Science, Math, and Technology. K-6 Science Curriculum.

ERIC Educational Resources Information Center

Blueford, J. R.; And Others

Science, Math and Technology is one of the units of a K-6 unified science curriculum program. The unit consists of four organizing sub-themes: (1) science (with activities on observation, comparisons, and the scientific method); (2) technology (examining simple machines, electricity, magnetism, waves and forces); (3) mathematics (addressing skill…

Exploring Connections Between Earth Science and Biology - Interdisciplinary Science Activities for Schools

NASA Astrophysics Data System (ADS)

Vd Flier-Keller, E.; Carolsfeld, C.; Bullard, T.

2009-05-01

To increase teaching of Earth science in schools, and to reflect the interdisciplinary nature and interrelatedness of science disciplines in today's world, we are exploring opportunities for linking Earth science and Biology through engaging and innovative hands-on science activities for the classroom. Through the NSERC-funded Pacific CRYSTAL project based at the University of Victoria, scientists, science educators, and teachers at all levels in the school system are collaborating to research ways of enriching the preparation of students in math and science, and improving the quality of science education from Kindergarten to Grade 12. Our primary foci are building authentic, engaging science experiences for students, and fostering teacher leadership through teacher professional development and training. Interdisciplinary science activities represent an important way of making student science experiences real, engaging and relevant, and provide opportunities to highlight Earth science related topics within other disciplines, and to expand the Earth science taught in schools. The Earth science and Biology interdisciplinary project builds on results and experiences of existing Earth science education activities, and the Seaquaria project. We are developing curriculum-linked activities and resource materials, and hosting teacher workshops, around two initial areas; soils, and marine life and the fossil record. An example activity for the latter is the hands-on examination of organisms occupying the nearshore marine environment using a saltwater aquarium and touch tank or beach fieldtrip, and relating this to a suite of marine fossils to facilitate student thinking about representation of life in the fossil record e.g. which life forms are typically preserved, and how are they preserved? Literacy activities such as fossil obituaries encourage exploration of paleoenvironments and life habits of fossil organisms. Activities and resources are being tested with teachers

Math and science community college faculty: A culture apart

NASA Astrophysics Data System (ADS)

Bradley, Jane

This is a quantitative, survey-based study of Iowa community college faculty members. The survey was administered in the spring of 2011 to all faculty members identified by their colleges as being employed full time. This study compares the demographics of math and science faculty members to faculty within the arts and sciences who do not teach math or science. Comparisons of how the two groups interact with students and what they identify as barriers to student success are included, as well as their attitudes about mentoring, encouraging students, and their roles in student recruitment and student retention. Highly correlated variables are grouped as factors and used in the construction of prediction models for faculty engagement in student recruitment and student retention efforts. A contrast in the cultures of the math/science faculty members as compared to the non-math/science faculty is considered for its impact on faculty engagement with students and those variables believed to support undergraduate student success.

MAESTRO: Mathematics and Earth Science Teachers' Resource Organization

NASA Astrophysics Data System (ADS)

Courtier, A. M.; Pyle, E. J.; Fichter, L.; Lucas, S.; Jackson, A.

2013-12-01

The Mathematics and Earth Science Teachers' Resource Organization (MAESTRO) partnership between James Madison University and Harrisonburg City and Page County Public Schools, funded through NSF-GEO. The partnership aims to transform mathematics and Earth science instruction in middle and high schools by developing an integrated mathematics and Earth systems science approach to instruction. This curricular integration is intended to enhance the mathematical skills and confidence of students through concrete, Earth systems-based examples, while increasing the relevance and rigor of Earth science instruction via quantification and mathematical modeling of Earth system phenomena. MAESTRO draws heavily from the Earth Science Literacy Initiative (2009) and is informed by criterion-level standardized test performance data in both mathematics and Earth science. The project has involved two summer professional development workshops, academic year Lesson Study (structured teacher observation and reflection), and will incorporate site-based case studies with direct student involvement. Participating teachers include Grade 6 Science and Mathematics teachers, and Grade 9 Earth Science and Algebra teachers. It is anticipated that the proposed integration across grade bands will first strengthen students' interests in mathematics and science (a problem in middle school) and subsequently reinforce the relevance of mathematics and other sciences (a problem in high school), both in support of Earth systems literacy. MAESTRO's approach to the integration of math and science focuses on using box models to emphasize the interconnections among the geo-, atmo-, bio-, and hydrospheres, and demonstrates the positive and negative feedback processes that connect their mutual evolution. Within this framework we explore specific relationships that can be described both qualitatively and mathematically, using mathematical operations appropriate for each grade level. Site-based case studies

Differentiated Instruction for K-8 Math and Science: Activities and Lesson Plans

ERIC Educational Resources Information Center

Hamm, Mary; Adams, Dennis

2008-01-01

This book offers practical recommendations to reach every student in a K-8 classroom. Research-based and written in a teacher-friendly style, it will help teachers with classroom organization and lesson planning in math and science. Included are math and science games, activities, ideas, and lesson plans based on the math and science standards.…

Math and Science Gateways to California's Fastest Growing Careers

ERIC Educational Resources Information Center

EdSource, 2008

2008-01-01

Some students--and parents--think math and science are not too important for their future. As everyday life becomes more dependent on technology, most people will need a better background in math and science to succeed in today's global economy. To get high-paying jobs in some of California's fastest-growing occupations, a strong background in…

Inhibitory control and counterintuitive science and maths reasoning in adolescence.

PubMed

Brookman-Byrne, Annie; Mareschal, Denis; Tolmie, Andrew K; Dumontheil, Iroise

2018-01-01

Existing concepts can be a major barrier to learning new counterintuitive concepts that contradict pre-existing experience-based beliefs or misleading perceptual cues. When reasoning about counterintuitive concepts, inhibitory control is thought to enable the suppression of incorrect concepts. This study investigated the association between inhibitory control and counterintuitive science and maths reasoning in adolescents (N = 90, 11-15 years). Both response and semantic inhibition were associated with counterintuitive science and maths reasoning, when controlling for age, general cognitive ability, and performance in control science and maths trials. Better response inhibition was associated with longer reaction times in counterintuitive trials, while better semantic inhibition was associated with higher accuracy in counterintuitive trials. This novel finding suggests that different aspects of inhibitory control may offer unique contributions to counterintuitive reasoning during adolescence and provides further support for the hypothesis that inhibitory control plays a role in science and maths reasoning.

Math Science Partnership of Southwest Pennsylvania: Measuring Progress toward Goals. Monograph

ERIC Educational Resources Information Center

Pane, John F.; Williams, Valerie L.; Olmsted, Stuart S.; Yuan, Kun; Spindler, Eleanor; Slaughter, Mary Ellen

2009-01-01

In 2003, the Allegheny Intermediate Unit received a grant under the National Science Foundation's Math and Science Partnership program to establish the Math Science Partnership of Southwest Pennsylvania (MSP). The MSP brings together regional K-12 school districts, institutions of higher education, and intermediate units with the goals of…

Social Cognitive Predictors of Mexican American High School Students' Math/Science Career Goals

ERIC Educational Resources Information Center

Garriott, Patton O.; Raque-Bogdan, Trisha L.; Zoma, Lorrine; Mackie-Hernandez, Dylan; Lavin, Kelly

2017-01-01

This study tested a social cognitive model of math/science career goals in a sample (N = 258) of Mexican American high school students. Familism and proximal family supports for math/science careers were examined as predictors of math/science: performance accomplishments, self-efficacy, interests, and goals. Results showed that the hypothesized…

Math and Science. IDRA Focus.

ERIC Educational Resources Information Center

IDRA Newsletter, 1995

1995-01-01

This theme issue contains six articles on improving math and science education for minority group students, particularly language-minority students. "Accelerating Content Area Gains for English Language Learners" (Laura Chris Green) describes the Young Scientists Acquiring English project, which seeks to improve the content-area…

Contextualizing Earth Science Professional Development Courses for Geoscience Teachers in Boston: Earth Science II (Solid Earth)

NASA Astrophysics Data System (ADS)

Pringle, M. S.; Kamerer, B.; Vugrin, M.; Miller, M.

2009-12-01

Earth Science II: The Solid Earth -- Earth History and Planetary Science -- is the second of two Earth Science courses, and one of eleven graduate level science Contextualized Content Courses (CCC), that have been developed by the Boston Science Partnership as part of an NSF-funded Math Science Partnership program. A core goal of these courses is to provide high level science content to middle and high school teachers while modeling good instructional practices directly tied to the Boston Public Schools and Massachusetts science curriculum frameworks. All of these courses emphasize hands-on, lab-based, inquiry-driven, student-centered lessons. The Earth Science II team aimed to strictly adhere to ABC (Activity Before Concept) and 5E/7E models of instruction, and limited lecture or teacher-centered instruction to the later “Explanation” stages of all lessons. We also introduced McNeill and Krajick’s Claim-Evidence-Reasoning (CER) model of scientific explanation for middle school classroom discourse, both as a powerful scaffold leading to higher levels of accountable talk in the classroom, and to model science as a social construct. Daily evaluations, dutifully filled out by the course participants and diligently read by the course instructors, were quite useful in adapting instruction to the needs of the class on a real-time basis. We find the structure of the CCC teaching teams - university-based faculty providing expert content knowledge, K-12-based faculty providing age appropriate pedagogies and specific links to the K-12 curriculum - quite a fruitful, two-way collaboration. From the students’ perspective, one of the most useful takeaways from the university-based faculty was “listening to experts model out loud how they reason,” whereas some of the more practical takeaways (i.e., lesson components directly portable to the classroom?) came from the K-12-based faculty. The main takeaways from the course as a whole were the promise to bring more hands

Math-Science Bills Advance in Congress

ERIC Educational Resources Information Center

Hoff, David J.; Cavanagh, Sean

2007-01-01

Improving K-12 instruction and student achievement in mathematics and science is at the heart of separate bills intended to bolster America's economic standing that won overwhelming approval in both houses of Congress last week. The House on April 24 approved the 10,000 Teachers, 10 Million Minds Science and Math Scholarship Act by a vote of…

Making Links between Maths and Science

ERIC Educational Resources Information Center

Hiscock, Naomi

2012-01-01

For some children maths and science are exciting subjects that work side by side, one providing the opportunity to practise and hone skills and knowledge gained from the other. For other children the subjects are disjointed and seem to bear no relationship to each other. Science can provide a wonderful opportunity to practise a variety of math…

EASI Street to Science and Math for K-12 Students.

ERIC Educational Resources Information Center

Cunningham, Carmela; Noble, Steve

This paper discusses the poor preparation of children with disabilities in math and science fields, and the perception that students with disabilities are not capable of doing work in science and math, which is often reinforced by teachers and parents. It is argued that the low expectations and waived requirements for children with disabilities…

It's not maths; it's science: exploring thinking dispositions, learning thresholds and mindfulness in science learning

NASA Astrophysics Data System (ADS)

Quinnell, R.; Thompson, R.; LeBard, R. J.

2013-09-01

Developing quantitative skills, or being academically numerate, is part of the curriculum agenda in science teaching and learning. For many of our students, being asked to 'do maths' as part of 'doing science' leads to disengagement from learning. Notions of 'I can't do maths' speak of a rigidity of mind, a 'standoff', forming a barrier to learning in science that needs to be addressed if we, as science educators, are to offer solutions to the so-called 'maths problem' and to support students as they move from being novice to expert. Moving from novice to expert is complex and we lean on several theoretical frameworks (thinking dispositions, threshold concepts and mindfulness in learning) to characterize this pathway in science, with a focus on quantitative skills. Fluid thinking and application of numeracy skills are required to manipulate experimental data sets and are integral to our science practice; we need to stop students from seeing them as optional 'maths' or 'statistics' tasks within our discipline. Being explicit about the ways those in the discipline think, how quantitative data is processed, and allowing places for students to address their skills (including their confidence) offer some ways forward.

Hardly Rocket Science: Collaboration with Math and Science Teachers Doesn't Need to Be Complicated

ERIC Educational Resources Information Center

Minkel, Walter

2004-01-01

While librarians routinely collaborate with reading and humanities teachers, they rarely partner with teachers of math and science--to the loss of students. With the current emphasis on standardized testing and declining student performance in math and science, media specialists need to remedy this situation. Why don't librarians click with…

Videoconferencing in Math and Science Preservice Elementary Teachers' Field Placements

NASA Astrophysics Data System (ADS)

Plonczak, Irene

2010-03-01

This study was designed to examine benefits and challenges of teaching through videoconferencing in the context of students’ field placement experiences, particularly as it relates to an inquiry-based approach to teaching and learning math and science. In the context of mathematics and science methods courses, preservice teachers, with the supervision of professors, field placement supervisors and cooperating teachers, taught a series of math and science lessons via video conferencing to 5th grade classes in a major urban public school. Two major results of this study indicate that: (1) teaching through videoconferencing highlights strengths and weaknesses in questioning skill techniques that are at the heart of an inquiry-based approach; (2) teaching through videoconferencing raises the intellectual challenge of teaching and allows preservice teachers to look face to face into their limited understanding of the content matter in math and science.

77 FR 37016 - Applications for New Awards: Upward Bound Math and Science Program

Federal Register 2010, 2011, 2012, 2013, 2014

2012-06-20

... DEPARTMENT OF EDUCATION Applications for New Awards: Upward Bound Math and Science Program AGENCY... Bound Math and Science Program. Notice inviting applications for new awards for fiscal year (FY) 2012.... There are three types of grants under the UB Program: regular UB grants, Veterans UB grants, and UB Math...

The role of social support in students' perceived abilities and attitudes toward math and science.

PubMed

Rice, Lindsay; Barth, Joan M; Guadagno, Rosanna E; Smith, Gabrielle P A; McCallum, Debra M

2013-07-01

Social cognitive models examining academic and career outcomes emphasize constructs such as attitude, interest, and self-efficacy as key factors affecting students' pursuit of STEM (science, technology, engineering and math) courses and careers. The current research examines another under-researched component of social cognitive models: social support, and the relationship between this component and attitude and self-efficacy in math and science. A large cross-sectional design was used gathering data from 1,552 participants in four adolescent school settings from 5th grade to early college (41 % female, 80 % white). Students completed measures of perceived social support from parents, teachers and friends as well as their perceived ability and attitudes toward math and science. Fifth grade and college students reported higher levels of support from teachers and friends when compared to students at other grade levels. In addition, students who perceived greater social support for math and science from parents, teachers, and friends reported better attitudes and had higher perceptions of their abilities in math and science. Lastly, structural equation modeling revealed that social support had both a direct effect on math and science perceived abilities and an indirect effect mediated through math and science attitudes. Findings suggest that students who perceive greater social support for math and science from parents, teachers, and friends have more positive attitudes toward math and science and a higher sense of their own competence in these subjects.

The Math, Science, & Manufacturing Collaborative.

ERIC Educational Resources Information Center

Abate, Ronald J.

The concept of a collaborative math and science project grew out of the need expressed by Cleveland State University (Ohio) engineering faculty and junior and senior high school teachers. These groups sought to provide students with connections to "real world" situations that they will face as they transition into the workplace of the…

The Responsive Classroom approach and fifth grade students' math and science anxiety and self-efficacy.

PubMed

Griggs, Marissa Swaim; Rimm-Kaufman, Sara E; Merritt, Eileen G; Patton, Christine L

2013-12-01

Self-efficacy forecasts student persistence and achievement in challenging subjects. Thus, it is important to understand factors that contribute to students' self-efficacy, a key factor in their success in math and science. The current cross-sectional study examined the contribution of students' gender and math and science anxiety as well as schools' use of Social and Emotional Learning (SEL) practices to students' math and science self-efficacy. Fifth graders (n = 1,561) completed questionnaires regarding their feelings about math and science. Approximately half of the students attended schools implementing the Responsive Classroom® (RC) approach, an SEL intervention, as part of a randomized controlled trial. Results suggested no difference in math and science self-efficacy between boys and girls. Students who self-reported higher math and science anxiety also reported less self-efficacy toward these subjects. However, the negative association between students' anxiety and self-efficacy was attenuated in schools using more RC practices compared with those using fewer RC practices. RC practices were associated with higher science self-efficacy. Results highlight anxiety as contributing to poor self-efficacy in math and science and suggest that RC practices create classroom conditions in which students' anxiety is less strongly associated with negative beliefs about their ability to be successful in math and science. PsycINFO Database Record (c) 2013 APA, all rights reserved.

Hazardous Asteroids: Cloaking STEM Skills Training within an Attention-Grabbing Science/Math Course

NASA Astrophysics Data System (ADS)

Ryan, Eileen V.; Ryan, William H.

2015-11-01

A graduate-level course was designed and taught during the summer months from 2009 - 2015 in order to contribute to the training and professional development of K-12 teachers residing in the Southwest. The teachers were seeking Master’s degrees via the New Mexico Institute of Mining and Technology’s (NMT’s) Masters of Science Teaching (MST) program, and the course satisfied a science or math requirement. The MST program provides opportunities for in-service teachers to enhance their content backgrounds in science, mathematics, engineering, and technology (SMET). The ultimate goal is to assist teachers in gaining knowledge that has direct application in the classroom.The engaging topic area of near-Earth object (NEO) characterization studies was used to create a fun and exciting framework for mastering basic skills and concepts in physics and astronomy. The objective was to offer a class that had the appropriate science rigor (with an emphasis on mathematics) within a non-threatening format. The course, entitled “Hazardous Asteroids”, incorporates a basic planetary physics curriculum, with challenging laboratories that include a heavy emphasis on math and technology. Since the authors run a NASA-funded NEO research and follow-up program, also folded into the course is the use of the Magdalena Ridge Observatory’s 2.4-meter telescope so participants can take and reduce their own data on a near-Earth asteroid.In exit assessments, the participants have given the course excellent ratings for design and implementation, and the overall degree of satisfaction was high. This validates that a well-constructed (and rigorous) course can be effective in receptively reaching teachers in need of basic skills refreshment. Many of the teachers taking the course were employed in school districts serving at-risk or under-prepared students, and the course helped provide them with the confidence vital to developing new strategies for successful teaching.

Examining Administrators' Instructional Feedback to High School Math and Science Teachers

ERIC Educational Resources Information Center

Lochmiller, Chad R.

2016-01-01

Purpose: The purpose of this study was to explore high school administrators' instructional leadership in math and science. Specifically, the study explored the feedback administrators provided to math and science teachers as part of their instructional supervision. A central goal for this study was to determine how differences in these content…

Increasing Latino/a Representation in Math and Science: An Insider's Look

ERIC Educational Resources Information Center

Aguirre, Jarrad

2009-01-01

Recent Yale alumnus Jarrad Aguirre relates his experience creating MAS Familias, a campus organization that supports Latino/a undergraduates studying math and science. Alarmed by Latino/a students' academic struggles and the lack of Latino/a role models in the fields of math and science--and increasingly aware of the social benefits of a diverse…

Decide now, pay later: Early influences in math and science education

DOE Office of Scientific and Technical Information (OSTI.GOV)

Malcom, S.

1995-12-31

Who are the people deciding to major in science, math or engineering in college? The early interest in science and math education which can lead to science and engineering careers, is shaped as much by the encompassing world of the child as it is by formal education experiences. This paper documents what we know and what we need to know about the influences on children from pre-kindergarten through sixth grade, including the home, pre-school groups, science and math programs in churches, community groups, the media, cultural institutions (museums, zoos, botanical gardens), libraries, and schools (curriculum, instruction, policies and assessment). Itmore » also covers the nature and quality of curricular and intervention programs, and identifies strategies that appear to be most effective for various groups.« less

Expanding Girls' Horizons: Strengthening Persistence in the Early Math and Science Education Pipeline

NASA Astrophysics Data System (ADS)

Virnoche, Mary E.

Little longitudinal or follow-up data is available on the impact of Expanding Your Horizons (EYH) conferences. The purpose of the conferences is to encourage girls to take more math and science in high school by exposing them to hands-on activities and role models in math and science professions. This paper is based on 2005 and 2006 one-to-one and small-group interview data from 22 high school girls who attended an EYH conference during their middle school years. The data suggests that EYH strengthens girls' persistence in math and science pathways. Most girls came to the conferences already interested in math and science and at the urging of parents or teachers. Most felt empowered through the shared experience with hundreds of other girls and women, and relayed detailed and enthusiastic descriptions of hands-on activities. Many of the girls also drew connections between EYH and their course-taking actions and career goals. This paper highlights examples of these experiences and makes recommendations for future math and science early pipeline diversity work.

Professional Development for Early Childhood Educators: Efforts to Improve Math and Science Learning Opportunities in Early Childhood Classrooms.

PubMed

Piasta, Shayne B; Logan, Jessica A R; Pelatti, Christina Yeager; Capps, Janet L; Petrill, Stephen A

2015-05-01

Because recent initiatives highlight the need to better support preschool-aged children's math and science learning, the present study investigated the impact of professional development in these domains for early childhood educators. Sixty-five educators were randomly assigned to experience 10.5 days (64 hours) of training on math and science or on an alternative topic. Educators' provision of math and science learning opportunities were documented, as were the fall-to-spring math and science learning gains of children ( n = 385) enrolled in their classrooms. Professional development significantly impacted provision of science, but not math, learning opportunities. Professional development did not directly impact children's math or science learning, although science learning was indirectly affected via the increase in science learning opportunities. Both math and science learning opportunities were positively associated with children's learning. Results suggest that substantive efforts are necessary to ensure that children have opportunities to learn math and science from a young age.

Professional Development for Early Childhood Educators: Efforts to Improve Math and Science Learning Opportunities in Early Childhood Classrooms

PubMed Central

Piasta, Shayne B.; Logan, Jessica A. R.; Pelatti, Christina Yeager; Capps, Janet L.; Petrill, Stephen A.

