currently growing and developing, the technologies in use, as well as those represented by the system, stay up-to-date.

Deroller, Nicholas F.↗
DOE OSTI2025

CRCNS US-France Research Proposal: Collaborative Research: Encoding reward expectation in Drosophilia

The fruit fly Drosophila melanogaster has been a valuable model for investigating the genetic and neural bases that underlie learning and memory. Early and most current studies use basic behavior conditioning protocols to study learning in controlled laboratory settings. More recently, the ability to transgenically manipulate many of the brain neurons in the fruit fly with exquisite specificity, and the recent knowledge of the synaptic ‘connectome’ of the fruit fly brain, makes these animals almost unique as a comprehensive model for studies of learning, memory and motivated behavior. In fact, the connectome has revealed many types of new connections that had until now been overlooked. Within this context, the thesis of this proposal is that studies of learning and memory will be greatly enhanced by using more sophisticated means for evaluating memory representations, such as have been developed in vertebrates, and combining those studies with information from the connectome guided by computational modelling. We propose to push beyond the boundaries of existing conditioning protocols for fruit flies to investigate more complex memory representations. In particular, we will investigate the function of reinforcement pathways in relation to the absence of expected reinforcement. More specifically, we propose a series of experiments designed to investigate the memory representations in fruit flies when an expected consequence of a Conditioned Stimulus (CS) fails to occur. Although studies have evaluated how this failure can establish extinction memory for the CS, our studies will go beyond studying extinction. Specifically, we predict that in Drosophila when a CS is associated with a failed expectation of an appetitive food reinforcement it will acquire aversive value, and vice versa for a failed expectation of an aversive reinforcer. We combine these studies with manipulations of reinforcement pathways in the CNS inspired from the connectome, iteratively knitted in with established computational models. Intellectual Merit: The concept of reinforcement expectation and incentive contrast have been influential in the development of studies of associative learning in mammals. These questions are particularly challenging to answer in vertebrates because they require exquisite cellular, temporal, and genetic specificity of experimental manipulations. The recent development of work with identified neurons and their connectomes makes the larval and adult fly brains ripe as models for pushing our understanding of neural bases for these higher- order conditioning phenomena. Broader Impacts: Public health: These analyses and the conceptual framework of prediction error processing underlying them have a profound impact on our understanding of reinforcement-related behavior in humans, including monetary rewards and the mnemonic consequences of traumatic experiences, and for pathologies of the dopamine reinforcement system. Educational: This project will provide interdisciplinary training for postdoctoral researchers, Ph.D. and undergraduate students. The PIs will act as co-supervisors or mentors of students working in the different labs via face-to-face and internet-based technologies. We will also work with ASU’s award-winning Ask- A-Biologist program. This is an online science program designed to enrich the learning experiences of students of all ages and to provide classroom material for use by K-12 teachers. We will develop an extension of a game developed under a prior NSF award, and the new game will include modules to teach K-12 students about how insects learn. We will also integrate into the AAB site a program developed by a collaborator (B Gerber) at the Leibniz Institut für Neurobiologie, Magdeburg, and now in use in schools in Germany, to teach K-12 students how to train animals using the fruit fly larval learning paradigm. Underrepresented groups: All PIs will work with their university offices of Academic Diversity and Equal Opportunity for reaching underrepresented students.

59 BASIC BIOLOGICAL SCIENCES↗