2014-01-01

Because recent initiatives highlight the need to better support preschool-aged children’s math and science learning, the present study investigated the impact of professional development in these domains for early childhood educators. Sixty-five educators were randomly assigned to experience 10.5 days (64 hours) of training on math and science or on an alternative topic. Educators’ provision of math and science learning opportunities were documented, as were the fall-to-spring math and science learning gains of children (n = 385) enrolled in their classrooms. Professional development significantly impacted provision of science, but not math, learning opportunities. Professional development did not directly impact children’s math or science learning, although science learning was indirectly affected via the increase in science learning opportunities. Both math and science learning opportunities were positively associated with children’s learning. Results suggest that substantive efforts are necessary to ensure that children have opportunities to learn math and science from a young age. PMID:26257434

Progressing science, technology, engineering, and math (STEM) education in North Dakota with near-space ballooning

NASA Astrophysics Data System (ADS)

Saad, Marissa Elizabeth

The United States must provide quality science, technology, engineering, and math (STEM) education in order to maintain a leading role in the global economy. Numerous initiatives have been established across the United States that promote and encourage STEM education within the middle school curriculum. Integrating active learning pedagogy into instructors' lesson plans will prepare the students to think critically - a necessary skill for the twenty first century. This study integrated a three-week long Near Space Balloon project into six eighth grade Earth Science classes from Valley Middle School in Grand Forks, North Dakota. It was hypothesized that after the students designed, constructed, launched, and analyzed their payload experiments, they would have an increased affinity for high school science and math classes. A pre- and post-survey was distributed to the students (n=124), before and after the project to analyze how effective this engineering and space mission was regarding high school STEM interests. The surveys were statistically analyzed, comparing means by the Student's t-Test, specifically the Welch-Satterthwaite test. Female students displayed a 57.1% increase in math and a 63.6% increase in science; male students displayed a 46.6% increase in science and 0% increase in math. Most Likert-scale survey questions experienced no statistically significant change, supporting the null hypothesis. The only survey question that supported the hypothesis was, "I Think Engineers Work Alone," which experienced a 0.24% decrease in student understanding. The results suggest that integrating a three-week long Near Space Balloon project into middle school curricula will not directly influence the students' excitement to pursue STEM subjects and careers. An extensive, yearlong ballooning mission is recommended so that it can be integrated with multiple core subjects. Using such an innovative pedagogy method as with this balloon launch will help students master the

Do Biology Students Really Hate Math? Empirical Insights into Undergraduate Life Science Majors’ Emotions about Mathematics

PubMed Central

Wachsmuth, Lucas P.; Runyon, Christopher R.; Drake, John M.; Dolan, Erin L.

2017-01-01

Undergraduate life science majors are reputed to have negative emotions toward mathematics, yet little empirical evidence supports this. We sought to compare emotions of majors in the life sciences versus other natural sciences and math. We adapted the Attitudes toward the Subject of Chemistry Inventory to create an Attitudes toward the Subject of Mathematics Inventory (ASMI). We collected data from 359 science and math majors at two research universities and conducted a series of statistical tests that indicated that four AMSI items comprised a reasonable measure of students’ emotional satisfaction with math. We then compared life science and non–life science majors and found that major had a small to moderate relationship with students’ responses. Gender also had a small relationship with students’ responses, while students’ race, ethnicity, and year in school had no observable relationship. Using latent profile analysis, we identified three groups—students who were emotionally satisfied with math, emotionally dissatisfied with math, and neutral. These results and the emotional satisfaction with math scale should be useful for identifying differences in other undergraduate populations, determining the malleability of undergraduates’ emotional satisfaction with math, and testing effects of interventions aimed at improving life science majors’ attitudes toward math. PMID:28798211

Evaluation of American Indian Science and Engineering Society Intertribal Middle School Science and Math Bowl Project

DOE Office of Scientific and Technical Information (OSTI.GOV)

AISES, None

The American Indian Science and Engineering Society (AISES) has been funded under a U.S. Department of Energy (DOE) grant (Grant Award No. DE-SC0004058) to host an Intertribal Middle-School Science and Math Bowl (IMSSMB) comprised of teams made up of a majority of American Indian students from Bureau of Indian Education-funded schools and public schools. The intent of the AISES middle school science and math bowl is to increase participation of American Indian students at the DOE-sponsored National Science Bowl. Although national in its recruitment scope, the AISES Intertribal Science and Math Bowl is considered a “regional” science bowl, equivalent tomore » the other 50 regional science bowls which are geographically limited to states. Most regional bowls do not have American Indian student teams competing, hence the AISES bowl is meant to encourage American Indian student teams to increase their science knowledge in order to participate at the national level. The AISES competition brings together teams from various American Indian communities across the nation. Each team is provided with funds for travel to and from the event, as well as for lodging and meals. In 2011 and 2012, there were 10 teams participating; in 2013, the number of teams participating doubled to 20. Each Science and Math Bowl team is comprised of four middle school — grades 6 through 8 — students, one alternate, and a teacher who serves as advisor and coach — although in at least two cases, the coach was not a teacher, but was the Indian Education Coordinator. Each team member must have at least a 3.0 GPA. Furthermore, the majority of students in each team must be comprised of American Indian, Alaska Native or Native Hawaiian students. Under the current DOE grant, AISES sponsored three annual middle school science bowl competitions over the years 2011, 2012 and 2013. The science and math bowls have been held in late March concurrently with the National American Indian Science and

TEACHER TRAINING: How to Produce Better Math and Science Teachers.

PubMed

Mervis, J

2000-09-01

Two National Research Council panels have released new reports on improving science and math education in the United States. One panel says that the best way to improve teacher education is to make it a continuum, with school districts taking more responsibility for the initial preparation of new teachers and university faculty playing a bigger role in ongoing professional development. The other panel says that more recent science Ph.D.s would be willing to teach high school science and math if the government helped with the transition, if the certification process were compressed, and if they could retain ties to research.

Multiply Your Child's Success: Math and Science Can Make Dreams Come True. A Parent's Guide

ERIC Educational Resources Information Center

National Math and Science Initiative, 2012

2012-01-01

In today's high-tech world, math and science matter. Of the 10 fastest growing occupations, eight are science, math or technology-related. Whatever a child wants to do--join the military, join the workforce, or go on to college--math and science skills will be important. Become part of the equation to help one's child succeed now and in the…

Profiles of State-Supported Residential Math and Science Schools

ERIC Educational Resources Information Center

Jones, Brent M.

2009-01-01

Unless we sharply increase the training of homegrown math and science talents, we may suffer negative economic and technological consequences. One means of addressing this challenge has been through specialty schools devoted to science, technology, engineering, and mathematics (STEM) training. In 1980, the North Carolina School of Science and…

Contextualizing Earth Science Professional Development Courses for Geoscience Teachers in Boston

NASA Astrophysics Data System (ADS)

Chen, R. F.; Pelletier, P.; Dorsen, J.; Douglas, E. M.; Pringle, M. S.; Karp, J.

2009-12-01

Inquiry-based, hands-on, graduate content courses have been developed specifically for Boston Public School middle school teachers of Earth Science. Earth Science I: Weather and Water and Earth Science II: The Solid Earth--Earth History and Planetary Systems have been taught a total of seven times to over 120 teachers. Several key attributes to these successful courses have been identified, including co-instruction by a university professor and a high school and a middle school teacher that are familiar with the Boston curriculum, use of hands-on activities that are closed related to those used in the Boston curriculum, pre- and post-course local field trips, and identification of key learning objectives for each day. This model of professional development was developed over several years in all disciplines (Earth Science, Physics, Biology, Chemistry) by the Boston Science Partnership (BSP), an NSF-funded Math Science Partnership program. One of the core strategies of the BSP is these Contextualized Content Courses (CCC), graduate level, lab-based courses taught at either UMass Boston or Northeastern University during summer intensive or semester formats. Two of the eleven courses developed under the grant are Earth Science I & II. This presentation shares the model of the CCC, the impact on teacher participants, the value of these courses for the professor, and lessons learned for successful professional development. Findings about the courses’ impact and effectiveness come from our external evaluation by the Program Evaluation Research Group (PERG). The combination of content and modeling good instructional practices have many positive outcomes for teachers, including increased self-efficacy in science understanding and teaching, positive impacts on student achievement, and teacher shifts from more traditional, more lecture-based instructional models to more inquiry approaches. STEM faculty members become involved in science education and learn and practice new

Family Factors Associated with Sixth-Grade Adolescents' Math and Science Career Interests

ERIC Educational Resources Information Center

Turner, Sherri L.; Steward, Jason C.; Lapan, Richard T.

2004-01-01

This study tested a causal model, based on social cognitive career theory (SCCT; R. W. Lent, S. D. Brown, & G. Hackett, 1994, 2000), of math and science career interests among 6th-grade adolescents (N = 318). Consistent with SCCT, it was found that career gender-typing, mother's and father's support for pursuing math and science careers, as well…

Why Earth Science?

ERIC Educational Resources Information Center

Smith, Michael J.

2004-01-01

This article briefly describes Earth science. The study of Earth science provides the foundation for an understanding of the Earth, its processes, its resources, and its environment. Earth science is the study of the planet in its entirety, how its lithosphere, atmosphere, hydrosphere, and biosphere work together as systems and how they affect…

Do Biology Students Really Hate Math? Empirical Insights into Undergraduate Life Science Majors' Emotions about Mathematics.

PubMed

Wachsmuth, Lucas P; Runyon, Christopher R; Drake, John M; Dolan, Erin L

2017-01-01

Undergraduate life science majors are reputed to have negative emotions toward mathematics, yet little empirical evidence supports this. We sought to compare emotions of majors in the life sciences versus other natural sciences and math. We adapted the Attitudes toward the Subject of Chemistry Inventory to create an Attitudes toward the Subject of Mathematics Inventory (ASMI). We collected data from 359 science and math majors at two research universities and conducted a series of statistical tests that indicated that four AMSI items comprised a reasonable measure of students' emotional satisfaction with math. We then compared life science and non-life science majors and found that major had a small to moderate relationship with students' responses. Gender also had a small relationship with students' responses, while students' race, ethnicity, and year in school had no observable relationship. Using latent profile analysis, we identified three groups-students who were emotionally satisfied with math, emotionally dissatisfied with math, and neutral. These results and the emotional satisfaction with math scale should be useful for identifying differences in other undergraduate populations, determining the malleability of undergraduates' emotional satisfaction with math, and testing effects of interventions aimed at improving life science majors' attitudes toward math. © 2017 L.P. Wachsmuth et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Alaska's Secondary Science Teachers and Students Receive Earth Systems Science Knowledge, GIS Know How and University Technical Support for Pre- College Research Experiences: The EDGE Project

NASA Astrophysics Data System (ADS)

Connor, C. L.; Prakash, A.

2007-12-01

Alaska's secondary school teachers are increasingly required to provide Earth systems science (ESS) education that integrates student observations of local natural processes related to rapid climate change with geospatial datasets and satellite imagery using Geographic Information Systems (GIS) technology. Such skills are also valued in various employment sectors of the state where job opportunities requiring Earth science and GIS training are increasing. University of Alaska's EDGE (Experiential Discoveries in Geoscience Education) program has provided training and classroom resources for 3 cohorts of inservice Alaska science and math teachers in GIS and Earth Systems Science (2005-2007). Summer workshops include geologic field experiences, GIS instruction, computer equipment and technical support for groups of Alaska high school (HS) and middle school (MS) science teachers each June and their students in August. Since 2005, EDGE has increased Alaska science and math teachers' Earth science content knowledge and developed their GIS and computer skills. In addition, EDGE has guided teachers using a follow-up, fall online course that provided more extensive ESS knowledge linked with classroom standards and provided course content that was directly transferable into their MS and HS science classrooms. EDGE teachers were mentored by University faculty and technical staff as they guided their own students through semester-scale, science fair style projects using geospatial data that was student- collected. EDGE program assessment indicates that all teachers have improved their ESS knowledge, GIS knowledge, and the use of technology in their classrooms. More than 230 middle school students have learned GIS, from EDGE teachers and 50 EDGE secondary students have conducted original research related to landscape change and its impacts on their own communities. Longer-term EDGE goals include improving student performance on the newly implemented (spring 2008) 10th grade

An investigation of the impact of science course sequencing on student performance in high school science and math

NASA Astrophysics Data System (ADS)

Mary, Michael Todd

High school students in the United States for the past century have typically taken science courses in a sequence of biology followed by chemistry and concluding with physics. An alternative sequence, typically referred to as "physics first" inverts the traditional sequence by having students begin with physics and end with biology. Proponents of physics first cite advances in biological sciences that have dramatically changed the nature of high school biology and the potential benefit to student learning in math that would accompany taking an algebra-based physics course in the early years of high school to support changing the sequence. Using a quasi-experimental, quantitative research design, the purpose of this study was to investigate the impact of science course sequencing on student achievement in math and science at a school district that offered both course sequences. The Texas state end-of-course exams in biology, chemistry, physics, algebra I and geometry were used as the instruments measuring student achievement in math and science at the end of each academic year. Various statistical models were used to analyze these achievement data. The conclusion was, for students in this study, the sequence in which students took biology, chemistry, and physics had little or no impact on performance on the end-of-course assessments in each of these courses. Additionally there was only a minimal effect found with respect to math performance, leading to the conclusion that neither the traditional or "physics first" science course sequence presented an advantage for student achievement in math or science.

"MyTeachingPartner--Math/Science" Pre-Kindergarten Curricula and Teacher Supports: Associations with Children's Mathematics and Science Learning

ERIC Educational Resources Information Center

Kinzie, Mable B.; Whittaker, Jessica Vick; Williford, Amanda P.; DeCoster, Jamie; McGuire, Patrick; Lee, Youngju; Kilday, Carolyn R.

2014-01-01

"MyTeachingPartner--Math/Science" ("MTP-MS") is a system of two curricula (math and science) plus teacher supports designed to improve the quality of instructional interactions in pre-kindergarten classrooms and to scaffold children's development in mathematics and science. The program includes year-long curricula in these…

Earth Science Europe "Is Earth Science Europe an interesting and useful construct?"

NASA Astrophysics Data System (ADS)

Ludden, John

2015-04-01

In 2014 we managed to have a group of earth scientists from across the spectrum: from academic, survey, industry and government, pull together to create the first output for Earth Science Europe http://www.bgs.ac.uk/earthScienceEurope/downloads/EarthScienceEuropeBrochure.pdf In this document we stated that Earth scientists need a united, authoritative voice to enhance the status and impact of Earth science across Europe. The feeling was that there were many diverse infrastructure and research initiatives spanning the terrestrial and oceanic realms and science ranged from historical geology to active dynamics on Earth, and that a level of coordination and mutual knowledge sharing was necessary. In addition to a better understanding of the Earth in general, we thought there was a need to have Earth Science Europe develop a strategic research capacity in geohazards, georesources and environmental earth sciences, through a roadmap addressing fundamental and societal challenges. This would involve a robust research infrastructure to deliver strategic goals, enabling inspirational research and promoting solutions to societal challenges. In this talk I will propose some next steps and discuss what this "authoritative voice" could look like and ask the question - "is Earth Science Europe and interesting and useful concept?"

SKyTeach: Addressing the need for Science and Math Teachers in Kentucky

NASA Astrophysics Data System (ADS)

Bonham, Scott

2008-10-01

The shortage of good science and math teachers is a chronic problem that threatens to undermine the future of our profession and economy. While our world is becoming increasingly dependent on technology, many high schools do not even offer physics, in part due to of the unavailability of a qualified teacher. The entire state of Kentucky typically produces 0-2 new physics teachers per year, compared to 200+ elementary teachers per year from WKU alone. The picture is not much better in math and other sciences. SKyTeach is a new program at WKU to address this great need and is part of a national effort to replicate the successful UTeach program. The University of Texas UTeach program graduates 70-90 new math and science teachers a year, in the process providing them with a strong preparation based on current research on how people learn science and math, experience teaching in real classrooms from the start, and strong mentoring and support. UTeach graduates stay in the classroom at rates above the national average, and some fairly quickly move into leadership positions within their schools. A key element is good collaboration between the college of science, that of education, local P-12 schools, and others. Last year thirteen universities across the nation were selected as part of an effort to replicate the UTeach program nation-wide. This effort is supported by the National Science and Math Initiative in a partnership with the UTeach Institute. Our first cohort of students has started this fall, and we have had many successes and challenges as we move forward.

Improving quantitative skills in introductory geoscience courses at a four-year public institution using online math modules

NASA Astrophysics Data System (ADS)

Gordon, E. S.

2011-12-01

Fitchburg State University has a diverse student population comprised largely of students traditionally underrepresented in higher education, including first-generation, low-income, and/or students with disabilities. Approximately half of our incoming students require developmental math coursework, but often enroll in science classes prior to completing those courses. Since our introductory geoscience courses (Oceanography, Meteorology, Geology, Earth Systems Science) do not have prerequisites, many students who take them lack basic math skills, but are taking these courses alongside science majors. In order to provide supplemental math instruction without sacrificing time for content, "The Math You Need, When You Need It (TMYN), a set of online math tutorials placed in a geoscience context, will be implemented in three of our introductory courses (Oceanography, Meteorology, and Earth Systems Science) during Fall, 2011. Students will complete 5-6 modules asynchronously, the topics of which include graphing skills, calculating rates, unit conversions, and rearranging equations. Assessment of quantitative skills will be tracked with students' pre- and post-test results, as well as individual module quiz scores. In addition, student assessment results from Oceanography will be compared to student data from Academic Year 2010-11, during which quantitative skills were evaluated with pre- and post-test questions, but students did not receive online supplemental instruction.

Students from Pueblo Triumph in Colorado Science Bowl

Science.gov Websites

questions about physics, math, biology, astronomy, chemistry, computers and the earth sciences, students science and math. The competition has evolved into one of the Energy Department's premier educational

The Math-Biology Values Instrument: Development of a Tool to Measure Life Science Majors' Task Values of Using Math in the Context of Biology.

PubMed

Andrews, Sarah E; Runyon, Christopher; Aikens, Melissa L

2017-01-01

In response to calls to improve the quantitative training of undergraduate biology students, there have been increased efforts to better integrate math into biology curricula. One challenge of such efforts is negative student attitudes toward math, which are thought to be particularly prevalent among biology students. According to theory, students' personal values toward using math in a biological context will influence their achievement and behavioral outcomes, but a validated instrument is needed to determine this empirically. We developed the Math-Biology Values Instrument (MBVI), an 11-item college-level self--report instrument grounded in expectancy-value theory, to measure life science students' interest in using math to understand biology, the perceived usefulness of math to their life science career, and the cost of using math in biology courses. We used a process that integrates multiple forms of validity evidence to show that scores from the MBVI can be used as a valid measure of a student's value of math in the context of biology. The MBVI can be used by instructors and researchers to help identify instructional strategies that influence math-biology values and understand how math-biology values are related to students' achievement and decisions to pursue more advanced quantitative-based courses. © 2017 S. E. Andrews et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Investigating the Relationship between STEM Learning Principles and Student Achievement in Math and Science

ERIC Educational Resources Information Center

Hansen, Michael; Gonzalez, Thomas

2014-01-01

Science, technology, engineering and math (STEM) advocates commonly emphasize an interdisciplinary, authentic, project-based, and technology-based approach to learning, though the strength of prior research varies. This study examines the association between a range of classroom activities and academic performance gains in math and science. Using…

It's Not Maths; It's Science: Exploring Thinking Dispositions, Learning Thresholds and Mindfulness in Science Learning

ERIC Educational Resources Information Center

Quinnell, R.; Thompson, R.; LeBard, R. J.

2013-01-01

Developing quantitative skills, or being academically numerate, is part of the curriculum agenda in science teaching and learning. For many of our students, being asked to "do maths" as part of "doing science" leads to disengagement from learning. Notions of "I can't do maths" speak of a rigidity of mind, a…

FASTSAT-HSV01 Thermal Math Model Correlation

NASA Technical Reports Server (NTRS)

McKelvey, Callie

2011-01-01

This paper summarizes the thermal math model correlation effort for the Fast Affordable Science and Technology SATellite (FASTSAT-HSV01), which was designed, built and tested by NASA's Marshall Space Flight Center (MSFC) and multiple partners. The satellite launched in November 2010 on a Minotaur IV rocket from the Kodiak Launch Complex in Kodiak, Alaska. It carried three Earth science experiments and two technology demonstrations into a low Earth circular orbit with an inclination of 72deg and an altitude of 650 kilometers. The mission has been successful to date with science experiment activities still taking place daily. The thermal control system on this spacecraft was a passive design relying on thermo-optical properties and six heaters placed on specific components. Flight temperature data is being recorded every minute from the 48 Resistance Temperature Devices (RTDs) onboard the satellite structure and many of its avionics boxes. An effort has been made to correlate the thermal math model to the flight temperature data using Cullimore and Ring's Thermal Desktop and by obtaining Earth and Sun vector data from the Attitude Control System (ACS) team to create an "as-flown" orbit. Several model parameters were studied during this task to understand the spacecraft's sensitivity to these changes. Many "lessons learned" have been noted from this activity that will be directly applicable to future small satellite programs.

Earth System Science Education Modules

NASA Astrophysics Data System (ADS)

Hall, C.; Kaufman, C.; Humphreys, R. R.; Colgan, M. W.

2009-12-01

information into words that are understandable and useful for policy makers and other stakeholders. The inability of scientists to effectively communicate with the public has been highlighted as a major reason for the anti-science attitude of a large segment of the public. This module, unlike other ESSEA modules, addresses this problem by first, investigating a global change environmental problem using Earth System Science methodologies, then developing several solutions to that problem, and finally writing a position paper for the policy makers to use. These three hands-on, real-world modules that engage students in authentic research share similar goals: 1) to use global change data sets to examine controversial environmental problems; 2) to use an earth system science approach to understand the complexity of global problems; and 3) to help students understand the political complexity of environmental problems where there is a clash between economic and ecological problems. The curriculum will meet National Standards in science, geography, math, etc.

MiTEP's Collaborative Field Course Design Process Based on Earth Science Literacy Principles

NASA Astrophysics Data System (ADS)

Engelmann, C. A.; Rose, W. I.; Huntoon, J. E.; Klawiter, M. F.; Hungwe, K.

2010-12-01

Michigan Technological University has developed a collaborative process for designing summer field courses for teachers as part of their National Science Foundation funded Math Science Partnership program, called the Michigan Teacher Excellence Program (MiTEP). This design process was implemented and then piloted during two two-week courses: Earth Science Institute I (ESI I) and Earth Science Institute II (ESI II). Participants consisted of a small group of Michigan urban science teachers who are members of the MiTEP program. The Earth Science Literacy Principles (ESLP) served as the framework for course design in conjunction with input from participating MiTEP teachers as well as research done on common teacher and student misconceptions in Earth Science. Research on the Earth Science misconception component, aligned to the ESLP, is more fully addressed in GSA Abstracts with Programs Vol. 42, No. 5. “Recognizing Earth Science Misconceptions and Reconstructing Knowledge through Conceptual-Change-Teaching”. The ESLP were released to the public in January 2009 by the Earth Science Literacy Organizing Committee and can be found at http://www.earthscienceliteracy.org/index.html. Each day of the first nine days of both Institutes was focused on one of the nine ESLP Big Ideas; the tenth day emphasized integration of concepts across all of the ESLP Big Ideas. Throughout each day, Michigan Tech graduate student facilitators and professors from Michigan Tech and Grand Valley State University consistantly focused teaching and learning on the day's Big Idea. Many Earth Science experts from Michigan Tech and Grand Valley State University joined the MiTEP teachers in the field or on campus, giving presentations on the latest research in their area that was related to that Big Idea. Field sites were chosen for their unique geological features as well as for the “sense of place” each site provided. Preliminary research findings indicate that this collaborative design

Enhancing the Math and Science Experiences of Latinas and Latinos: A Study of the Joaquin Bustoz Math-Science Honors Program

NASA Astrophysics Data System (ADS)

Escontrias, Gabriel, Jr.

Latinas and Latinos are currently underrepresented in terms of our 21 st century student academic attainment and workforce, compared to the total U.S. Hispanic population. In a field such as mathematical sciences, Hispanic or Latino U.S. citizenship doctoral recipients only accounted for 3.04% in 2009--2010. While there are various initiatives to engage underrepresented STEM populations through education, there is a need to give a voice to the experiences of Latinas and Latinos engaged in such programs. This study explored the experiences of seven Arizona State University undergraduate Latina and Latino Joaquin Bustoz Math-Science Honors Program (JBMSHP) participants as well as examined how the program enhanced their math and science learning experiences. Participants attended either a five-week or eight-week program and ranged in attendance from 2006 to 2011. Students were provided an opportunity to begin university mathematics and science studies before graduating high school. Through a demographic survey and one-on-one guided interview, participants shared their personal journey, their experience in the JBMSHP, and their goals. Using grounded theory, a qualitative research approach, this study focuses on the unique experiences of Latina and Latino participants. Four major themes emerged from the analysis of the data. Each participant applied to the program with a foundation in which they sought to challenge themselves academically through mathematics and/or science. Through their involvement it the JBMSHP, participants recognized benefits during and after the program. All participants recognized the value of these benefits and their participation and praised the program. Overall, the JBMSHP provided the students the resources to grow their academic capital and if they chose seek a STEM related bachelor degree. The results of this study emphasize the need to expand the JBMSHP both within Arizona and nationally. In addition, there is a need to explore the other

Strategy for earth explorers in global earth sciences

NASA Technical Reports Server (NTRS)

1988-01-01

The goal of the current NASA Earth System Science initiative is to obtain a comprehensive scientific understanding of the Earth as an integrated, dynamic system. The centerpiece of the Earth System Science initiative will be a set of instruments carried on polar orbiting platforms under the Earth Observing System program. An Earth Explorer program can open new vistas in the earth sciences, encourage innovation, and solve critical scientific problems. Specific missions must be rigorously shaped by the demands and opportunities of high quality science and must complement the Earth Observing System and the Mission to Planet Earth. The committee believes that the proposed Earth Explorer program provides a substantial opportunity for progress in the earth sciences, both through independent missions and through missions designed to complement the large scale platforms and international research programs that represent important national commitments. The strategy presented is intended to help ensure the success of the Earth Explorer program as a vital stimulant to the study of the planet.

Effects of MyTeachingPartner-Math/Science on Teacher-Child Interactions in Prekindergarten Classrooms

ERIC Educational Resources Information Center

Whittaker, Jessica Vick; Kinzie, Mable B.; Williford, Amanda; DeCoster, Jamie

2016-01-01

Research Findings: This study examined the impact of MyTeachingPartner-Math/Science, a system of math and science curricula and professional development, on the quality of teachers' interactions with children in their classrooms. Schools were randomly assigned to 1 of 2 intervention conditions (Basic: curricula providing within-activity, embedded…

Students from Aurora Triumph in Denver Regional Science Bowl

Science.gov Websites

questions about physics, math, biology, astronomy, chemistry, computers and the earth sciences, students science and math. The competition has evolved into one of the Energy Department's premier educational

PUMAS: Practical Uses of Math And Science

NASA Astrophysics Data System (ADS)

Kahn, R. A.

2009-12-01

For more than ten years, PUMAS has provided a forum for disseminating peer-reviewed examples of Practical Uses of Math And Science, aimed at helping pre-college teachers enrich their presentation of math and science topics. Contributors include scientists, engineers, and content experts from many disciplines. The innovative ideas in PUMAS examples tend to be treasures, containing the ‘sparks’ of understanding that comes only from having real-life experience with the material. Examples can be essays, anecdotes, problems, demonstrations, or activities, and can be written in any style that serves the material well. They are keyed to the National Standards and Benchmarks, which provide the critical connection to K-12 curriculum guidelines, and the peer-review process involves at least one scientist with a relevant background, and at least one teacher at an appropriate grade level. The PUMAS Web Site has recently been upgraded. It is now a NASA-wide facility, recognized by both the National Science Teachers Association (NSTA) and the National Council of Teachers of Mathematics (NCTM). This presentation will describe and illustrate the operation of PUMAS, will highlight a few of our many treasures, and will appeal to scientists interested in contributing meaningfully to pre-college education to consider submitting examples to PUMAS.

The Effects of the Interactive Student Notebook on Fifth Grade Math and Science Achievement

ERIC Educational Resources Information Center

Green, Timothy

2010-01-01

The purpose of this study was to determine the effects of using the interactive student notebook versus the use of traditional note-taking methods on math and science achievement for fifth grade students. The researcher hypothesized that the ISN would have a significant positive impact on math and science student achievement. Multiple regression…

Earth: Earth Science and Health

NASA Technical Reports Server (NTRS)

Maynard, Nancy G.

2001-01-01

A major new NASA initiative on environmental change and health has been established to promote the application of Earth science remote sensing data, information, observations, and technologies to issues of human health. NASA's Earth Sciences suite of Earth observing instruments are now providing improved observations science, data, and advanced technologies about the Earth's land, atmosphere, and oceans. These new space-based resources are being combined with other agency and university resources, data integration and fusion technologies, geographic information systems (GIS), and the spectrum of tools available from the public health community, making it possible to better understand how the environment and climate are linked to specific diseases, to improve outbreak prediction, and to minimize disease risk. This presentation is an overview of NASA's tools, capabilities, and research advances in this initiative.

The Effects of Earth Science Programs on Student Knowledge and Interest in Earth Science

NASA Astrophysics Data System (ADS)

Wilson, A.

2016-12-01

Ariana Wilson, Chris Skinner, Chris Poulsen Abstract For many years, academic programs have been in place for the instruction of young students in the earth sciences before they undergo formal training in high school or college. However, there has been little formal assessment of the impacts of these programs on student knowledge of the earth sciences and their interest in continuing with earth science. On August 6th-12th 2016 I will attend the University of Michigan's annual Earth Camp, where I will 1) ascertain high school students' knowledge of earth science-specifically atmospheric structure and wind patterns- before and after Earth Camp, 2) record their opinions about earth science before and after Earth Camp, and 3) record how the students feel about how the camp was run and what could be improved. I will accomplish these things through the use of surveys asking the students questions about these subjects. I expect my results will show that earth science programs like Earth Camp deepen students' knowledge of and interest in earth science and encourage them to continue their study of earth science in the future. I hope these results will give guidance on how to conduct future learning programs and how to recruit more students to become earth scientists in the future.

Earth Science Informatics - Overview

NASA Technical Reports Server (NTRS)

Ramapriyan, H. K.

2015-01-01

Over the last 10-15 years, significant advances have been made in information management, there are an increasing number of individuals entering the field of information management as it applies to Geoscience and Remote Sensing data, and the field of informatics has come to its own. Informatics is the science and technology of applying computers and computational methods to the systematic analysis, management, interchange, and representation of science data, information, and knowledge. Informatics also includes the use of computers and computational methods to support decision making and applications. Earth Science Informatics (ESI, a.k.a. geoinformatics) is the application of informatics in the Earth science domain. ESI is a rapidly developing discipline integrating computer science, information science, and Earth science. Major national and international research and infrastructure projects in ESI have been carried out or are on-going. Notable among these are: the Global Earth Observation System of Systems (GEOSS), the European Commissions INSPIRE, the U.S. NSDI and Geospatial One-Stop, the NASA EOSDIS, and the NSF DataONE, EarthCube and Cyberinfrastructure for Geoinformatics. More than 18 departments and agencies in the U.S. federal government have been active in Earth science informatics. All major space agencies in the world, have been involved in ESI research and application activities. In the United States, the Federation of Earth Science Information Partners (ESIP), whose membership includes nearly 150 organizations (government, academic and commercial) dedicated to managing, delivering and applying Earth science data, has been working on many ESI topics since 1998. The Committee on Earth Observation Satellites (CEOS)s Working Group on Information Systems and Services (WGISS) has been actively coordinating the ESI activities among the space agencies. Remote Sensing; Earth Science Informatics, Data Systems; Data Services; Metadata

Earth Science Information Center

USGS Publications Warehouse

,

1991-01-01

An ESIC? An Earth Science Information Center. Don't spell it. Say it. ESIC. It rhymes with seasick. You can find information in an information center, of course, and you'll find earth science information in an ESIC. That means information about the land that is the Earth, the land that is below the Earth, and in some instances, the space surrounding the Earth. The U.S. Geological Survey (USGS) operates a network of Earth Science Information Centers that sell earth science products and data. There are more than 75 ESIC's. Some are operated by the USGS, but most are in other State or Federal agencies. Each ESIC responds to requests for information received by telephone, letter, or personal visit. Your personal visit.

Explaining Variation in Student Efforts towards Using Math and Science Knowledge in Engineering Contexts

ERIC Educational Resources Information Center

Berland, Leema K.; Steingut, Rebecca

2016-01-01

Previous research suggests that in classes that take an integrated approach to science, technology, engineering, and math (STEM) education, students tend to engage in fulfilling goals of their engineering design challenges, but only inconsistently engage with the related math and science content. The present research examines these inconsistencies…

Earth Science Informatics - Overview

NASA Technical Reports Server (NTRS)

Ramapriyan, H. K.

2017-01-01

Over the last 10-15 years, significant advances have been made in information management, there are an increasing number of individuals entering the field of information management as it applies to Geoscience and Remote Sensing data, and the field of informatics has come to its own. Informatics is the science and technology of applying computers and computational methods to the systematic analysis, management, interchange, and representation of science data, information, and knowledge. Informatics also includes the use of computers and computational methods to support decision making and applications. Earth Science Informatics (ESI, a.k.a. geoinformatics) is the application of informatics in the Earth science domain. ESI is a rapidly developing discipline integrating computer science, information science, and Earth science. Major national and international research and infrastructure projects in ESI have been carried out or are on-going. Notable among these are: the Global Earth Observation System of Systems (GEOSS), the European Commissions INSPIRE, the U.S. NSDI and Geospatial One-Stop, the NASA EOSDIS, and the NSF DataONE, EarthCube and Cyberinfrastructure for Geoinformatics. More than 18 departments and agencies in the U.S. federal government have been active in Earth science informatics. All major space agencies in the world, have been involved in ESI research and application activities. In the United States, the Federation of Earth Science Information Partners (ESIP), whose membership includes over 180 organizations (government, academic and commercial) dedicated to managing, delivering and applying Earth science data, has been working on many ESI topics since 1998. The Committee on Earth Observation Satellites (CEOS)s Working Group on Information Systems and Services (WGISS) has been actively coordinating the ESI activities among the space agencies.

Alabama's Education Coalition Focuses on Supporting the State's Math, Science and Technology Initiative and on Building Distance Learning Programs

NASA Astrophysics Data System (ADS)

Denson, R. L.

2003-12-01

The Alabama Math Science Technology Educational Coalition (AMSTEC) was formed as a non-profit after a 1998 NASA Linking Leaders program brought in education and corporate leaders to address systemic education reform in Alabama public schools. AMSTEC was instrumental in the creation of the Alabama Math Science Technology Initiative (AMSTI), a K-12 program designed using data from national and international research and local teacher survey. In the face of dwindling government support in a state ranked last in education funding, AMSTEC believes that its best hope for improved STEM education lies in strengthening its community/industry partnerships and building upon the Department of Education's newly created AMSTI program. NASA's GLOBE program is the primary earth science education component being integrated into AMSTI. AMSTI is structured to provide teachers with (1) the materials, equipment, technology and supplies necessary to deliver high quality, inquiry-based instruction; (2) professional development linked directly to the educational resources with the intent of strengthening content knowledge, instructional strategies, and use of assessment tools; and (3) on-site support and mentoring throughout the year in the interest of achieving these goals. Roles for community partners to support these objectives far exceed that of mere funding - especially in the area of mentoring and professional development. Currently, AMSTEC consists of 100+ members including classroom teachers and district officers, education department representatives from higher educational institutions, policy makers and administrators, and government and industry representatives. AMSTEC remains partially tied to NASA fiscally and is administratively housed by the National Space Science and Technology Center's Earth System Science Center. AMSTEC's partnership emphasis is focused on increasing corporate and industry participation to support the implementation of AMSTI and its hub

Earth Science Informatics - Overview

NASA Technical Reports Server (NTRS)

Ramapriyan, H. K.

2017-01-01

Over the last 10-15 years, significant advances have been made in information management, there are an increasing number of individuals entering the field of information management as it applies to Geoscience and Remote Sensing data, and the field of informatics has come to its own. Informatics is the science and technology of applying computers and computational methods to the systematic analysis, management, interchange, and representation of science data, information, and knowledge. Informatics also includes the use of computers and computational methods to support decision making and applications. Earth Science Informatics (ESI, a.k.a. geoinformatics) is the application of informatics in the Earth science domain. ESI is a rapidly developing discipline integrating computer science, information science, and Earth science. Major national and international research and infrastructure projects in ESI have been carried out or are on-going. Notable among these are: the Global Earth Observation System of Systems (GEOSS), the European Commissions INSPIRE, the U.S. NSDI and Geospatial One-Stop, the NASA EOSDIS, and the NSF DataONE, EarthCube and Cyberinfrastructure for Geoinformatics. More than 18 departments and agencies in the U.S. federal government have been active in Earth science informatics. All major space agencies in the world, have been involved in ESI research and application activities. In the United States, the Federation of Earth Science Information Partners (ESIP), whose membership includes over 180 organizations (government, academic and commercial) dedicated to managing, delivering and applying Earth science data, has been working on many ESI topics since 1998. The Committee on Earth Observation Satellites (CEOS)s Working Group on Information Systems and Services (WGISS) has been actively coordinating the ESI activities among the space agencies.The talk will present an overview of current efforts in ESI, the role members of IEEE GRSS play, and discuss

The "Responsive Classroom" Approach and Fifth Grade Students' Math and Science Anxiety and Self-Efficacy

ERIC Educational Resources Information Center

Griggs, Marissa Swaim; Rimm-Kaufman, Sara E.; Merritt, Eileen G.; Patton, Christine L.

2013-01-01

Self-efficacy forecasts student persistence and achievement in challenging subjects. Thus, it is important to understand factors that contribute to students' self-efficacy, a key factor in their success in math and science. The current cross-sectional study examined the contribution of students' gender and math and science anxiety as well as…

Common Earth Science Misconceptions in Science Teaching

ERIC Educational Resources Information Center

King, Chris

2012-01-01

A survey of the Earth science content of science textbooks found a wide range of misconceptions. These are discussed in this article with reference to the published literature on Earth science misconceptions. Most misconceptions occurred in the "sedimentary rocks and processes" and "Earth's structure and plate tectonics"…

Encouraging Competence in Basic Mathematics in Hydrology using The Math You Need

NASA Astrophysics Data System (ADS)

Fredrick, K. C.

2011-12-01

California University of Pennsylvania has experienced significant growth in interest of its Earth Science programs over the last few years. With the burgeoning shale gas exploration and drilling, along with continued environmental problems, students and parents recognize the potential for jobs in the region in the Geosciences. With this increase in student interest has come an increase in the number of majors including a greater number of first-year students entering the major right from high school. Hydrology, is an important course within the Earth Science department curriculum. It is required by all Geology, Meteorology, and Earth and Space Science Education majors. It also serves majors from the Biology program, but is not required. This mix of students based on major expectations, grade level, and background leads to a varied distribution of math competencies. Many students enter unprepared for the rigors of a physics-based Hydrology course. The pre-requisites for the course are Introduction to Geology, a mostly non-quantitative survey course, and College Algebra. However, some students are more confident in their math skills because they have completed some level of Calculus. Regardless of the students' perceived abilities, nearly all struggle early on in the course because they have never used math within the context of Hydrology (or Science for that matter) , including continuity, conservation, and fluid dynamics. In order to make sure students have the basic skills to understand the science, it has been necessary to dedicate significant class time to such topics as Unit Conversions, Scientific Notation, Significant Figures, and basic Graphing. The Math You Need (TMYN) is an online tool, which requires students to complete instructor-selected questions to assess student competence in fundamental math topics. Using Geology as the context for the questions in the database, TMYN is ideal for introductory-level courses, but can also be effective as a review

Connecting Science and Literacy in the Classroom: Using Space and Earth Science to Support Language Arts

NASA Astrophysics Data System (ADS)

Wessen, A. S.; Cobabe-Ammann, E. A.

2009-12-01

The connections between science and literacy in the classroom have received increasing attention over the last two decades, as more and more evidence demonstrates that science provides an exciting vehicle in which to engage students on the path to literacy improvement. Combining literacy with science allows students to creatively explore the world or universe, and it. Combining science and literacy improves both reading and science scores, and increases students’ interest in science. At a time when over 40% of students beyond the 5th grade are reading two or more levels below grade level and are struggling with their current materials, finding ways to excite and engage them in the reading process is key. Literacy programs incorporating unique space science content can help prepare children for standardized language arts tests. It also engages our nation’s youngest learners and their teachers with the science, math, and technology of exploration in a language arts format. This session focuses on programs and products that bring the excitement of earth and space science into the literacy classroom, with a focus on research-based approached to combining science and language arts. Reading, Writing and Rings! Grades 1-2

Effects of everyday romantic goal pursuit on women's attitudes toward math and science.

PubMed

Park, Lora E; Young, Ariana F; Troisi, Jordan D; Pinkus, Rebecca T

2011-09-01

The present research examined the impact of everyday romantic goal strivings on women's attitudes toward science, technology, engineering, and math (STEM). It was hypothesized that women may distance themselves from STEM when the goal to be romantically desirable is activated because pursuing intelligence goals in masculine domains (i.e., STEM) conflicts with pursuing romantic goals associated with traditional romantic scripts and gender norms. Consistent with hypotheses, women, but not men, who viewed images (Study 1) or overheard conversations (Studies 2a-2b) related to romantic goals reported less positive attitudes toward STEM and less preference for majoring in math/science compared to other disciplines. On days when women pursued romantic goals, the more romantic activities they engaged in and the more desirable they felt, but the fewer math activities they engaged in. Furthermore, women's previous day romantic goal strivings predicted feeling more desirable but being less invested in math on the following day (Study 3).

Students from Grand Junction High School Triumph in Colorado Science Bowl

Science.gov Websites

-fire questions about physics, math, biology, astronomy, chemistry, computers and the earth sciences years ago to help stimulate interest in science and math. The competition has evolved into one of the

The influence of female social models in corporate STEM initiatives on girls' math and science attitudes

NASA Astrophysics Data System (ADS)

Medeiros, Donald J.

The United States' Science, Technology, Engineering, and Mathematics (STEM) workforce is growing slower than in the past, in comparison to demand, and in comparison to other countries. Competitive talent conditions require the United States to develop a strong pipeline of STEM talent within its own citizens. Given the number of female college graduates and their underrepresentation in the STEM workforce, women provide the greatest opportunity for fulfilling this need. The term social model represents the individuals and media that shape children's self-perceptions. Social models have been shown to positively influence girl's perceptions of the value of math and science as well as their expectations of success. This study examined differences in attitudes towards math and science among student participants in corporate STEM programs. Differences were measured based on participant gender and ethnicity, their mentor's gender and ethnicity, and program design differences. The research purpose was to inform the design of corporate STEM programs to improve female participants' attitudes towards math and science and eventually increase the number of women in the STEM workforce. Over three hundred students in differing corporate STEM programs completed math and science attitudinal scales at the start and end of their programs. Study results revealed, prior to program start, female participants had a better attitude towards math and science than male participants. Analysis of the Trends in International Mathematics and Science Study data showed similar results. Overall program results demonstrated higher post program math and science attitudes with no differences based on gender, age, or ethnicity of the participant or mentor. Participants with high program or mentor satisfaction were found to have higher attitudes towards math and science. These results may suggest improving female academic choice requires more focus on their expectations of success than perceived task

Math, Science, and Technology in the Early Grades

ERIC Educational Resources Information Center

Clements, Douglas H.; Sarama, Julie

2016-01-01

Do young children naturally develop the foundations of science, technology, engineering, and math (STEM)? And if so, should we build on these foundations by using STEM curricula in preschools? In this article, Douglas Clements and Julie Sarama argue that the answer to both these questions is yes. First, the authors show that young children possess…

Beautiful Earth: Inspiring Native American students in Earth Science through Music, Art and Science

NASA Astrophysics Data System (ADS)

Casasanto, V.; Rock, J.; Hallowell, R.; Williams, K.; Angell, D.; Beautiful Earth

2011-12-01

The Beautiful Earth program, awarded by NASA's Competitive Opportunities in Education and Public Outreach for Earth and Space Science (EPOESS), is a live multi-media performance at partner science centers linked with hands-on workshops featuring Earth scientists and Native American experts. It aims to inspire, engage and educate diverse students in Earth science through an experience of viewing the Earth from space as one interconnected whole, as seen through the eyes of astronauts. The informal education program is an outgrowth of Kenji Williams' BELLA GAIA Living Atlas Experience (www.bellagaia.com) performed across the globe since 2008 and following the successful Earth Day education events in 2009 and 2010 with NASA's DLN (Digital Learning Network) http://tinyurl.com/2ckg2rh. Beautiful Earth takes a new approach to teaching, by combining live music and data visualizations, Earth Science with indigenous perspectives of the Earth, and hands-on interactive workshops. The program will utilize the emotionally inspiring multi-media show as a springboard to inspire participants to learn more about Earth systems and science. Native Earth Ways (NEW) will be the first module in a series of three "Beautiful Earth" experiences, that will launch the national tour at a presentation in October 2011 at the MOST science museum in collaboration with the Onandaga Nation School in Syracuse, New York. The NEW Module will include Native American experts to explain how they study and conserve the Earth in their own unique ways along with hands-on activities to convey the science which was seen in the show. In this first pilot run of the module, 110 K-12 students with faculty and family members of the Onandaga Nations School will take part. The goal of the program is to introduce Native American students to Earth Sciences and STEM careers, and encourage them to study these sciences and become responsible stewards of the Earth. The second workshop presented to participants will be the

The MESTEP Record: A Report on the First Six Years. Math English Science Technology Education Project.

ERIC Educational Resources Information Center

Clark, Richard J.; And Others

The Math English Science Technology Education Project (MESTEP) was established to recruit, select, prepare, support, and retain in teaching diverse and talented recent college graduates with strong academic majors in math, English, or a science. A collaborative partnership of the University of Massachusetts (Amherst), public schools, and private…

Developing Science and Mathematics Teacher Leaders through a Math, Science & Technology Initiative

ERIC Educational Resources Information Center

Green, André M.; Kent, Andrea M.

2016-01-01

This study explores the effects of a professional development teacher leadership training program on the pedagogical and content development of math and science teacher leaders at the elementary level. The study is qualitative in nature, and the authors collected data using the online survey instrument Survey Monkey. The major implications of the…

Shaping the Future with Math, Science, and Technology: Solutions and Lesson Plans to Prepare Tomorrow's Innovators

ERIC Educational Resources Information Center

Adams, Dennis; Hamm, Mary

2011-01-01

"Shaping the Future with Math, Science, and Technology" examines how ingenuity, creativity, and teamwork skills are part of an intellectual toolbox associated with math, science, and technology. The book provides new ideas, proven processes, practical tools, and examples useful to educators who want to encourage students to solve problems and…

Petroleum Science and Technology Institute with the TeXas Earth and Space Science (TXESS) Revolution

NASA Astrophysics Data System (ADS)

Olson, H. C.; Olson, J. E.; Bryant, S. L.; Lake, L. W.; Bommer, P.; Torres-Verdin, C.; Jablonowski, C.; Willis, M.

2009-12-01

The TeXas Earth and Space Science (TXESS) Revolution, a professional development program for 8th- thru 12th-grade Earth Science teachers, presented a one-week Petroleum Science and Technology Institute at The University of Texas at Austin campus. The summer program was a joint effort between the Jackson School of Geosciences and the Department of Petroleum and Geosystems Engineering. The goal of the institute was to focus on the STEM components involved in the petroleum industry and to introduce teachers to the larger energy resources theme. The institute kicked off with a welcoming event and tour of a green, energy-efficient home (LEED Platinum certified) owned by one of the petroleum engineering faculty. Tours of the home included an introduction to rainwater harvesting, solar energy, sustainable building materials and other topics on energy efficiency. Classroom topics included drilling technology (including a simulator lab and an overview of the history of the technology), energy use and petroleum geology, well-logging technology and interpretation, reservoir engineering and volumetrics (including numerous labs combining chemistry and physics), risk assessment and economics, carbon capture and storage (CO2 sequestration technology) and hydraulic fracturing. A mid-week field trip included visiting the Ocean Star offshore platform in Galveston, the Weiss Energy Hall at the Houston Museum of Science and Schlumberger (to view 3-D visualization technology) in Houston. Teachers remarked that they really appreciated the focused nature of the institute and especially found the increased use of mathematics both a tool for professional growth, as well as a challenge for them to use more math in their science classes. STEM integration was an important feature of the summer institute, and teachers found the integration of science (earth sciences, geophysics), technology, engineering (petroleum, chemical and reservoir) and mathematics particularly valuable. Pre

Hands-On Astrophysics: Variable Stars in Math, Science, and Computer Education

NASA Astrophysics Data System (ADS)

Mattei, J. A.; Percy, J. R.

1999-12-01

Hands-On Astrophysics (HOA): Variable Stars in Math, Science, and Computer Education, is a project recently developed by the American Association of Variable Star Observers (AAVSO) with funds from the National Science Foundation. HOA uses the unique methods and the international database of the AAVSO to develop and integrate students' math and science skills through variable star observation and analysis. It can provide an understanding of basic astronomy concepts, as well as interdisciplinary connections. Most of all, it motivates the user by exposing them to the excitement of doing real science with real data. Project materials include: a database of 600,000 variable star observations; VSTAR (a data plotting and analysis program), and other user friendly software; 31 slides and 14 prints of five constellations; 45 variable star finder charts; an instructional videotape in three 15-minute segments; and a 560-page student's and teacher's manual. These materials support the National Standards for Science and Math education by directly involving the students in the scientific process. Hands-On Astrophysics is designed to be flexible. It is organized so that it can be used at many levels, in many contexts: for classroom use from high school to college level, or for individual projects. In addition, communication and support can be found through the AAVSO home page on the World Wide Web: http://www.aavso.org. The HOA materials can be ordered through this web site or from the AAVSO, 25 Birch Street Cambridge, MA 02138, USA. We gratefully acknowledge the education grant ESI-9154091 from the National Science Foundation which funded the development of this project.

Trends in International Mathematics and Science Study and Gendered Math Teaching in Kuwait

ERIC Educational Resources Information Center

Ahmad, Fatimah; Greenhalgh-Spencer, Heather

2017-01-01

This paper argues for a more complex literature around gender and math performance. In order to argue for this complexity, we present a small portion of data from a case study examining the performance of Kuwaiti students on the Trends in International Mathematics and Science Study and on Kuwait national math tests. Westernized discourses suggest…

Math and Science Teachers: Recruiting and Retaining California's Workforce. Policy Brief

ERIC Educational Resources Information Center

EdSource, 2008

2008-01-01

Middle and high school math and science teachers provide the foundation for education in the growing science, technology, engineering, and mathematics fields. They are crucial to California's efforts to remain competitive in a global economy. This policy brief looks at the shortage and challenges involved in recruiting and retaining fully prepared…

Joint Interdisciplinary Earth Science Information Center

NASA Technical Reports Server (NTRS)

Kafatos, Menas

2004-01-01

The report spans the three year period beginning in June of 2001 and ending June of 2004. Joint Interdisciplinary Earth Science Information Center's (JIESIC) primary purpose has been to carry out research in support of the Global Change Data Center and other Earth science laboratories at Goddard involved in Earth science, remote sensing and applications data and information services. The purpose is to extend the usage of NASA Earth Observing System data, microwave data and other Earth observing data. JIESIC projects fall within the following categories: research and development; STW and WW prototyping; science data, information products and services; and science algorithm support. JIESIC facilitates extending the utility of NASA's Earth System Enterprise (ESE) data, information products and services to better meet the science data and information needs of a number of science and applications user communities, including domain users such as discipline Earth scientists, interdisciplinary Earth scientists, Earth science applications users and educators.

Analyses of Trends in High School Students' Math-Science Course Credit Attainment and Registrations in Texas

ERIC Educational Resources Information Center

Zeng, Liang; Poelzer, G. Herold

2016-01-01

This study describes the trends in course credit attainment (CCA) of high school students in required and non-required science and math courses and trends in registration in non-required science and math courses in Texas between 1997 and 2009. Using Texas Public Education Information Management System data between 1997 and 2009, it presents…

34 CFR 645.13 - What additional services do Upward Bound Math and Science Centers provide and how are they...

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 3 2010-07-01 2010-07-01 false What additional services do Upward Bound Math and... Program? § 645.13 What additional services do Upward Bound Math and Science Centers provide and how are... provided under § 645.11(b), an Upward Bound Math and Science Center must provide— (1) Intensive instruction...

34 CFR 645.14 - What additional services do Upward Bound Math and Science Centers provide and how are they...

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 3 2011-07-01 2011-07-01 false What additional services do Upward Bound Math and... Program? § 645.14 What additional services do Upward Bound Math and Science Centers provide and how are... provided under § 645.11(b), an Upward Bound Math and Science Center must provide— (1) Intensive instruction...

34 CFR 645.14 - What additional services do Upward Bound Math and Science Centers provide and how are they...

Code of Federal Regulations, 2014 CFR

2014-07-01

... 34 Education 3 2014-07-01 2014-07-01 false What additional services do Upward Bound Math and... Program? § 645.14 What additional services do Upward Bound Math and Science Centers provide and how are... provided under § 645.11(b), an Upward Bound Math and Science Center must provide— (1) Intensive instruction...

34 CFR 645.14 - What additional services do Upward Bound Math and Science Centers provide and how are they...

Code of Federal Regulations, 2012 CFR

2012-07-01

... 34 Education 3 2012-07-01 2012-07-01 false What additional services do Upward Bound Math and... Program? § 645.14 What additional services do Upward Bound Math and Science Centers provide and how are... provided under § 645.11(b), an Upward Bound Math and Science Center must provide— (1) Intensive instruction...

34 CFR 645.14 - What additional services do Upward Bound Math and Science Centers provide and how are they...

Code of Federal Regulations, 2013 CFR

2013-07-01

... 34 Education 3 2013-07-01 2013-07-01 false What additional services do Upward Bound Math and... Program? § 645.14 What additional services do Upward Bound Math and Science Centers provide and how are... provided under § 645.11(b), an Upward Bound Math and Science Center must provide— (1) Intensive instruction...

Engineering Efforts and Opportunities in the National Science Foundation's Math and Science Partnerships (MSP) Program

ERIC Educational Resources Information Center

Brown, Pamela; Borrego, Maura

2013-01-01

The National Science Foundation's Math and Science Partnership (MSP) program (NSF, 2012) supports partnerships between K-12 school districts and institutions of higher education (IHEs) and has been funding projects to improve STEM education in K-12 since 2002. As of 2011, a total of 178 MSP projects have received support as part of a STEM…

Understanding decisions Latino students make regarding persistence in the science and math pipeline

NASA Astrophysics Data System (ADS)

Munro, Janet Lynn

This qualitative study focused on the knowledge and perceptions of Latino high school students, as well those of their parents and school personnel, at a southwestern, suburban high school regarding persistence in the math/science pipeline. In the context of the unique school and community setting these students experience, the decision-making process was examined with particular focus on characterizing the relationships that influence the process. While the theoretical framework that informs this study was that of social capital, its primary purpose was to inform the school's processes and policy in support of increased Latino participation in the math and science pipeline. Since course selection may be the most powerful factor affecting school achievement and college-preparedness, and since course selection is influenced by school policy, school personnel, students, parents, and teachers alike, it is important to understand the beliefs and perceptions that characterize the relationships among them. The qualitative research design involved a phenomenological study of nine Latino students, their parents, their teachers and counselors, and certain support personnel from the high school. The school's and community's environment in support of academic intensity served as context for the portrait that developed. Given rapidly changing demographics that bring more and more Latino students to suburban high schools, the persistent achievement gap experienced by Latino students, and the growing dependence of the world economy on a citizenry versed in the math- and science-related fields, a deeper understanding of the decision-making processes Latino 12 students experience can inform school policy as educators struggle to influence those decisions. This study revealed a striking lack of knowledge concerning the college-entrance ramifications of continued course work in math and science beyond that required for graduation, relationships among peers, parents, and school

Earth Science: Then and Now

ERIC Educational Resources Information Center

Orgren, James R.

1969-01-01

Reviews history of earth science in secondary schools. From early nineteenth century to the present, earth science (and its antecedents, geology, physical geography, and astronomy) has had an erratic history for several reasons, but particularly because of lack of earth science teacher-training programs. (BR)

Science News of the Year.

ERIC Educational Resources Information Center

Science News, 1990

1990-01-01

This is a review of important science news stories of 1990 as reported in the pages of this journal. Areas covered include anthropology, astronomy, behavior, biology, biomedicine, chemistry, computers and math, earth sciences, environment, food science, materials science, paleobiology, physics, science and society, and space sciences. (CW)

PUMAS: The On-line journal of Math and Science Examples for Pre-College Education

NASA Astrophysics Data System (ADS)

Trainer, Melissa G.; Kahn, Ralph A.

2015-11-01

PUMAS - “Practical Uses of Math And Science” - is an on-line collection of brief examples showing how math and science topics taught in K-12 classes can be used in interesting settings, including every day life. The examples are written primarily by scientists, engineers, and other content experts having practical experience with the material. They are aimed mainly at classroom teachers to enrich their presentation of math and science topics. The goal of PUMAS is to capture, for the benefit of pre-college education, the flavor of the vast experience that working scientists have with interesting and practical uses of math and science. There are currently over 80 examples in the PUMAS collection, and they are organized by curriculum topics and tagged with relevant grade levels and curriculum topic benchmarks. The published examples cover a wide range of subject matter: from demonstrating why summer is hot, to describing the fluid dynamics of a lava lamp, to calculating the best age to collect Social Security Benefits. The examples are available to all interested parties via the PUMAS web site: http://pumas.nasa.gov/.We invite the community to participate in the PUMAS collection. We seek scientists and scientific thinkers to provide innovative examples of practical uses for teachers to use to enrich the classroom experience, and content experts to participate in peer-review. We also seek teachers to review examples for originality, accuracy of content, clarity of presentation, and grade-level appropriateness. Finally, we encourage teachers to mine this rich repository for real-world examples to demonstrate the value of math in science in everyday life.

34 CFR 645.12 - What services may regular Upward Bound and Upward Bound Math-Science projects provide?

Code of Federal Regulations, 2014 CFR

2014-07-01

... 34 Education 3 2014-07-01 2014-07-01 false What services may regular Upward Bound and Upward Bound Math-Science projects provide? 645.12 Section 645.12 Education Regulations of the Offices of the... services may regular Upward Bound and Upward Bound Math-Science projects provide? Any project assisted...

34 CFR 645.12 - What services may regular Upward Bound and Upward Bound Math-Science projects provide?

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 3 2011-07-01 2011-07-01 false What services may regular Upward Bound and Upward Bound Math-Science projects provide? 645.12 Section 645.12 Education Regulations of the Offices of the... services may regular Upward Bound and Upward Bound Math-Science projects provide? Any project assisted...

34 CFR 645.12 - What services may regular Upward Bound and Upward Bound Math-Science projects provide?

Code of Federal Regulations, 2013 CFR

2013-07-01

... 34 Education 3 2013-07-01 2013-07-01 false What services may regular Upward Bound and Upward Bound Math-Science projects provide? 645.12 Section 645.12 Education Regulations of the Offices of the... services may regular Upward Bound and Upward Bound Math-Science projects provide? Any project assisted...

34 CFR 645.12 - What services may regular Upward Bound and Upward Bound Math-Science projects provide?

Code of Federal Regulations, 2012 CFR

2012-07-01

... 34 Education 3 2012-07-01 2012-07-01 false What services may regular Upward Bound and Upward Bound Math-Science projects provide? 645.12 Section 645.12 Education Regulations of the Offices of the... services may regular Upward Bound and Upward Bound Math-Science projects provide? Any project assisted...

Advanced placement math and science courses: Influential factors and predictors for success in college STEM majors

NASA Astrophysics Data System (ADS)

Hoepner, Cynthia Colon

President Obama has recently raised awareness on the need for our nation to grow a larger pool of students with knowledge in science mathematics, engineering, and technology (STEM). Currently, while the number of women pursuing college degrees continues to rise, there remains an under-representation of women in STEM majors across the country. Although research studies offer several contributing factors that point to a higher attrition rate of women in STEM than their male counterparts, no study has investigated the role that high school advanced placement (AP) math and science courses play in preparing students for the challenges of college STEM courses. The purpose of this study was to discover which AP math and science courses and/or influential factors could encourage more students, particularly females, to consider pursuing STEM fields in college. Further, this study examined which, if any, AP math or science courses positively contribute to a student's overall preparation for college STEM courses. This retrospective study combined quantitative and qualitative research methods. The survey sample consisted of 881 UCLA female and male students pursuing STEM majors. Qualitative data was gathered from four single-gender student focus groups, two female groups (15 females) and two male groups (16 males). This study examined which AP math and science courses students took in high school, who or what influenced them to take those courses, and which particular courses influenced student's choice of STEM major and/or best prepared her/him for the challenges of STEM courses. Findings reveal that while AP math and science course-taking patterns are similar of female and male STEM students, a significant gender-gap remains in five of the eleven AP courses. Students report four main influences on their choice of AP courses; self, desire for math/science major, higher grade point average or class rank, and college admissions. Further, three AP math and science courses were

Cross-Cultural Collaboration in Earth Science Education

NASA Astrophysics Data System (ADS)

Sparrow, E. B.; Stephens, S.; Gordon, L. S.; Kopplin, M. R.

2006-12-01

Alaskan Native elders, other local experts, scientists and educators worked collaboratively in providing professional development science workshops and follow-up support for K-12 teachers. Cognizant of the commonalities between western science and Native knowledge, the Observing Locally Connecting Globally (OLCG) program blended GLOBE Earth science measurements, traditional knowledge and best teaching practices including culturally responsive science curriculum, in engaging teachers and students in climate change research. Native observations and knowledge were used to scaffold some local environmental studies undertaken by Alaskan teachers and their students. OLCG partnered with the Project Jukebox of the University of Alaska Fairbanks Oral History Program to produce digitized interviews of Native experts and a scientist on climate change. Sample interviews for students to use in asking Native experts about their observations and knowledge on environmental changes as well as other educational materials have been posted on the program website http://www.uaf.edu/olcg. Links to the climate change interviews, the Alaska Cultural Standards for Schools, Teachers and Students, and other relevant resource materials have also been included in the website. Results of pre- and post-institute assessment showed an increase in teacher comfort level with teaching science and integrating Native knowledge in the classroom. Teacher journals indicated the program's positive influence on their math and science teaching methods and curriculum. Student attitude and achievement assessments showed a significant increase in post-test (end of school year) scores from pre-test (beginning of the school year) scores. Other lessons learned from this project will also be presented.

Digital Earth for Earth Sciences and Public Education

NASA Astrophysics Data System (ADS)

Foresman, T. W.

2006-12-01

Buckminster Fuller was an early advocate for better comprehension of the planet and its resources related to human affairs. A comprehensive vision was articulated by a US Vice President and quickly adopted by the world's oldest country China.. Digital Earth brings fresh perspective on the current state of affairs and connects citizens with scientists through the applications of 3D visualization, spinning globes, virtual Earths, and the current collaboration with Virtual Globes. The prowess of Digital Earth technology has been so successful in both understanding and communicating the more challenging topics for global change and climate change phenomena that China has assigned it priority status with the Ministry of Science and Technology and the Chinese Academy of Sciences. New Zealand has recently begun to adjust its national strategies for sustainability with the technologies of Digital Earth. A comprehensive coverage of the results compiled over the past seven years is presented to place a foundation for the science and engineering community to prepare to align with this compelling science enterprise as a fundamental new paradigm for the registration, storage, and access of science data and information through the emerging Digital Earth Exchange under protocols developed for the Digital Earth Reference Model.

Efficacy Expectations and Vocational Interests as Mediators between Sex and Choice of Math/Science College Majors: A Longitudinal Study

PubMed

Lapan; Shaughnessy; Boggs

1996-12-01

A longitudinal study was conducted to test the mediational role of efficacy expectations in relation to sex differences in the choice of a math/science college major. Data on 101 students were gathered prior to their entering college and then again after they had declared a major 3 years later. Path analytic results support the importance of both math self-efficacy beliefs and vocational interest in mathematics in predicting entry into math/science majors and mediating sex differences in these decisions. Also, students who described themselves as more extroverted were less likely to take additional math classes in high school. Students with stronger artistic vocational interests chose majors less related to math and science. School personnel are strongly encouraged to develop programs that challenge the crystallization of efficacy beliefs and vocational interest patterns before students enter college.

Earth Science Applications Showcase

NASA Image and Video Library

2014-08-05

Michael Gao presents his project on Southeast Asian disasters during the annual DEVELOP Earth Science Application Showcase at NASA headquarters Tuesday, August 5, 2014. The Earth Science Applications Showcase highlights the work of over 150 participants in the 10-week DEVELOP program that started in June. The DEVELOP Program bridges the gap between NASA Earth science and society, building capacity in both its participants and partner organizations, to better prepare them to handle the challenges that face our society and future generations. Photo Credit: (NASA/Aubrey Gemignani)

Earth System Science Project

ERIC Educational Resources Information Center

Rutherford, Sandra; Coffman, Margaret

2004-01-01

For several decades, science teachers have used bottles for classroom projects designed to teach students about biology. Bottle projects do not have to just focus on biology, however. These projects can also be used to engage students in Earth science topics. This article describes the Earth System Science Project, which was adapted and developed…

A Case Study of Coaching in Science, Technology, Engineering, and Math Professional Development

ERIC Educational Resources Information Center

DeChenne, Sue Ellen; Nugent, Gwen; Kunz, Gina; Luo, Linlin; Berry, Brandi; Craven, Katherine; Riggs, April

2012-01-01

A professional development experience for science and mathematics teachers that included coaches was provided for ten science and math teachers. This professional development experience had the teachers develop a lesson that utilized the engineering context to teach a science or mathematics concept through guided inquiry as an instructional…

Dale Chihuly: An Inspiration in Art, Science, and Math!

ERIC Educational Resources Information Center

Hubbert, Beth

2009-01-01

Connecting students to the arts in a concrete way can be an effective teaching tool. In this article, the author describes how Dale Chihuly's "Hart Window," which features hand-blown glass disks affixed to the framework of the window, can be an inspiration for interdisciplinary connections in art, science and math. (Contains 4 online resources.)

UNCF, Thurgood Marshall Collaboration Encourages Teaching Careers in Math, Science

ERIC Educational Resources Information Center

Black Issues in Higher Education, 2005

2005-01-01

The Thurgood Marshall Scholarship Fund, the United Negro College Fund, and the Siemens Foundation have collaborated to establish the Siemens Teacher Scholarships, aimed at encouraging minority students to pursue teaching careers in math and science. This brief article discusses the details of the new program.

Academic Mentoring and Dropout Prevention for Students in Math, Science and Technology

ERIC Educational Resources Information Center

Larose, Simon; Cyrenne, Diane; Garceau, Odette; Harvey, Marylou; Guay, Frederic; Godin, Fanny; Tarabulsy, George M; Deschenes, Claire

2011-01-01

In this study, we examined the impact of a new academic mentoring program aimed at preventing student dropout in math, science and technology. The MIRES program entails bimonthly meetings between students entering college and university students completing their undergraduate degree in science and engineering. A randomized pretest-posttest control…

Earth Science Applications Showcase

NASA Image and Video Library

2014-08-05

NASA Administrator Charles Bolden speaks with young professionals about their project during the annual DEVELOP Earth Science Application Showcase at NASA headquarters Tuesday, August 5, 2014. The Earth Science Applications Showcase highlights the work of over 150 participants in the 10-week DEVELOP program that started in June. The DEVELOP Program bridges the gap between NASA Earth science and society, building capacity in both its participants and partner organizations, to better prepare them to handle the challenges that face our society and future generations. Photo Credit: (NASA/Aubrey Gemignani)

Earth Science Applications Showcase

NASA Image and Video Library

2014-08-05

NASA Administrator Charles Bolden poses for a selfie after a quick rap performance by some young professionals during the annual DEVELOP Earth Science Application Showcase at NASA headquarters Tuesday, August 5, 2014. The Earth Science Applications Showcase highlights the work of over 150 participants in the 10-week DEVELOP program that started in June. The DEVELOP Program bridges the gap between NASA Earth science and society, building capacity in both its participants and partner organizations, to better prepare them to handle the challenges that face our society and future generations. Photo Credit: (NASA/Aubrey Gemignani)

Earth Science Applications Showcase

NASA Image and Video Library

2014-08-05

NASA Administrator Charles Bolden speaks with young professionals about their project on New England water resources during the annual DEVELOP Earth Science Application Showcase at NASA headquarters Tuesday, August 5, 2014. The Earth Science Applications Showcase highlights the work of over 150 participants in the 10-week DEVELOP program that started in June. The DEVELOP Program bridges the gap between NASA Earth science and society, building capacity in both its participants and partner organizations, to better prepare them to handle the challenges that face our society and future generations. Photo Credit: (NASA/Aubrey Gemignani)

Earth Science Applications Showcase

NASA Image and Video Library

2014-08-05

Lisa Waldron and Justin Roberts-Pierel present their project on Texas health and air quality during the annual DEVELOP Earth Science Application Showcase at NASA headquarters Tuesday, August 5, 2014. The Earth Science Applications Showcase highlights the work of over 150 participants in the 10-week DEVELOP program that started in June. The DEVELOP Program bridges the gap between NASA Earth science and society, building capacity in both its participants and partner organizations, to better prepare them to handle the challenges that face our society and future generations. Photo Credit: (NASA/Aubrey Gemignani)

Earth Science Applications Showcase

NASA Image and Video Library

2014-08-05

NASA Administrator Charles Bolden asks young professionals about their projects after posing for a group photo during the annual DEVELOP Earth Science Application Showcase at NASA headquarters Tuesday, August 5, 2014. The Earth Science Applications Showcase highlights the work of over 150 participants in the 10-week DEVELOP program that started in June. The DEVELOP Program bridges the gap between NASA Earth science and society, building capacity in both its participants and partner organizations, to better prepare them to handle the challenges that face our society and future generations. Photo Credit: (NASA/Aubrey Gemignani)

Gender compatibility, math-gender stereotypes, and self-concepts in math and physics

NASA Astrophysics Data System (ADS)

Koul, Ravinder; Lerdpornkulrat, Thanita; Poondej, Chanut

2016-12-01

[This paper is part of the Focused Collection on Gender in Physics.] Positive self-assessment of ability in the quantitative domains is considered critical for student participation in science, technology, engineering, and mathematics field studies. The present study investigated associations of gender compatibility (gender typicality and contentedness) and math-gender stereotypes with self-concepts in math and physics. Statistical analysis of survey data was based on a sample of 170 male and female high school science students matched on propensity scores based on age and past GPA scores in math. Results of MANCOVA analyses indicated that the combination of high personal gender compatibility with low endorsement of math-gender stereotypes was associated with low gender differentials in math and physics self-concepts whereas the combination of high personal gender compatibility with high endorsement of math-gender stereotypes was associated with high gender differentials in math and physics self-concepts. These results contribute to the recent theoretical and empirical work on antecedents to the math and physics identities critical to achieving gender equity in STEM fields.

Using Art to Enhance the Learning of Math and Science: Developing an Educational Art-Science Kit about Fractal Patterns in Nature

NASA Astrophysics Data System (ADS)

Rao, Deepa

This study documents the development of an educational art-science kit about natural fractals, whose aim is to unite artistic and scientific inquiry in the informal learning of science and math. Throughout this research, I argue that having an arts-integrated approach can enhance the learner of science and math concepts. A guiding metaphor in this thesis is the Enlightenment-era cabinet of curiosities that represents a time when art and science were unified in the process of inquiry about the natural world. Over time, increased specialization in the practice of arts and science led to a growing divergence between the disciplines in the educational system. Recently, initiatives like STEAM are underway at the national level to integrate "Arts and Design" into the Science, Technology, Engineering, and Math (STEM) formal education agenda. Learning artifacts like science kits present an opportunity to unite artistic and scientific inquiry in informal settings. Although science kits have been introduced to promote informal learning, presently, many science kits have a gap in their design, whereby the activities consist of recipe-like instructions that do not encourage further inquiry-based learning. In the spirit of the cabinet of curiosities, this study seeks to unify visual arts and science in the process of inquiry. Drawing from educational theories of Dewey, Piaget, and Papert, I developed a novel, prototype "art-science kit" that promotes experiential, hands-on, and active learning, and encourages inquiry, exploration, creativity, and reflection through a series of art-based activities to help users learn science and math concepts. In this study, I provide an overview of the design and development process of the arts-based educational activities. Furthermore, I present the results of a pilot usability study (n=10) conducted to receive user feedback on the designed materials for use in improving future iterations of the art-science fractal kit. The fractal kit

Supporting Inquiry-based Earth System Science Instruction with Middle and High School Earth Science Teachers

NASA Astrophysics Data System (ADS)

Finkel, L.; Varner, R.; Froburg, E.; Smith, M.; Graham, K.; Hale, S.; Laura, G.; Brown, D.; Bryce, J.; Darwish, A.; Furman, T.; Johnson, J.; Porter, W.; von Damm, K.

2007-12-01

The Transforming Earth System Science Education (TESSE) project, a partnership between faculty at the University of New Hampshire, Pennsylvania State University, Elizabeth City State University and Dillard University, is designed to enrich the professional development of in-service and pre-service Earth science teachers. One goal of this effort is to help teachers use an inquiry-based approach to teaching Earth system science in their classrooms. As a part of the TESSE project, 42 pre-service and in-service teachers participated in an intensive two-week summer institute at UNH taught by Earth scientists and science educators from TESSE partnership institutions. The institute included instruction about a range of Earth science system topics as well as an introduction to teaching Earth science using an inquiry-based approach. In addition to providing teachers with information about inquiry-based science teaching in the form of sample lesson plans and opportunities to revise traditional lessons and laboratory exercises to make them more inquiry-based, TESSE instructors modeled an inquiry- based approach in their own teaching as much as possible. By the end of the Institute participants had developed lesson plans, units, or year-long course overviews in which they were expected to explain the ways in which they would include an inquiry-based approach in their Earth science teaching over the course of the school year. As a part of the project, graduate fellows (graduate students in the earth sciences) will work with classroom teachers during the academic year to support their implementation of these plans as well as to assist them in developing a more comprehensive inquiry-based approach in the classroom.

STAR: Preparing future science and math teachers through authentic research experiences at national laboratories

NASA Astrophysics Data System (ADS)

Keller, John; Rebar, Bryan

2012-11-01

The STEM Teacher and Researcher (STAR) Program provides 9-week paid summer research experiences at national research laboratories for future science and math teachers. The program, run by the Cal Poly Center for Excellence in Science and Mathematics Education (CESaME) on behalf of the entire California State University (CSU) System, has arranged 290 research internships for 230 STEM undergraduates and credential candidates from 43 campuses over the past 6 years. The program has partnered with seven Department of Energy labs, four NASA centers, three NOAA facilities, and the National Optical Astronomy Observatory (NOAO). Primary components of the summer experience include a) conducting research with a mentor or mentor team, b) participating in weekly 2-3 hour workshops focused on translating lessons learned from summer research into classroom practice, and c) presenting a research poster or oral presentation and providing a lesson plan linked to the summer research experience. The central premise behind the STAR Program is that future science and math teachers can more effectively prepare the next generation of science, math, and engineering students if they themselves have authentic experiences as researchers.

Science, Technology, Engineering and Math Readiness: Ethno-linguistic and gender differences in high-school course selection patterns

NASA Astrophysics Data System (ADS)

Adamuti-Trache, Maria; Sweet, Robert

2014-03-01

The study examines science-related course choices of high-school students in the culturally diverse schools of the province of British Columbia, Canada. The analysis employs K-12 provincial data and includes over 44,000 students born in 1990 who graduated from high school by 2009. The research sample reflects the presence of about 27% of students for whom English is not a first language. We construct an empirical model that examines ethno-linguistic and gender differences in Grade 12 course choices while accounting for personal and situational differences among students. The study employs a course selection typology that emphasizes readiness for science, technology, engineering and math fields of study. Findings indicate that math- and science-related course selection patterns are strongly associated with ethnicity, qualified not only by gender and prior math and science achievement but also by the individual's grade level at entry to the system and enrollment in English as a Second Language program. Students who are more likely to engage in math and science courses belong to Asian ethno-linguistic groups and entered the provincial school system during the senior high-school years. We suggest that ethnic diversity and broader academic exposure may play a crucial role in changing the gender composition of science classrooms, university fields of study and science-related occupations.

The National Teacher Training Institute for Math, Science and Technology: Exemplary Practice in a Climate of Higher Standards.

ERIC Educational Resources Information Center

Donlevy, James G., Ed.; Donlevy, Tia Rice, Ed.

1999-01-01

Reviews the NTTI (National Teacher Training Institute) for Math, Science and Technology model that trains teachers to use video and Internet resources to enhance math and science instruction. Discusses multimedia methodology; standards-based training; program impact in schools; and lesson plans available on the NTTI Web site. (Author/LRW)

Math + Science + Technology = Vocational Preparation for Girls: A Difficult Equation to Balance.

ERIC Educational Resources Information Center

Fear-Fenn, Marcia; Kapostasy, Kathy Karako

1992-01-01

Females are underrepresented in courses in mathematics, science, and computer and other high technology applications. Research in the last decade has identified a variety of factors that contribute to females' lack of participation in math, science, and technology. These factors include, but are not limited to, the following: stereotypic images…

NASA Earth Science Update with Information Science Technology

NASA Technical Reports Server (NTRS)

Halem, Milton

2000-01-01

This viewgraph presentation gives an overview of NASA earth science updates with information science technology. Details are given on NASA/Earth Science Enterprise (ESE)/Goddard Space Flight Center strategic plans, ESE missions and flight programs, roles of information science, ESE goals related to the Minority University-Space Interdisciplinary Network, and future plans.

Longitudinal effects of college type and selectivity on degrees conferred upon undergraduate females in physical science, life science, math and computer science, and social science

NASA Astrophysics Data System (ADS)

Stevens, Stacy Mckimm

There has been much research to suggest that a single-sex college experience for female undergraduate students can increase self-confidence and leadership ability during the college years and beyond. The results of previous studies also suggest that these students achieve in the workforce and enter graduate school at higher rates than their female peers graduating from coeducational institutions. However, some researchers have questioned these findings, suggesting that it is the selectivity level of the colleges rather than the comprised gender of the students that causes these differences. The purpose of this study was to justify the continuation of single-sex educational opportunities for females at the post-secondary level by examining the effects that college selectivity, college type, and time have on the rate of undergraduate females pursuing majors in non-traditional fields. The study examined the percentage of physical science, life science, math and computer science, and social science degrees conferred upon females graduating from women's colleges from 1985-2001, as compared to those at comparable coeducational colleges. Sampling for this study consisted of 42 liberal arts women's (n = 21) and coeducational (n = 21) colleges. Variables included the type of college, the selectivity level of the college, and the effect of time on the percentage of female graduates. Doubly multivariate repeated measures analysis of variance testing revealed significant main effects for college selectivity on social science graduates, and time on both life science and math and computer science graduates. Significant interaction was also found between the college type and time on social science graduates, as well as the college type, selectivity level, and time on math and computer science graduates. Implications of the results and suggestions for further research are discussed.

Professional Development for Early Childhood Educators: Efforts to Improve Math and Science Learning Opportunities in Early Childhood Classrooms

ERIC Educational Resources Information Center

Piasta, Shayne B.; Logan, Jessica A. R.; Pelatti, Christina Yeager; Capps, Janet L.; Petrill, Stephen A.

2015-01-01

Because recent initiatives highlight the need to better support preschool-aged children's math and science learning, the present study investigated the impact of professional development in these domains for early childhood educators. Sixty-five educators were randomly assigned to experience 10.5 days (64 hr) of training on math and science or on…

Incorporating Earth Science into Other High School Science Classes

NASA Astrophysics Data System (ADS)

Manning, C. L. B.; Holzer, M.; Colson, M.; Courtier, A. M. B.; Jacobs, B. E.

2016-12-01

As states begin to review their standards, some adopt or adapt the NGSS and others write their own, many basing these on the Framework for K-12 Science Education. Both the NGSS and the Frameworks have an increased emphasis on Earth Science but many high school teachers are being asked to teach these standards in traditional Biology, Chemistry and Physics courses. At the Earth Educators Rendezvous, teachers, scientists, and science education researchers worked together to find the interconnections between the sciences using the NGSS and identified ways to reference the role of Earth Sciences in the other sciences during lectures, activities and laboratory assignments. Weaving Earth and Space sciences into the other curricular areas, the teams developed relevant problems for students to solve by focusing on using current issues, media stories, and community issues. These and other lessons and units of study will be presented along with other resources used by teachers to ensure students are gaining exposure and a deeper understanding of Earth and Space Science concepts.

Earth Radiation Measurement Science

NASA Technical Reports Server (NTRS)

Smith, G. Louis

2000-01-01

This document is the final report for NASA Grant NAG1-1959, 'Earth Radiation Measurement Science'. The purpose of this grant was to perform research in this area for the needs of the Clouds and Earth Radiant Energy System (CERES) project and for the Earth Radiation Budget Experiment (ERBE), which are bing conducted by the Radiation and Aerosols Branch of the Atmospheric Sciences Division of Langley Research Center. Earth Radiation Measurement Science investigates the processes by which measurements are converted into data products. Under this grant, research was to be conducted for five tasks: (1) Point Response Function Measurements; (2) Temporal Sampling of Outgoing Longwave Radiation; (3) Spatial Averaging of Radiation Budget Data; (4) CERES Data Validation and Applications; and (5) ScaRaB Data Validation and Application.

NASA's Earth Science Data Systems

NASA Technical Reports Server (NTRS)

Ramapriyan, H. K.

2015-01-01

NASA's Earth Science Data Systems (ESDS) Program has evolved over the last two decades, and currently has several core and community components. Core components provide the basic operational capabilities to process, archive, manage and distribute data from NASA missions. Community components provide a path for peer-reviewed research in Earth Science Informatics to feed into the evolution of the core components. The Earth Observing System Data and Information System (EOSDIS) is a core component consisting of twelve Distributed Active Archive Centers (DAACs) and eight Science Investigator-led Processing Systems spread across the U.S. The presentation covers how the ESDS Program continues to evolve and benefits from as well as contributes to advances in Earth Science Informatics.

The Social Competence of Highly Gifted Math and Science Adolescents

ERIC Educational Resources Information Center

Lee, Seon-Young; Olszewski-Kubilius, Paula; Thomson, Dana

2012-01-01

Involving 740 highly gifted math and science students from two different countries, Korea and the United States, this study examined how these gifted adolescents perceived their interpersonal ability and peer relationships and whether there were differences between these two groups by demographic variables. Based on the survey data, results showed…

Rural School Math and Science Teachers' Technology Integration Familiarization

ERIC Educational Resources Information Center

Kalonde, Gilbert

2017-01-01

This study explored the significance of technology integration familiarization and the subsequent PD provided to rural middle school teachers with several opportunities to gain technological skills for technology use in rural middle school math and science classrooms. In order to explore the use of technology in rural schools, this study surveyed…

Math and Science Education for the California Workforce: It Starts with K-12

ERIC Educational Resources Information Center

EdSource, 2008

2008-01-01

Workforce projections worldwide show a growing need for people with strong backgrounds in math and science. As the eighth largest economy in the world, California benefits particularly from enterprises in the "STEM" fields (science, technology, engineering, and mathematics). How well California's current public school students are…

Informal Learning in Science, Math, and Engineering Majors for African American Female Undergraduates

ERIC Educational Resources Information Center

McPherson, Ezella

2014-01-01

This research investigates how eight undergraduate African American women in science, math, and engineering (SME) majors accessed cultural capital and informal science learning opportunities from preschool to college. It uses the multiple case study methodological approach and cultural capital as frameworks to better understand the participants'…

International Space Station: K-5 Hands-on Science and Math Lesson Plans.

ERIC Educational Resources Information Center

Boeing Co., Huntsville, AL.

The Space Station is already capturing the imaginations of American students, encouraging them to pursue careers in the sciences. The idea of living and working in space continues to spark this renewed interest. The material in this guide was developed to provide hands-on experiences in science and math in the context of an International Space…

Integrating Literacy, Math, and Science to Make Learning Come Alive

ERIC Educational Resources Information Center

Bintz, William P.; Moore, Sara D.; Hayhurst, Elaine; Jones, Rubin; Tuttle, Sherry

2006-01-01

In this article, the authors who are an interdisciplinary team of middle school educators collaboratively developed and implemented an interdisciplinary unit designed to help middle school students: (1) think like mathematicians and scientists; (2) develop specific areas of expertise in math and science; and (3) use literature as a tool to learn…

Our Practice, Their Readiness: Teacher Educators Collaborate to Explore and Improve Preservice Teacher Readiness for Science and Math Instruction

NASA Astrophysics Data System (ADS)

Steele, Astrid; Brew, Christine; Rees, Carol; Ibrahim-Khan, Sheliza

2013-02-01

Since many preservice teachers (PTs) display anxiety over teaching math and science, four PT educators collaborated to better understand the PTs' background experiences and attitudes toward those subjects. The research project provided two avenues for professional learning: the data collected from the PTs and the opportunity for collaborative action research. The mixed method study focused on: the relationship between gender and undergraduate major (science versus non-science) with respect to previous and current engagement in science and math, understanding the processes of inquiry, and learning outside the classroom. A field trip to a science center provided the setting for the data collection. From a sample of 132 PTs, a multivariate analysis showed that the science major of PTs explained most of the gender differences with respect to the PTs' attitudes toward science and mathematics. The process of inquiry is generally poorly interpreted by PTs, and non-science majors prefer a more social approach in their learning to teach science and math. The four educators/collaborators reflect on the impacts of the research on their individual practices, for example, the need to: include place-based learning, attend to the different learning strategies taken by non-science majors, emphasize social and environmental contexts for learning science and math, be more explicit regarding the processes of science inquiry, and provide out-of-classroom experiences for PTs. They conclude that the collaboration, though difficult at times, provided powerful opportunities for examining individual praxis.

Predicting Undergraduates' Persistence in Science, Technology, Engineering, and Math Fields

ERIC Educational Resources Information Center

Koch, Amanda Joy

2013-01-01

A national shortage of workers in Science, Technology, Engineering, and Math (STEM) occupations has led to efforts to identify why people leave these fields. Lower persistence rates in STEM for females than for males have also led to examinations of features that cause females to leave STEM fields. The current study examines individual- and…

The "Earth Physics" Workshops Offered by the Earth Science Education Unit

ERIC Educational Resources Information Center

Davies, Stephen

2012-01-01

Earth science has a part to play in broadening students' learning experience in physics. The Earth Science Education Unit presents a range of (free) workshops to teachers and trainee teachers, suggesting how Earth-based science activities, which show how we understand and use the planet we live on, can easily be slotted into normal science…

Demystify Math, Science, and Technology: Creativity, Innovation, and Problem-Solving

ERIC Educational Resources Information Center

Adams, Dennis; Hamm, Mary

2010-01-01

Technology is viewed as a powerful force both in and out of school and has long been linked with math and science. Although concepts and activities of this book apply to any grade, the primary focus is on the elementary and middle school levels. This book provides principles and practical strategies for promoting creative and innovative work in…

Adding Life to Social Studies, Language Arts, Math and Science.

ERIC Educational Resources Information Center

Dobson, Dorothy Tousley; Archer, Sally

This booklet is designed to use the newspaper in the teaching of social studies, language arts, math, and science. Each of these major areas is divided into several topics. Each topic is defined, followed by a list of activities using newspaper articles or pictures to develop the topic. The seven topics for social studies are sociology;…

Center for Space and Earth Science

Science.gov Websites

Search Site submit Los Alamos National LaboratoryCenter for Space and Earth Science Part of the Partnerships NSEC » CSES Center for Space and Earth Science High quality, cutting-edge science in the areas of astrophysics, space physics, solid planetary geoscience, and Earth systems Contact Director Reiner Friedel (505

America's Children: Providing Early Exposure to STEM (Science, Technology, Engineering and Math) Initiatives

ERIC Educational Resources Information Center

DeJarnette, Nancy K.

2012-01-01

Recent attention has been brought to light in the United States regarding low numbers of students pursing STEM (Science, Technology, Engineering and Math) disciplines and degree programs (National Science Board, 2010). There is a great need in America for talented scientists and engineers. Numerous programs abound for high school and middle school…

Engaging High School Students in Advanced Math and Science Courses for Success in College: Is Advanced Placement the Answer?

ERIC Educational Resources Information Center

Kelley-Kemple, Thomas; Proger, Amy; Roderick, Melissa

2011-01-01

The current study provides an in-depth look at Advanced Placement (AP) math and science course-taking in one school district, the Chicago Public Schools (CPS). Using quasi-experimental methods, this study examines the college outcomes of students who take AP math and science courses. Specifically, this study asks whether students who take AP math…

Earth Science in the Classroom

ERIC Educational Resources Information Center

Whitburn, Niki

2007-01-01

An area that teachers often find difficult to make interesting is the earth science component of the science curriculum. This may be for a variety of reasons, such as lack of knowledge, lack of ideas or lack of resources. This article outlines ideas and activities that have been developed by the Earth Science Teachers' Association (ESTA) primary…

Advances in the NASA Earth Science Division Applied Science Program

NASA Astrophysics Data System (ADS)

Friedl, L.; Bonniksen, C. K.; Escobar, V. M.

2016-12-01

The NASA Earth Science Division's Applied Science Program advances the understanding of and ability to used remote sensing data in support of socio-economic needs. The integration of socio-economic considerations in to NASA Earth Science projects has advanced significantly. The large variety of acquisition methods used has required innovative implementation options. The integration of application themes and the implementation of application science activities in flight project is continuing to evolve. The creation of the recently released Earth Science Division, Directive on Project Applications Program and the addition of an application science requirement in the recent EVM-2 solicitation document NASA's current intent. Continuing improvement in the Earth Science Applications Science Program are expected in the areas of thematic integration, Project Applications Program tailoring for Class D missions and transfer of knowledge between scientists and projects.

Preparing Leaders for Math and Science: Three Alternatives to Traditional Preparation

ERIC Educational Resources Information Center

Lochmiller, Chad R.; Huggins, Kristin S.; Acker-Hocevar, Michele A.

2012-01-01

Improving student achievement in math and science has become a priority in the United States. As instructional leaders, principals can influence instruction in these vital subjects by working with classroom teachers to improve their instruction. Surprisingly, the research about the principal's role in supporting instruction in these subjects is…

Crossing the Gender Gap: A Study of Female Participation and Performance in Advanced Maths and Sciences

NASA Astrophysics Data System (ADS)

Haseltine, Jessica

2006-10-01

A statistical analysis of enrollment in AP maths and sciences in the Abilene Independent School District, between 2000 and 2005, studied the relationship between gender, enrollment, and performance. Data suggested that mid-scoring females were less likely than their male counterparts to enroll in AP-level courses. AISD showed higher female : male score ratios than national and state averages but no improvement in enrollment comparisons. Several programs are suggested to improve both participation and performance of females in upper-level math and science courses.

Senior High School Earth Sciences and Marine Sciences.

ERIC Educational Resources Information Center

Hackenberg, Mary; And Others

This guide was developed for earth sciences and marine sciences instruction in the senior high schools of Duval County, Jacksonville, Florida. The subjects covered are: (1) Earth Science for 10th, 11th, and 12th graders; (2) Marine Biology I for 10th, 11th, and 12th graders; (3) Marine Biology II, Advanced, for 11th and 12th graders; (4) Marine…

The Blue Blazer Club: Masculine Hegemony in Science, Technology, Engineering, and Math Fields

ERIC Educational Resources Information Center

Page, Melanie C.; Bailey, Lucy E.; Van Delinder, Jean

2009-01-01

The under-representation of women in Science, Technology, Engineering, and Math (STEM) fields is of continuing concern, as is the lack of women in senior positions and leadership roles. During a time of increasing demand for science and engineering enterprise, the lack of women and minorities in these academic disciplines needs to be addressed by…

Student Geoscientists Explore the Earth during Earth Science Week 2005

ERIC Educational Resources Information Center

Benbow, Ann E.; Camphire, Geoff

2005-01-01

Taking place October 9-15, Earth Science Week 2005 will celebrate the theme "Geoscientists Explore the Earth." The American Geological Institute (AGI) is organizing the event, as always, to help people better understand and appreciate the Earth sciences and to encourage stewardship of the planet. This year, the focus will be on the wide range of…

Earth Science Education Plan: Inspire the Next Generation of Earth Explorers

NASA Technical Reports Server (NTRS)

2004-01-01

The Education Enterprise Strategy, the expanding knowledge of how people learn, and the community-wide interest in revolutionizing Earth and space science education have guided us in developing this plan for Earth science education. This document builds on the success of the first plan for Earth science education published in 1996; it aligns with the new framework set forth in the NASA Education Enterprise Strategy; it recognizes the new educational opportunities resulting from research programs and flight missions; and it builds on the accomplishments th'at the Earth Science Enterprise has made over the last decade in studying Earth as a system. This document embodies comprehensive, practicable plans for inspiring our children; providing educators with the tools they need to teach science, technology, engineering, and mathematics (STEM); and improving our citizens' scientific literacy. This plan describes an approach to systematically sharing knowledge; developing the most effective mechanisms to achieve tangible, lasting results; and working collaboratively to catalyze action at a scale great enough to ensure impact nationally and internationally. This document will evolve and be periodically reviewed in partnership with the Earth science education community.

A New Approach to Improving Science, Technology, Engineering, and Math Education. Backgrounder No. 2259

ERIC Educational Resources Information Center

Lips, Dan; McNeill, Jena Baker

2009-01-01

The authors express reservations about additional federal funding for the National Science Foundation, including new funding for science, technology, engineering, and math (STEM) education programs, provided by the American Recovery and Reinvestment Act of 2009. For more than 50 years, American political, business, military, and academic leaders…

Troubled Waters: where Multiple Streams of Inequality Converge in the Math and Science Experiences of Nonprivileged Girls

NASA Astrophysics Data System (ADS)

Parrott, Laurel; Spatig, Linda; Kusimo, Patricia S.; Carter, Carolyn C.; Keyes, Marian

Water is often hardest to navigate at the confluence of individual streams. As they experience math and science, nonprivileged girls maneuver through roiling waters where the streams of gender, ethnicity, poverty, place, and teaching practices converge. Just as waters of separate streams blend, these issues - too often considered separate factors - become blended and difficult to isolate, and the resulting turbulence produces a bumpy ride. We draw on 3 years of qualitative data collected as part of an intervention program to explore the math and science experiences and perceptions of a group of ethnically diverse, low socioeconomic status rural and urban adolescent Appalachian girls. After describing program and community contexts, we explore "opportunity to leant" issues - specifically, expectations, access to content, and support networks - and examine their schooling experiences against visions of science and math reform and pressures for accountability. Data are discussed within a framework of critical educational theory.

Does Autonomy over Teacher Hiring Affect Student Math and Science Achievement?

ERIC Educational Resources Information Center

Kim, Youngran

2017-01-01

This paper examines the causal effects of autonomy over teacher hiring on student math and science achievement using the random student assignment policy implemented in Korea. Under this policy, students were randomly assigned to different schools within their school districts which equalized the compositions of student bodies across schools.…

Earth From Space: "Beautiful Earth's" Integration of Media Arts, Earth Science, and Native Wisdom in Informal Learning Environments

NASA Astrophysics Data System (ADS)

Casasanto, V.; Hallowell, R.; Williams, K.; Rock, J.; Markus, T.

2015-12-01

"Beautiful Earth: Experiencing and Learning Science in an Engaging Way" was a 3-year project funded by NASA's Competitive Opportunities in Education and Public Outreach for Earth and Space Science. An outgrowth of Kenji Williams' BELLA GAIA performance, Beautiful Earth fostered a new approach to teaching by combining live music, data visualizations and Earth science with indigenous perspectives, and hands-on workshops for K-12 students at 5 science centers. Inspired by the "Overview Effect," described by many astronauts who were awestruck by seeing the Earth from space and their realization of the profound interconnectedness of Earth's life systems, Beautiful Earth leveraged the power of multimedia performance to serve as a springboard to engage K-12 students in hands-on Earth science and Native wisdom workshops. Results will be presented regarding student perceptions of Earth science, environmental issues, and indigenous ways of knowing from 3 years of evaluation data.

Gender in STEM Education: An Exploratory Study of Student Perceptions of Math and Science Instructors in the United Arab Emirates

ERIC Educational Resources Information Center

Pasha-Zaidi, Nausheen; Afari, Ernest

2016-01-01

The current study addresses student perceptions of math and science professors in the Middle East. Gender disparity in science, technology, engineering, and math (STEM) education continues to exist in higher education, with male professors holding a normative position. This disparity can also be seen in the United Arab Emirates. As female…

Earth Science: It's All about the Processes

ERIC Educational Resources Information Center

King, Chris

2013-01-01

Readers of the draft new English primary science curriculum (DfE, 2012) might be concerned to see that there is much more detail on the Earth science content than previously in the United Kingdom. In this article, Chris King, a professor of Earth Science Education at Keele University and Director of the Earth Science Education Unit (ESEU),…

Preventing the storm from gathering? A case study of the California State University Math and Science Teacher Initiative

NASA Astrophysics Data System (ADS)

Moss, Kirran Jane

This study was performed on the initial systemwide response by the California State University (CSU) to California's Math and Science Teacher Initiative (CMSTI). The data collected tracked, measured, and reported the scope and range of recruitment and programmatic strategies developed and implemented among the first cohort of campuses funded with MSTI dollars with the intent to attract and increase the number of mathematic and science teachers produced. These findings suggest that the California State University Math and Science Teacher Initiative displays early signs of system effectiveness. These data collected indicate that MSTI funds have resulted in an increased number of diverse credentialing pathways being introduced that may operate to attract and recruit increased numbers of candidates into the math and science credentialing programs. Additionally, findings produced indicate that MSTI funds have resulted in new relationships being established with local Community Colleges, an increase in hybrid online subject-matter courses being offered, and new strategies that expedite the credentialing process.

Moving Towards a Science-Driven Workbench for Earth Science Solutions

NASA Astrophysics Data System (ADS)

Graves, S. J.; Djorgovski, S. G.; Law, E.; Yang, C. P.; Keiser, K.

2017-12-01

The NSF-funded EarthCube Integration and Test Environment (ECITE) prototype was proposed as a 2015 Integrated Activities project and resulted in the prototyping of an EarthCube federated cloud environment and the Integration and Testing Framework. The ECITE team has worked with EarthCube science and technology governance committees to define the types of integration, testing and evaluation necessary to achieve and demonstrate interoperability and functionality that benefit and support the objectives of the EarthCube cyber-infrastructure. The scope of ECITE also includes reaching beyond NSF and EarthCube to work with the broader Earth science community, such as the Earth Science Information Partners (ESIP) to incorporate lessons learned from other testbed activities, and ultimately provide broader community benefits. This presentation will discuss evolving ECITE ideas for a science-driven workbench that will start with documented science use cases, map the use cases to solution scenarios that identify the available technology and data resources that match the use case, the generation of solution workflows and test plans, the testing and evaluation of the solutions in a cloud environment, and finally the documentation of identified technology and data gaps that will assist with driving the development of additional EarthCube resources.

University-Urban High School Partnership: Math and Science Professional Learning Communities

ERIC Educational Resources Information Center

ndunda, mutindi; Van Sickle, Meta; Perry, Lindsay; Capelloni, Alison

2017-01-01

This study focused on science and math professional learning communities (PLCs) that were implemented through a university-urban high school partnership. These PLCs were part of mandated school-wide, content-based PLCs implemented as part of the reform efforts initiated in an urban school to address the school's failure to meet Adequate Yearly…

The Role of the National Science Foundation in K-12 Science and Math Education. Hearing before the Committee on Science, House of Representatives, One Hundred Ninth Congress, Second Session (May 3, 2006). Serial Number 109-46

ERIC Educational Resources Information Center

US House of Representatives, 2006

2006-01-01

The purpose of this hearing was to review the effectiveness and value of the National Science Foundation's (NSF's) past and present programs in support of improvement of K-12 science and math education and to examine what role the Foundation should play in future federal initiatives for strengthening K-12 science and math education. This hearing…

Earth Science Enterprise Technology Strategy

NASA Technical Reports Server (NTRS)

1999-01-01

NASA's Earth Science Enterprise (ESE) is dedicated to understanding the total Earth system and the effects of natural and human-induced changes on the global environment. The goals of ESE are: (1) Expand scientific knowledge of the Earth system using NASA's unique vantage points of space, aircraft, and in situ platforms; (2) Disseminate information about the Earth system; and (3) Enable the productive use of ESE science and technology in the public and private sectors. ESE has embraced the NASA Administrator's better, faster, cheaper paradigm for Earth observing missions. We are committed to launch the next generation of Earth Observing System (EOS) missions at a substantially lower cost than the EOS first series. Strategic investment in advanced instrument, spacecraft, and information system technologies is essential to accomplishing ESE's research goals in the coming decades. Advanced technology will play a major role in shaping the ESE fundamental and applied research program of the future. ESE has established an Earth science technology development program with the following objectives: (1) To accomplish ESE space-based and land-based program elements effectively and efficiently; and (2) To enable ESE's fundamental and applied research programs goals as stated in the NASA Strategic Plan.

77 FR 55863 - NASA Advisory Council; Science Committee; Earth Science Subcommittee; Applied Sciences Advisory...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-09-11

... NATIONAL AERONAUTICS AND SPACE ADMINISTRATION [Notice (12-072)] NASA Advisory Council; Science Committee; Earth Science Subcommittee; Applied Sciences Advisory Group Meeting AGENCY: National Aeronautics... the Applied Science Advisory Group. This Subcommittee reports to the Earth Science Subcommittee...

The Impacts of Upward Bound Math-Science on Postsecondary Outcomes 7-9 Years after Scheduled High School Graduation: Final Report

ERIC Educational Resources Information Center

Seftor, Neil S.; Calcagno, Juan Carlos

2010-01-01

This final report updates the report "Upward Bound Math-Science: Program Description and Interim Impact Estimates" published in 2007 (Olsen et al. 2007). The 2007 interim report contained descriptive findings from a survey of Upward Bound Math-Science (UBMS) grantees from the late 1990s at the time of the study's initiation and impact estimates…

Earth Science Literacy: Building Community Consensus

NASA Astrophysics Data System (ADS)

Wysession, M.; Ladue, N.; Budd, D.; Campbell, K.; Conklin, M.; Lewis, G.; Raynolds, R.; Ridky, R.; Ross, R.; Taber, J.; Tewksbury, B.; Tuddenham, P.

2008-12-01

During 2008, the Earth Sciences Literacy Initiative (ESLI) constructed a framework of earth science "Big Ideas" and "Supporting Concepts". Following the examples of recent literacy efforts in the ocean, atmosphere and climate research communities, ESLI has distilled the fundamental understandings of the earth science community into a document that all members of the community will be able to refer to when working with educators, policy-makers, the press and members of the general public. This document is currently in draft form for review and will be published for public distribution in 2009. ESLI began with the construction of an organizing committee of a dozen people who represent a wide array of earth science backgrounds. This group then organized and ran two workshops in 2008: a 2-week online content workshop and a 3-day intensive writing workshop. For both workshops, participants were chosen so as to cover the full breadth of earth science related to the solid earth, surficial processes, and fresh-water hydrology. The asynchronous online workshop included 350 scientists and educators participating from around the world and was a powerful way to gather ideas and information while retaining a written record of all interactions. The writing workshop included 35 scientists, educators and agency representatives to codify the extensive input of the online workshop. Since September, 2008, drafts of the ESLI literacy framework have been circulated through many different channels to make sure that the document accurately reflects the current understandings of earth scientists and to ensure that it is widely accepted and adopted by the earth science communities.

Earth system science: A program for global change

NASA Technical Reports Server (NTRS)

1989-01-01

The Earth System Sciences Committee (ESSC) was appointed to consider directions for the NASA Earth-sciences program, with the following charge: review the science of the Earth as a system of interacting components; recommend an implementation strategy for Earth studies; and define the role of NASA in such a program. The challenge to the Earth system science is to develop the capability to predict those changes that will occur in the next decade to century, both naturally and in response to human activity. Sustained, long-term measurements of global variables; fundamental descriptions of the Earth and its history; research foci and process studies; development of Earth system models; an information system for Earth system science; coordination of Federal agencies; and international cooperation are examined.

Problem-Based Learning and Earth System Science - The ESSEA High School Earth System Science Online Course

NASA Astrophysics Data System (ADS)

Myers, R.; Botti, J.

2002-12-01

The high school Earth system science course is web based and designed to meet the professional development needs of science teachers in grades 9-12. Three themes predominate this course: Earth system science (ESS) content, collaborative investigations, and problem-based learning (PBL) methodology. PBL uses real-world contexts for in-depth investigations of a subject matter. Participants predict the potential impacts of the selected event on Earth's spheres and the subsequent feedback and potential interactions that might result. PBL activities start with an ill-structured problem that serves as a springboard to team engagement. These PBL scenarios contain real-world situations. Teams of learners conduct an Earth system science analysis of the event and make recommendations or offer solutions regarding the problem. The course design provides an electronic forum for conversations, debate, development, and application of ideas. Samples of threaded discussions built around ESS thinking in science and PBL pedagogy will be presented.

Problem-Based Learning and Earth System Science - The ESSEA High School Earth System Science Online Course

NASA Astrophysics Data System (ADS)

Myers, R. J.; Botti, J. A.

2001-12-01

The high school Earth system science course is web based and designed to meet the professional development needs of science teachers in grades 9-12. Three themes predominate this course: Earth system science (ESS) content, collaborative investigations, and problem-based learning (PBL) methodology. PBL uses real-world contexts for in-depth investigations of a subject matter. Participants predict the potential impacts of the selected event on Earth's spheres and the subsequent feedback and potential interactions that might result. PBL activities start with an ill-structured problem that serves as a springboard to team engagement. These PBL scenarios contain real-world situations. Teams of learners conduct an Earth system science analysis of the event and make recommendations or offer solutions regarding the problem. The course design provides an electronic forum for conversations, debate, development, and application of ideas. Samples of threaded discussions built around ESS thinking in science and PBL pedagogy will be presented.

The ongoing educational anomaly of earth science placement

USGS Publications Warehouse

Messina, P.; Speranza, P.; Metzger, E.P.; Stoffer, P.

2003-01-01

The geosciences have traditionally been viewed with less "aCademic prTstige" than other science curricula. Among the results of this perception are depressed K-16 enrollments, Earth Science assignments to lower-performing students, and relegation of these classes to sometimes under-qualified educators, all of which serve to confirm the widely-held misconceptions. An Earth Systems course developed at San Jos??e State University demonstrates the difficulty of a standard high school Earth science curriculum, while recognizing the deficiencies in pre-college Earth science education. Restructuring pre-college science curricula so that Earth Science is placed as a capstone course would greatly improve student understanding of the geosciences, while development of Earth systems courses that infuse real-world and hands-on learning at the college level is critical to bridging the information gap for those with no prior exposure to the Earth sciences. Well-crafted workshops for pre-service and inservice teachers of Earth Science can heIp to reverse the trends and unfortunate "sTatus" in geoscience education.

C-MORE Scholars Program: Encouraging Hawaii`s Undergraduates to Explore the Ocean and Earth Sciences

NASA Astrophysics Data System (ADS)

Bruno, B. C.; Gibson, B.

2008-05-01

Hawaii residents make up 60% of the undergraduate student body at the University of Hawaii at Manoa (UHM), but they are not studying ocean and earth science. The UHM School of Ocean and Earth Science and Technology offers four undergraduate majors: Geology (22%), Geology & Geophysics (19%), Meteorology (16%), and Global Environmental Science (23%). The numbers in parentheses show the proportion of Hawaii residents in each major, based on 2006 data obtained from the UHM Institutional Research Office. The numbers of Native Hawaiians and Pacific Islanders (NHPI) are considerably smaller. The primary goal of the C-MORE Scholars Program, which will launch in Summer 2008, is to recruit and retain local Hawaii students (esp. NHPI) into earth and ocean science majors. To achieve this goal, the C-MORE Scholars Program will: 1. Actively recruit local students, partly by introducing them and their families to job opportunities in their community. Recruiting will be done in partnership with organizations that have successful track records in working with NHPI students; 2. Retain existing students through proactive counseling and course tutoring. Math and physics courses are stumbling blocks for many ocean and earth science majors, often delaying or even preventing graduation. By offering individual and group tutoring, we hope to help local students succeed in these courses; 3. Provide closely mentored, paid undergraduate research experiences at three different academic levels (trainee, intern, and fellow). This research is the cornerstone of the C-MORE Scholars Program. As students progress through the levels, they conduct higher level research with less supervision. Fellows (the highest level) may serve as peer advisors and tutors to underclassmen and assist with recruitment-related activities; and 4. Create a sense of community among the cohort of C-MORE scholars. A two-day summer residential experience will be instrumental in developing a strong cohort, emphasizing links

Developing Elementary Math and Science Process Skills Through Engineering Design Instruction

NASA Astrophysics Data System (ADS)

Strong, Matthew G.

This paper examines how elementary students can develop math and science process skills through an engineering design approach to instruction. The performance and development of individual process skills overall and by gender were also examined. The study, preceded by a pilot, took place in a grade four extracurricular engineering design program in a public, suburban school district. Students worked in pairs and small groups to design and construct airplane models from styrofoam, paper clips, and toothpicks. The development and performance of process skills were assessed through a student survey of learning gains, an engineering design packet rubric (student work), observation field notes, and focus group notes. The results indicate that students can significantly develop process skills, that female students may develop process skills through engineering design better than male students, and that engineering design is most helpful for developing the measuring, suggesting improvements, and observing process skills. The study suggests that a more regular engineering design program or curriculum could be beneficial for students' math and science abilities both in this school and for the elementary field as a whole.

75 FR 60484 - NASA Advisory Council; Science Committee; Earth Science Subcommittee; Applied Sciences Advisory...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-09-30

... NATIONAL AERONAUTICS AND SPACE ADMINISTRATION [Notice: (10-115)] NASA Advisory Council; Science Committee; Earth Science Subcommittee; Applied Sciences Advisory Group Meeting AGENCY: National Aeronautics...) announces a meeting of the Applied Science Advisory Group. This Subcommittee reports to the Earth Science...

The Concept Currency of K-12 Science Textbooks Relative to Earth Science Concepts.

ERIC Educational Resources Information Center

Janke, Delmar Lester

This study was undertaken to determine the degree of agreement between science textbooks and scholars in earth science relative to earth science concepts to be included in the K-12 science curriculum. The study consisted of two phases: (1) the identification of a sample of earth science concepts rated by earth scientists as important for inclusion…

Negotiating the integration of new literacies in math and science content: The lived experience of classroom teachers

NASA Astrophysics Data System (ADS)

Wimmer, Jennifer Joy

The purpose of this phenomenological study was to investigate the lived experience of integrating new literacies in math and science content by upper elementary and middle school teachers. This study highlights the lived experience of six teachers including two elementary math teachers, two middle school math teachers, and two middle school science teachers. Data sources included five in-depth interviews, teachers' weekly reflection journals, weekly classroom observations, and one principal interview at each of the three high-needs schools. Data were analyzed through an analytic and thematic approach. A reconstructed story was created for each teacher which provides insight into the teacher as an individual. Additionally, a thematic analysis resulted in the identification of five essential themes across all six stories which included: technology exclusively, rethinking who they are as teachers, stabilizing rather than challenging content, rethinking student learning, circumstances, and futures, and serving official context and discourse. The findings indicate that the teachers' lived experience of integrating new literacies in math and science content was filled with uncertainty and a search for stability. A key implication of this study is the need for quality professional development that provides teachers with the opportunity to learn about, question, and rethink the intersection of new literacies, content area literacy, and teacher knowledge.

Resources and References for Earth Science Teachers

ERIC Educational Resources Information Center

Wall, Charles A.; Wall, Janet E.

1976-01-01

Listed are resources and references for earth science teachers including doctoral research, new textbooks, and professional literature in astronomy, space science, earth science, geology, meteorology, and oceanography. (SL)

The Impact of MOVE IT Math(TM) and Traditional Textbook Instruction on Math Achievement Scores

ERIC Educational Resources Information Center

Bennett, Angela Stephens

2010-01-01

One recommendation of government, education, and business leaders is an increased emphasis on math and science instruction in public schools. The purpose of this quantitative study using a posttest, quasi-experimental design was to determine if the Math Opportunities, Valuable Experiences, and Innovative Teaching (MOVE IT Math(TM)) program…

Earth Science Missions Engineering Challenges

NASA Technical Reports Server (NTRS)

Marius, Julio L.

2009-01-01

This presentation gives a general overlook of the engineering efforts that are necessary to meet science mission requirement especially for Earth Science missions. It provides brief overlook of NASA's current missions and future Earth Science missions and the engineering challenges to meet some of the specific science objectives. It also provides, if time permits, a brief summary of two significant weather and climate phenomena in the Southern Hemisphere: El Nino and La Nina, as well as the Ozone depletion over Antarctica that will be of interest to IEEE intercom 2009 conference audience.

Where Can We Find Future K-12 Science and Math Teachers? A Search by Academic Year, Discipline, and Academic Performance Level

ERIC Educational Resources Information Center

Moin, Laura J.; Dorfield, Jennifer K.; Schunn, Christian D.

2005-01-01

Responding to the increasing math and science teacher shortage in the United States, this study intended to determine which science, engineering, and math (SEM) majors during which years in their undergraduate education and from which academic performance levels are most interested in K-12 teaching. Results may aid policymakers and practitioners…

Initiating New Science Partnerships in Rural Education (INSPIRE) Brining STEM Research to 7th-12th Grade Science and Math Classrooms

NASA Astrophysics Data System (ADS)

Radencic, S.; McNeal, K. S.; Pierce, D.

2012-12-01

The Initiating New Science Partnerships in Rural Education (INSPIRE) program at Mississippi State University (MSU), funded by the NSF Graduate STEM Fellows in K-12 Education (GK12) program, focuses on the advancement of Earth and Space science education in K-12 classrooms. INSPIRE currently in its third year of partnering ten graduate students each year from the STEM fields of Geosciences, Engineering, Physics and Chemistry at MSU with five teachers from local, rural school districts. The five year project serves to enhance graduate student's communication skills as they create interactive lessons linking their STEM research focus to the state and national standards covered in science and math classrooms for grades 7-12 through inquiry experiences. Each graduate student is responsible for the development of two lessons each month of the school year that include an aspect of their STEM research, including the technologies that they may utilize to conduct their STEM research. The plans are then published on the INSPIRE project webpage, www.gk12.msstate.edu, where they are a free resource for any K-12 classroom teacher seeking innovative activities for their classrooms and total over 300 lesson activities to date. Many of the participating teachers and graduate students share activities developed with non-participating teachers, expanding INSPIRE's outreach of incorporating STEM research into activities for K-12 students throughout the local community. Examples of STEM research connections to classroom topics related to earth and ocean science include activities using GPS with GIS for triangulation and measurement of area in geometry; biogeochemical response to oil spills compared to organism digestive system; hydrogeology water quality monitoring and GIS images used as a determinant for habitat suitability in area water; interactions of acids and bases in the Earth's environments and surfaces; and the importance of electrical circuitry in an electrode used in

Integrating Authentic Earth Science Data in Online Visualization Tools and Social Media Networking to Promote Earth Science Education

NASA Astrophysics Data System (ADS)

Carter, B. L.; Campbell, B.; Chambers, L.; Davis, A.; Riebeek, H.; Ward, K.

2008-12-01

The Goddard Space Flight Center (GSFC) is one of the largest Earth Science research-based institutions in the nation. Along with the research comes a dedicated group of people who are tasked with developing Earth science research-based education and public outreach materials to reach the broadest possible range of audiences. The GSFC Earth science education community makes use of a wide variety of platforms in order to reach their goals of communicating science. These platforms include using social media networking such as Twitter and Facebook, as well as geo-spatial tools such as MY NASA DATA, NASA World Wind, NEO, and Google Earth. Using a wide variety of platforms serves the dual purposes of promoting NASA Earth Science research and making authentic data available to educational communities that otherwise might not otherwise be granted access. Making data available to education communities promotes scientific literacy through the investigation of scientific phenomena using the same data that is used by the scientific community. Data from several NASA missions will be used to demonstrate the ways in which Earth science data are made available for the education community.

Earth Science

NASA Image and Video Library

1996-01-31

The Near Earth Asteroid Rendezvous (NEAR) spacecraft embarks on a journey that will culminate in a close encounter with an asteroid. The launch of NEAR inaugurates NASA's irnovative Discovery program of small-scale planetary missions with rapid, lower-cost development cycles and focused science objectives. NEAR will rendezvous in 1999 with the asteroid 433 Eros to begin the first long-term, close-up look at an asteroid's surface composition and physical properties. NEAR's science payload includes an x-ray/gamma ray spectrometer, an near-infrared spectrograph, a laser rangefinder, a magnetometer, a radio science experiment and a multi-spectral imager.

Interdisciplinary Navigation Unit for Mathematics and Earth Science Using Geospatial Technology

NASA Astrophysics Data System (ADS)

Smaglik, S. M.; Harris, V.

2006-12-01

Central Wyoming College (CWC) is located northeast of the Wind River Mountains. Although many people find recreation in the wilderness and remote areas surrounding the area, people still lose their lives because they become lost or disoriented. Creating an interdisciplinary field-based curriculum unit within mathematics (MATH 1000) and earth science (GEOL 1070) courses for non-science and education majors, provides students an opportunity to develop critical thinking skills and quantitative literacy. It also provides some necessary skills for survival and an understanding of landscape formation and wilderness navigation using geoscience. A brief history of navigation, including the importance of finding latitude and longitude, and the fairly recent implementation of the Global Positioning System, precedes activities in which students learn to use a basic compass. In addition to learning how to adjust for magnetic declination they read topographic maps, specifically USGS quadrangles, and learn how to use the scale in the legend to verify calculations using the Pythagorean Theorem. Students learn how to estimate distance and time required for traveling a pre- determined distance while using dimensional analysis to convert from the English system to metric. They learn how to read and measure latitude and longitude, as well as universal transverse Mercator projection measurements (UTM's), to find their position. The basic mathematical skills are assessed through hands-on activities such as finding their location on a map using a compass, a GPS unit, and Google Earth, and using a combination of maps, compasses, and GPS units to navigate through a course. Our goal is to provide life-saving information to students while incorporating necessary core curriculum from both mathematics and earth science classes. We work to create field-based activities, as well as assessments, to insure that students who complete the course are prepared to safely enjoy the outdoors and are

Earth Systems Science: An Analytic Framework

ERIC Educational Resources Information Center

Finley, Fred N.; Nam, Younkeyong; Oughton, John

2011-01-01

Earth Systems Science (ESS) is emerging rapidly as a discipline and is being used to replace the older earth science education that has been taught as unrelated disciplines--geology, meteorology, astronomy, and oceanography. ESS is complex and is based on the idea that the earth can be understood as a set of interacting natural and social systems.…

Middle School Regional Science Bowl Competition | Argonne National

Science.gov Websites

biology, chemistry, earth science, physics, energy, and math. The winner of the academic portion of the Biology IMEInstitute for Molecular Engineering JCESRJoint Center for Energy Storage Research MCSGMidwest Science and Engineering RISCRisk and Infrastructure Science Center SBCStructural Biology Center Energy.gov

Gender Compatibility, Math-Gender Stereotypes, and Self-Concepts in Math and Physics

ERIC Educational Resources Information Center

Koul, Ravinder; Lerdpornkulrat, Thanita; Poondej, Chanut

2016-01-01

Positive self-assessment of ability in the quantitative domains is considered critical for student participation in science, technology, engineering, and mathematics field studies. The present study investigated associations of gender compatibility (gender typicality and contentedness) and math-gender stereotypes with self-concepts in math and…

Presenting the 'Big Ideas' of Science: Earth Science Examples.

ERIC Educational Resources Information Center

King, Chris

2001-01-01

Details an 'explanatory Earth story' on plate tectonics to show how such a 'story' can be developed in an earth science context. Presents five other stories in outline form. Explains the use of these stories as vehicles to present the big ideas of science. (DDR)

Persistence Motivations of Chinese Doctoral Students in Science, Technology, Engineering, and Math

ERIC Educational Resources Information Center

Zhou, Ji

2014-01-01

This study explored what motivated 6 Chinese international students to complete a PhD in science, technology, engineering, and math fields in the United States despite perceived dissatisfaction. This study was grounded in the value-expectancy achievement motivation theory and incorporated a Confucian cultural lens to understand motivation. Four…

Bridging the Gap between Earth Science and Students: An Integrated Approach using NASA Earth Science Climate Data

NASA Technical Reports Server (NTRS)

Alston, Erica J.; Chambers, Lin H.; Phelps, Carrie S.; Oots, Penny C.; Moore, Susan W.; Diones, Dennis D.

2007-01-01

Under the auspices of the Department of Education's No Child Left Behind (NCLB) Act, beginning in 2007 students will be tested in the science area. There are many techniques that educators can employ to teach students science. The use of authentic materials or in this case authentic data can be an engaging alternative to more traditional methods. An Earth science classroom is a great place for the integration of authentic data and science concepts. The National Aeronautics and Space Administration (NASA) has a wealth of high quality Earth science data available to the general public. For instance, the Atmospheric Science Data Center (ASDC) at NASA s Langley Research Center houses over 800 Earth science data sets related to Earth's radiation budget, clouds, aerosols and tropospheric chemistry. These data sets were produced to increase academic understanding of the natural and anthropogenic factors that influence global climate; however, a major hurdle in using authentic data is the size of the data and data documentation. To facilitate the use of these data sets for educational purposes, the Mentoring and inquirY using NASA Data on Atmospheric and Earth science for Teachers and Amateurs (MY NASA DATA) project has been established to systematically support educational activities at all levels of formal and informal education. The MY NASA DATA project accomplishes this by reducing these large data holdings to microsets that are easily accessible and explored by K-12 educators and students though the project's Web page. MY NASA DATA seeks to ease the difficulty in understanding the jargon-heavy language of Earth science. This manuscript will show how MY NASA DATA provides resources for NCLB implementation in the science area through an overview of the Web site, the different microsets available, the lesson plans and computer tools, and an overview of educational support mechanisms.

NASA's Earth science flight program status

NASA Astrophysics Data System (ADS)

Neeck, Steven P.; Volz, Stephen M.

2010-10-01

NASA's strategic goal to "advance scientific understanding of the changing Earth system to meet societal needs" continues the agency's legacy of expanding human knowledge of the Earth through space activities, as mandated by the National Aeronautics and Space Act of 1958. Over the past 50 years, NASA has been the world leader in developing space-based Earth observing systems and capabilities that have fundamentally changed our view of our planet and have defined Earth system science. The U.S. National Research Council report "Earth Observations from Space: The First 50 Years of Scientific Achievements" published in 2008 by the National Academy of Sciences articulates those key achievements and the evolution of the space observing capabilities, looking forward to growing potential to address Earth science questions and enable an abundance of practical applications. NASA's Earth science program is an end-to-end one that encompasses the development of observational techniques and the instrument technology needed to implement them. This includes laboratory testing and demonstration from surface, airborne, or space-based platforms; research to increase basic process knowledge; incorporation of results into complex computational models to more fully characterize the present state and future evolution of the Earth system; and development of partnerships with national and international organizations that can use the generated information in environmental forecasting and in policy, business, and management decisions. Currently, NASA's Earth Science Division (ESD) has 14 operating Earth science space missions with 6 in development and 18 under study or in technology risk reduction. Two Tier 2 Decadal Survey climate-focused missions, Active Sensing of CO2 Emissions over Nights, Days and Seasons (ASCENDS) and Surface Water and Ocean Topography (SWOT), have been identified in conjunction with the U.S. Global Change Research Program and initiated for launch in the 2019

ACCESS Earth: Promoting Accessibility to Earth System Science for Students with Disabilities

NASA Astrophysics Data System (ADS)

Locke, S. M.; Cohen, L.; Lightbody, N.

2001-05-01

ACCESS Earth is an intensive summer institute for high school students with disabilities and their teachers that is designed to encourage students with disabilities to consider careers in earth system science. Participants study earth system science concepts at a Maine coastal estuary, using Geographic Information Systems, remote sensing, and field observations to evaluate the impacts of climate change, sea level rise, and development on coastal systems. Teachers, students, and scientists work together to adapt field and laboratory activities for persons with disabilities, including those with mobility and visual impairments. Other sessions include demonstrations of assistive technology, career discussions, and opportunities for students to meet with successful scientists with disabilities from throughout the U.S. The summer institute is one of several programs in development at the University of Southern Maine to address the problem of underrepresentation of people with disabilities in the earth sciences. Other projects include a mentoring program for high school students, a web-based clearinghouse of resources for teaching earth sciences to students with disabilities, and guidebooks for adaptation of popular published earth system science curricula for disabled learners.

Math and Movement: Practical Ways to Incorporate Math into Physical Education

ERIC Educational Resources Information Center

Wade, Marcia

2016-01-01

Each year, physical educators are asked to incorporate even more math, language arts, science and social studies into their curriculum. The challenge is how to do this without sacrificing the essential health and life skills provided by a quality physical education program. One program, Math & Movement, is a great aid for physical educators to…

MATH77, Version 4.0

NASA Technical Reports Server (NTRS)

Lawson, Charles L.; Krogh, Fred; Van Snyder, W.; Oken, Carol A.; Mccreary, Faith A.; Lieske, Jay H.; Perrine, Jack; Coffin, Ralph S.; Wayne, Warren J.

1994-01-01

MATH77 is high-quality library of ANSI FORTRAN 77 subprograms implementing contemporary algorithms for basic computational processes of science and engineering. Release 4.0 of MATH77 contains 454 user-callable and 136 lower-level subprograms. MATH77 release 4.0 subroutine library designed to be usable on any computer system supporting full ANSI standard FORTRAN 77 language.

A case study of undergraduate female students majoring in math, science and engineering: An analysis of persistence and success

NASA Astrophysics Data System (ADS)

Hyde, Michelle Smoot

This dissertation provides information concerning the educational experience of females studying in undergraduate fields of math, engineering and science at a large research institution in the West. The majority of the participants were Project Access students, chosen because of their high achievements in science and mathematics during their secondary education. The study identifies and attempts to understand critical factors within the academic environment of science that contribute to female persistence in math, engineering and science (MES) disciplines. The study postulates that universities can make a difference in the education of women by providing programs that assure quality education and the fostering of female interest in science domains. The study recommends the incorporation of collaborative learning processes and teaching methods, cohort involvement and the fostering of study groups, encouragement of professorial associations with students, and internship and lab programs in an attempt to provide a more holistic and less fragmented education, thus benefiting women seeking MES degrees. Also, the research presented in this paper determined that the formation of positive associations and support networks was crucial to college female population studied. The interpretive study's aim is to enhance persistence rates among undergraduate students studying in math, engineering and science fields.

Earth science big data at users' fingertips: the EarthServer Science Gateway Mobile

NASA Astrophysics Data System (ADS)

Barbera, Roberto; Bruno, Riccardo; Calanducci, Antonio; Fargetta, Marco; Pappalardo, Marco; Rundo, Francesco

2014-05-01

The EarthServer project (www.earthserver.eu), funded by the European Commission under its Seventh Framework Program, aims at establishing open access and ad-hoc analytics on extreme-size Earth Science data, based on and extending leading-edge Array Database technology. The core idea is to use database query languages as client/server interface to achieve barrier-free "mix & match" access to multi-source, any-size, multi-dimensional space-time data -- in short: "Big Earth Data Analytics" - based on the open standards of the Open Geospatial Consortium Web Coverage Processing Service (OGC WCPS) and the W3C XQuery. EarthServer combines both, thereby achieving a tight data/metadata integration. Further, the rasdaman Array Database System (www.rasdaman.com) is extended with further space-time coverage data types. On server side, highly effective optimizations - such as parallel and distributed query processing - ensure scalability to Exabyte volumes. In this contribution we will report on the EarthServer Science Gateway Mobile, an app for both iOS and Android-based devices that allows users to seamlessly access some of the EarthServer applications using SAML-based federated authentication and fine-grained authorisation mechanisms.

Understanding our Changing Planet: NASA's Earth Science Enterprise

NASA Technical Reports Server (NTRS)

Forehand, Lon; Griner, Charlotte (Editor); Greenstone, Renny (Editor)

1999-01-01

NASA has been studying the Earth and its changing environment by observing the atmosphere, oceans, land, ice, and snow and their influence on climate and weather since the agency's creation. This study has lead to a new approach to understanding the interaction of the Earth's systems, Earth System Science. The Earth Science Enterprise, NASA's comprehensive program for Earth System Science, uses satellites and other tools to intensively study the Earth. The Earth Science Enterprise has three main components: (1) a series of Earth-observing satellites, (2) an advanced data system and (3) teams of scientist who study the data. Key areas of study include: (1) clouds, (2) water and energy cycles, (3) oceans, (4) chemistry of the atmosphere, (5) land surface, water and ecosystems processes; (6) glaciers and polar ice sheets, and (7) the solid earth.

Grid Computing for Earth Science

NASA Astrophysics Data System (ADS)

Renard, Philippe; Badoux, Vincent; Petitdidier, Monique; Cossu, Roberto

2009-04-01

The fundamental challenges facing humankind at the beginning of the 21st century require an effective response to the massive changes that are putting increasing pressure on the environment and society. The worldwide Earth science community, with its mosaic of disciplines and players (academia, industry, national surveys, international organizations, and so forth), provides a scientific basis for addressing issues such as the development of new energy resources; a secure water supply; safe storage of nuclear waste; the analysis, modeling, and mitigation of climate changes; and the assessment of natural and industrial risks. In addition, the Earth science community provides short- and medium-term prediction of weather and natural hazards in real time, and model simulations of a host of phenomena relating to the Earth and its space environment. These capabilities require that the Earth science community utilize, both in real and remote time, massive amounts of data, which are usually distributed among many different organizations and data centers.

Examples of learning activities for Earth and Space Sciences in the new Italian National curriculum

NASA Astrophysics Data System (ADS)

Macario, Maddalena

2016-04-01

In the last few years, starting from 2010, science curricula were changed dramatically in the secondary Italian school as consequence of a radical law reform. In particular, Earth Science and Astronomy subjects have been shifted from the last to the previous school years; in addition, these subjects have been integrated with other natural sciences learning, such as biology and chemistry. As a consequence, Italian teachers felt forced to totally revise their teaching methods for all of these disciplines. The most demanding need was adapting content to younger learners, as those of the first years are, who usually do have neither pre-knowledge in physics nor high level maths skills. Secondly, content learning was progressively driven toward a greater attention to environmental issues in order to raise more awareness in learners about global changes as examples of fragile equilibrium of our planet. In this work some examples of activities are shown, to introduce students to some astronomical phenomena in a simpler way, which play a key role in influencing other Earth's events, in order to make pupils more conscious about how and to what extent our planet depends on space, at different time scales. The activities range from moon motions affecting tides, to secondary Earth motions, which are responsible for climate changes, to the possibility to find life forms in other parts of the Universe, to the possibility for humans to live in the space for future space missions. Students are involved in hands-on inquiry-based laboratories that scaffold both theoretic knowledge and practical skills for a deeper understanding of cause-effect relationships existing in the Earth.

Historical Thinking Ability among Talented Math and Science Students: An Exploratory Study.

ERIC Educational Resources Information Center

Fehn, Bruce

This study sought to discern the extent to which a sample of talented math and science students displayed domain-relevant skills possessed by those expertly trained in history. Subjects' experiences varied in terms of their exposure to primary source materials. The students were presented with five different kinds of documents related to the…

SCDC Spanish Curricula Units. Science/Math, Unit 10, Grade 3, Teacher's Guide.

ERIC Educational Resources Information Center

Spanish Curricula Development Center, Miami Beach, FL.

Unit 10 of a Spanish science/math curriculum for grade three, composed of kits 37-40, has as its theme "communities around the world". The unit's teacher's guide contains both learning and assessment activities, with the focus, objective, and materials needed for each activity listed. Specific attention is placed on four spiraling questions…

Daughters with Disabilities: Reframing Science, Math, and Technology for Girls with Disabilities.

ERIC Educational Resources Information Center

Hammrich, Penny L.; Price, Lynda; Nourse, Steven

This report describes a new approach to teaching science, math, and technology to students, especially girls, with disabilities, who frequently do not have access to appropriate instruction in these critical areas for future academic success. Many specific suggestions, along with a sample lesson that can be used immediately, are presented as part…

STEM the Tide: Reforming Science, Technology, Engineering, and Math Education in America

ERIC Educational Resources Information Center

Drew, David E.

2011-01-01

One study after another shows American students ranking behind their international counterparts in the STEM fields--science, technology, engineering, and math. Business people such as Bill Gates warn that this alarming situation puts the United States at a serious disadvantage in the high-tech global marketplace of the twenty-first century, and…

An Analysis of Misconceptions in Science Textbooks: Earth science in England and Wales

NASA Astrophysics Data System (ADS)

King, Chris John Henry

2010-03-01

Surveys of the earth science content of all secondary (high school) science textbooks and related publications used in England and Wales have revealed high levels of error/misconception. The 29 science textbooks or textbook series surveyed (51 texts in all) showed poor coverage of National Curriculum earth science and contained a mean level of one earth science error/misconception per page. Science syllabuses and examinations surveyed also showed errors/misconceptions. More than 500 instances of misconception were identified through the surveys. These were analysed for frequency, indicating that those areas of the earth science curriculum most prone to misconception are sedimentary processes/rocks, earthquakes/Earth's structure, and plate tectonics. For the 15 most frequent misconceptions, examples of quotes from the textbooks are given, together with the scientific consensus view, a discussion, and an example of a misconception of similar significance in another area of science. The misconceptions identified in the surveys are compared with those described in the literature. This indicates that the misconceptions found in college students and pre-service/practising science teachers are often also found in published materials, and therefore are likely to reinforce the misconceptions in teachers and their students. The analysis may also reflect the prevalence earth science misconceptions in the UK secondary (high school) science-teaching population. The analysis and discussion provide the opportunity for writers of secondary science materials to improve their work on earth science and to provide a platform for improved teaching and learning of earth science in the future.

Physics First: Impact on SAT Math Scores

NASA Astrophysics Data System (ADS)

Bouma, Craig E.

Improving science, technology, engineering, and mathematics (STEM) education has become a national priority and the call to modernize secondary science has been heard. A Physics First (PF) program with the curriculum sequence of physics, chemistry, and biology (PCB) driven by inquiry- and project-based learning offers a viable alternative to the traditional curricular sequence (BCP) and methods of teaching, but requires more empirical evidence. This study determined impact of a PF program (PF-PCB) on math achievement (SAT math scores) after the first two cohorts of students completed the PF-PCB program at Matteo Ricci High School (MRHS) and provided more quantitative data to inform the PF debate and advance secondary science education. Statistical analysis (ANCOVA) determined the influence of covariates and revealed that PF-PCB program had a significant (p < .05) impact on SAT math scores in the second cohort at MRHS. Statistically adjusted, the SAT math means for PF students were 21.4 points higher than their non-PF counterparts when controlling for prior math achievement (HSTP math), socioeconomic status (SES), and ethnicity/race.

Factors Affecting Student Success with a Google Earth-Based Earth Science Curriculum

ERIC Educational Resources Information Center

Blank, Lisa M.; Almquist, Heather; Estrada, Jen; Crews, Jeff

2016-01-01

This study investigated to what extent the implementation of a Google Earth (GE)-based earth science curriculum increased students' understanding of volcanoes, earthquakes, plate tectonics, scientific reasoning abilities, and science identity. Nine science classrooms participated in the study. In eight of the classrooms, pre- and post-assessments…

Classroom Learning Environment and Gender: Do They Explain Math Self-Efficacy, Math Outcome Expectations, and Math Interest during Early Adolescence?

ERIC Educational Resources Information Center

Deacon, Mary M.

2011-01-01

Despite initiatives to increase and broaden participation in science, technology, engineering, and mathematics (STEM) fields, women remain underrepresented in STEM. While U.S. girls and women perform as well as, if not better, than boys and men in math, research results indicate that there are significant declines in girls' math self-efficacy,…

Earth Science Data Grid System

NASA Astrophysics Data System (ADS)

Chi, Y.; Yang, R.; Kafatos, M.

2004-05-01

The Earth Science Data Grid System (ESDGS) is a software system in support of earth science data storage and access. It is built upon the Storage Resource Broker (SRB) data grid technology. We have developed a complete data grid system consistent of SRB server providing users uniform access to diverse storage resources in a heterogeneous computing environment and metadata catalog server (MCAT) managing the metadata associated with data set, users, and resources. We also develop the earth science application metadata; geospatial, temporal, and content-based indexing; and some other tools. In this paper, we will describe software architecture and components of the data grid system, and use a practical example in support of storage and access of rainfall data from the Tropical Rainfall Measuring Mission (TRMM) to illustrate its functionality and features.

The 2009 Earth Science Literacy Principles

NASA Astrophysics Data System (ADS)

Wysession, M. E.; Budd, D. A.; Campbell, K. M.; Conklin, M. H.; Kappel, E. S.; Ladue, N.; Lewis, G.; Raynolds, R.; Ridky, R. W.; Ross, R. M.; Taber, J.; Tewksbury, B. J.; Tuddenham, P.

2009-12-01

In 2009, the NSF-funded Earth Science Literacy Initiative (ESLI) completed and published a document representing a community consensus about what all Americans should understand about Earth sciences. These Earth Science Literacy Principles, presented as a printed brochure and on the Internet at www.earthscienceliteracy.org, were created through the work of nearly 1000 geoscientists and geoeducators who helped identify nine “big ideas” and seventy-five “supporting concepts” fundamental to terrestrial geosciences. The content scope involved the geosphere and land-based hydrosphere as addressed by the NSF-EAR program, including the fields of geobiology and low-temperature geochemistry, geomorphology and land-use dynamics, geophysics, hydrologic sciences, petrology and geochemistry, sedimentary geology and paleobiology, and tectonics. The ESLI Principles were designed to complement similar documents from the ocean, atmosphere, and climate research communities, with the long-term goal of combining these separate literacy documents into a single Earth System Science literacy framework. The aim of these principles is to educate the public, shape the future of geoscience education, and help guide the development of government policy related to Earth science. For example, K-12 textbooks are currently being written and museum exhibits constructed with these Principles in hand. NPR-funded educational videos are in the process of being made in alignment with the ESLP Principles. US House and Senate representatives on science and education committees have been made aware that the major geoscience organizations have endorsed such a document generated and supported by the community. Given the importance of Earth science in so many societally relevant topics such as climate change, energy and mineral resources, water availability, natural hazards, agriculture, and human impacts on the biosphere, efforts should be taken to ensure that this document is in a position to

An Exploration of the Ways that Parents Can Influence African American Girls Interest in Achieving in Math and Science

NASA Astrophysics Data System (ADS)

Alexander, Lori L.

Math and science is the core of science, technology, engineering and math (STEM) education. It is the staying power of economic growth, job opportunities, new technology, innovation and emerging research on a global spectrum in the 21st century. Data reports that African American women are underrepresented in the STEM career field. The focus of this project was to specifically address African American middle school girls achievement gap, awareness and interests in the STEM pipeline. Data for this research was gathered by using Action Research Methodology approach using journals, questionnaire survey and dialogue. Five parents/educators participated in this empirical research study by sharing their personal, lived and unapologetic experiences through eight weeks of action/reflection inquiry. The finding of this research is that parents need to be engaged about STEM and the importance for girls to do well academically early in school with math and science.

Adventures in Technology = Options in Math and Science

NASA Technical Reports Server (NTRS)

Quanty, Michael

1997-01-01

All five school systems on the Virginia Peninsula participate with a total of 21 middle schools in the ATOMS program. More than 20,000 students have participated in the pipeline programs since 1989. The focus has been on creating a diverse pool of academically-prepared students. The number of minority students participating has steadily increased, reaching 49.1 % in 1997. Female participation has remained steady at 55.4%. Female and minority participation will continue to receive high priority. The programs were evaluated by means of student, teacher, and counselor surveys. Questionnaires are distributed immediately after each intervention. The respondents are asked questions concerning the appropriateness of the activity, their interest level and change in opinion after the intervention. More than 90% of all students rate each activity as "Interesting" to "Very Interesting." Almost 70 % of students indicate they intend to take additional higher level mathematics courses in high school after participating in the Site and Campus Visits. Between 70 and 80 % (79.3 % after the Career Awareness Activity, 72.0 % after the Industry Site Visit) of students indicated they have a better understanding of why math and science are important school subjects after participation in each ATOMS activity. Comparisons in scores from the Iowa Test of Basic Skills have been made between the ATOMS students and the remainder of the seventh and eighth grade populations. ATOMS students' math and science achievement scores from the fifth grade were near the district average. After participating in ATOMS, students scored significantly higher than their peers. ATOMS students enrolled at TNCC have been identified and are being tracked further for achievement.

Virginia Earth Science Collaborative: Developing Highly Qualified Teachers

NASA Astrophysics Data System (ADS)

Cothron, J.

2007-12-01

A collaborative of nine institutes of higher education and non-profits and seventy-one school divisions developed and implemented courses that will enable teachers to acquire an Add-On Earth Science endorsement and to improve their skills in teaching Earth Science. For the Earth Science Endorsement, the five courses and associated credits are Physical Geology (4), Geology of Virginia (4), Oceanography (4), Astronomy (3) and Meteorology (3). The courses include rigorous academic content, research-based instructional strategies, laboratory experiences, and intense field experiences. In addition, courses were offered on integrating new technologies into the earth sciences, developing virtual field trips, and teaching special education students. To date, 39 courses have been offered statewide, with over 560 teachers participating. Teachers showed increased conceptual understanding of earth science topics as measured by pre-post tests. Other outcomes include a project website, a collaborative of over 60 IHE and K-12 educators, pilot instruments, and a statewide committee focused on policy in the earth sciences.

Studying Gender and Ethnic Differences in Participation in Math, Physical Science, and Information Technology

ERIC Educational Resources Information Center

Eccles, Jacquelynne S.

2005-01-01

This chapter describes the history of the Eccles et al. Expectancy Value Model and research on the influence of social and psychological factors on gender and ethnic differences in math, science, and information technology choices. (Contains 1 figure.)

Hands On Earth Science.

ERIC Educational Resources Information Center

Weisgarber, Sherry L.; Van Doren, Lisa; Hackathorn, Merrianne; Hannibal, Joseph T.; Hansgen, Richard

This publication is a collection of 13 hands-on activities that focus on earth science-related activities and involve students in learning about growing crystals, tectonics, fossils, rock and minerals, modeling Ohio geology, geologic time, determining true north, and constructing scale-models of the Earth-moon system. Each activity contains…

A Study of the Level of Math Preparedness of Manufacturing Sciences Students in the Fall Semester of 2005

ERIC Educational Resources Information Center

Henning, Mark C.

2007-01-01

The main objective of this study was to gauge preparedness in math with achievement in first semester math for the fall 2005 intake of Manufacturing Sciences Division post-secondary program students. The data used to measure this level of preparedness was gleaned from students' high school Grade 12 (new and old curriculum) or Ontario Academic…

Practical Applications of Math and Science in Junior High Schools

DTIC Science & Technology

1984-04-01

APPLICATIONS OF MATH AND SCIENCE IN JUNIOR HIGH SCHOOLS AUTHOR(S) MAJOR LAWRENCE N. HYLAND, USAF FACULTY ADVISOR mAJoR JAMM WILSON, ACSC/EDDP SPONSOR LT COL...JUNIOR HIGH SCHOOLS 6 PERFORMING O1G. REPORT NUMBER "ś, Au THORrs) 8. CON’RACT OR GRANT NUMBER(.,) Lawrence N. Hyland, Major, USAF 9. PERFORMING...materials aimed at the jumior high school level. Material exposes target group to the mathematical and scientific skills required of Air Force

Earthquake!: An Event-Based Science Module. Teacher's Guide. Earth Science Module.

ERIC Educational Resources Information Center

Wright, Russell G.

This book is designed for middle school earth science teachers to help their students learn about earthquakes and scientific literacy through event-based science. Unlike traditional curricula, the event- based earth science module is a student-centered, interdisciplinary, inquiry-oriented program that emphasizes cooperative learning, teamwork,…

Addressing the STEM Challenge by Expanding Specialty Math and Science High Schools

ERIC Educational Resources Information Center

Atkinson, Robert D.; Hugo, Janet; Lundgren, Dennis; Shapiro, Martin J.; Thomas, Jerald

2007-01-01

If America is to succeed in the innovation-powered global economy, boosting math and science skills will be critical. This is why a wide array of task forces and organizations has recently raised the clarion call for more and better scientists and engineers. While the policy proposals offered are wide ranging, one key policy innovation has…

International Space Station: 6-8 Hands-on Science and Math Lesson Plans.

ERIC Educational Resources Information Center

Armstrong, Pat

These lesson plans, designed for grades 6-8, have been developed to provide a guide to hands-on experience in science and math. They focus on an International Space Station and are designed for use with students working in groups. The three lesson plans highlighting the importance of the scientific method are: (1) International Space Station…

Math and Science Academy: Year 4 Evaluation Report. CSE Technical Report 648

ERIC Educational Resources Information Center

Osmundson, Ellen; Herman, Joan

2005-01-01

This evaluation report summarizes Year 4 of the Math and Science Academy (MSA), an initiative of the Northern New Mexico Council on Excellence in Education (NNMCEE). The report begins with an overview of the project and its objectives, and then outlines the research questions and methods used to carry out the evaluation. Findings from the Year 4…

Deriving Earth Science Data Analytics Requirements

NASA Technical Reports Server (NTRS)

Kempler, Steven J.

2015-01-01

Data Analytics applications have made successful strides in the business world where co-analyzing extremely large sets of independent variables have proven profitable. Today, most data analytics tools and techniques, sometimes applicable to Earth science, have targeted the business industry. In fact, the literature is nearly absent of discussion about Earth science data analytics. Earth science data analytics (ESDA) is the process of examining large amounts of data from a variety of sources to uncover hidden patterns, unknown correlations, and other useful information. ESDA is most often applied to data preparation, data reduction, and data analysis. Co-analysis of increasing number and volume of Earth science data has become more prevalent ushered by the plethora of Earth science data sources generated by US programs, international programs, field experiments, ground stations, and citizen scientists.Through work associated with the Earth Science Information Partners (ESIP) Federation, ESDA types have been defined in terms of data analytics end goals. Goals of which are very different than those in business, requiring different tools and techniques. A sampling of use cases have been collected and analyzed in terms of data analytics end goal types, volume, specialized processing, and other attributes. The goal of collecting these use cases is to be able to better understand and specify requirements for data analytics tools and techniques yet to be implemented. This presentation will describe the attributes and preliminary findings of ESDA use cases, as well as provide early analysis of data analytics toolstechniques requirements that would support specific ESDA type goals. Representative existing data analytics toolstechniques relevant to ESDA will also be addressed.

Story-telling, Earth-Sciences and Geoethics

NASA Astrophysics Data System (ADS)

Bohle, Martin; Sibilla, Anna; Graells, Robert Casals i.

2015-04-01

People are engineers, even the artist. People like stories, even the engineers. Engineering shapes the intersections of humans and their environments including with the geosphere. Geoethics considers values upon which to base practices how to intersect the geosphere. Story-telling is a skilful human practice to describe perception of values in different contexts to influence their application. Traditional earth-centric narrations of rural communities have been lost in the global urbanisation process. These former-time narrations related to the "sacrum" - matters not possible to be explained with reasoning. Science and technology, industrialisation and global urbanisation require an other kind of earth-centric story-telling. Now at the fringe of the Anthropocene, humans can base their earth-centricity on knowledge and scientific thinking. We argue that modern story-telling about the functioning of Earth's systems and the impact of humankind's activities on these systems is needed, also in particular because citizens rarely can notice how the geosphere intersects with their daily dealings; putting weather and disasters aside. Modern earth-centric story-telling would offer citizens opportunities to develop informed position towards humankind's place within earth-systems. We argue that such "earth-science story-lines" should be part of the public discourse to engage citizens who have more or less "expert-knowledge". Understanding the functioning of the Earth is needed for economy and values suitable for an anthropophil society. Multi-faceted discussion of anthropogenic global change and geoengineering took off recently; emerging from discussions about weather and hazard mitigation. Going beyond that example; we illustrate opportunities for rich story-telling on intersections of humans' activities and the geosphere. These 'modern narrations' can weave science, demographics, linguistics and cultural histories into earth-centric stories around daily dealings of citizens

The Effect of a Zoo-Based Experiential Academic Science Program on High School Students' Math and Science Achievement and Perceptions of School Climate

ERIC Educational Resources Information Center

Mulkerrin, Elizabeth A.

2012-01-01

The purpose of this study was to determine the effect of an 11th-grade and 12th-grade zoo-based academic high school experiential science program compared to a same school-district school-based academic high school experiential science program on students' pretest and posttest science, math, and reading achievement, and student perceptions of…

Future STEM Leaders Prepare for the National Science Bowl

DOE Office of Scientific and Technical Information (OSTI.GOV)

Benjamin, Angela

2014-06-11

Each year, students from across the country converge on Washington, DC, for the National Science Bowl, an intense academic competition that tests the students' knowledge in science, engineering, chemistry, math and Earth science. Follow one team, from Washington DC's Woodrow Wilson High School, as they prepare for and compete in the 2014 National Science Bowl.

Future STEM Leaders Prepare for the National Science Bowl

ScienceCinema

Benjamin, Angela

2018-05-18

Each year, students from across the country converge on Washington, DC, for the National Science Bowl, an intense academic competition that tests the students' knowledge in science, engineering, chemistry, math and Earth science. Follow one team, from Washington DC's Woodrow Wilson High School, as they prepare for and compete in the 2014 National Science Bowl.

Latino Youth's Out-of-School Math and Science Experiences: Impact on Teacher Candidates

ERIC Educational Resources Information Center

Diaz, Maria E.; Bussert-Webb, Kathy

2017-01-01

This qualitative study examines the learning and interaction processes between Latino/a teacher candidates (TCs) and youth during a community service-learning program involving science and math. Knowing and affirming nondominant youth's strengths are essential from funds of knowledge and Third Space perspectives. Participants were 11 TCs and their…

Building Links between Early Socioeconomic Status, Cognitive Ability, and Math and Science Achievement

ERIC Educational Resources Information Center

Blums, Angela; Belsky, Jay; Grimm, Kevin; Chen, Zhe

2017-01-01

The present study examined whether and how socioeconomic status (SES) predicts school achievement in science, technology, engineering, and math (STEM) using structural equation modeling and data from the National Institute of Child Health and Human Development Study of Child Care and Youth Development. The present inquiry addresses gaps in…

Using the earth system for integrating the science curriculum

NASA Astrophysics Data System (ADS)

Mayer, Victor J.

Content and process instruction from the earth sciences has gone unrepresented in the world's science curricula, especially at the secondary level. As a result there is a serious deficiency in public understanding of the planet on which we all live. This lack includes national and international leaders in politics, business, and science. The earth system science effort now engaging the research talent of the earth sciences provides a firm foundation from the sciences for inclusion of earth systems content into the evolving integrated science curricula of this country and others. Implementing integrated science curricula, especially at the secondary level where potential leaders often have their only exposure to science, can help to address these problems. The earth system provides a conceptual theme as opposed to a disciplinary theme for organizing such integrated curricula, absent from prior efforts. The end of the cold war era is resulting in a reexamination of science and the influence it has had on our planet and society. In the future, science and the curricula that teach about science must seriously address the environmental and social problems left in the wake of over 100 years of preparation for military and economic war. The earth systems education effort provides one such approach to the modernization of science curricula. Earth science educators should assume leadership in helping to establish such curricula in this country and around the world.

Utah's Mobile Earth Science Outreach Vehicle

NASA Astrophysics Data System (ADS)

Schoessow, F. S.; Christian, L.

2016-12-01

Students at Utah State University's College of Natural Resources have engineered the first mobile Earth Science outreach platform capable of delivering high-tech and interactive solar-powered educational resources to the traditionally-underserved, remote communities of rural Utah. By retrofitting and modifying an industrial box-truck, this project effectively created a highly mobile and energy independent "school in a box" which seeks to help change the way that Earth science is communicated, eliminate traditional barriers, and increase science accessibility - both physically and conceptually. The project's education platform is focused on developing a more effective, sustainable, and engaging platform for presenting Earth science outreach curricula to community members of all ages in an engaging fashion. Furthermore, this project affords university students the opportunity to demonstrate innovative science communication techniques, translating vital university research into educational outreach operations aimed at doing real, measurable good for local communities.

A Kit to Develop and Present a Math/Science Conference for Females in Middle School.

ERIC Educational Resources Information Center

Ongley, Betty Lee

A workshop on mathematics and science careers for girls was part of an effort to remediate the effects of past sex bias on females' career and vocational choices. A model for organizing and conducting a conference with emphasis on careers for women in math and science is offered for educators in this publication. The guide includes: (1) planning…

Reasoning About Nature: Graduate students and teachers integrating historic and modern science in high school math and science classes

NASA Astrophysics Data System (ADS)

Davis, J. B.; Rigsby, C. A.; Muston, C.; Robinson, Z.; Morehead, A.; Stellwag, E. J.; Shinpaugh, J.; Thompson, A.; Teller, J.

2010-12-01

Graduate students and faculty at East Carolina University are working with area high schools to address the common science and mathematics deficiencies of many high school students. Project RaN (Reasoning about Nature), an interdisciplinary science/math/education research project, addresses these deficiencies by focusing on the history of science and the relationship between that history and modern scientific thought and practice. The geological sciences portion of project RaN has three specific goals: (1) to elucidate the relationships among the history of scientific discovery, the geological sciences, and modern scientific thought; (2) to develop, and utilize in the classroom, instructional modules that are relevant to the modern geological sciences curriculum and that relate fundamental scientific discoveries and principles to multiple disciplines and to modern societal issues; and (3) to use these activity-based modules to heighten students’ interest in science disciplines and to generate enthusiasm for doing science in both students and instructors. The educational modules that result from this linkage of modern and historical scientific thought are activity-based, directly related to the National Science Standards for the high school sciences curriculum, and adaptable to fit each state’s standard course of study for the sciences and math. They integrate historic sciences and mathematics with modern science, contain relevant background information on both the concept(s) and scientist(s) involved, present questions that compel students to think more deeply (both qualitatively and quantitatively) about the subject matter, and include threads that branch off to related topics. Modules on topics ranging from the density to cladistics to Kepler’s laws of planetary motion have been developed and tested. Pre- and post-module data suggest that both students and teachers benefit from these interdisciplinary historically based classroom experiences.

NASA's Earth Science Enterprise: 1998 Education Catalog

NASA Technical Reports Server (NTRS)

1998-01-01

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

NASA Earth Science Education Collaborative

NASA Astrophysics Data System (ADS)

Schwerin, T. G.; Callery, S.; Chambers, L. H.; Riebeek Kohl, H.; Taylor, J.; Martin, A. M.; Ferrell, T.

2016-12-01

The NASA Earth Science Education Collaborative (NESEC) is led by the Institute for Global Environmental Strategies with partners at three NASA Earth science Centers: Goddard Space Flight Center, Jet Propulsion Laboratory, and Langley Research Center. This cross-organization team enables the project to draw from the diverse skills, strengths, and expertise of each partner to develop fresh and innovative approaches for building pathways between NASA's Earth-related STEM assets to large, diverse audiences in order to enhance STEM teaching, learning and opportunities for learners throughout their lifetimes. These STEM assets include subject matter experts (scientists, engineers, and education specialists), science and engineering content, and authentic participatory and experiential opportunities. Specific project activities include authentic STEM experiences through NASA Earth science themed field campaigns and citizen science as part of international GLOBE program (for elementary and secondary school audiences) and GLOBE Observer (non-school audiences of all ages); direct connections to learners through innovative collaborations with partners like Odyssey of the Mind, an international creative problem-solving and design competition; and organizing thematic core content and strategically working with external partners and collaborators to adapt and disseminate core content to support the needs of education audiences (e.g., libraries and maker spaces, student research projects, etc.). A scaffolded evaluation is being conducted that 1) assesses processes and implementation, 2) answers formative evaluation questions in order to continuously improve the project; 3) monitors progress and 4) measures outcomes.

Ivestigating Earth Science in Urban Schoolyards

ERIC Educational Resources Information Center

Endreny, Anna; Siegel, Donald I.

2009-01-01

The Urban Schoolyards project is a two year partnership with a university Earth Science Department and the surrounding urban elementary schools. The goal of the project was to develop the capacity of elementary teachers to teach earth science lessons using their schoolyards and local parks as field sites. The university personnel developed lessons…

The Texas Earth and Space Science (TXESS) Revolution: A Model for the Delivery of Earth Science Professional Development to Minority-Serving Teachers

ERIC Educational Resources Information Center

Ellins, K. K.; Snow, E.; Olson, H. C.; Stocks, E.; Willis, M.; Olson, J.; Odell, M. R.

2013-01-01

The Texas Earth and Space Science (TXESS) Revolution was a 5-y teacher professional development project that aimed to increase teachers' content knowledge in Earth science and preparing them to teach a 12th-grade capstone Earth and Space Science course, which is new to the Texas curriculum. The National Science Foundation-supported project was…

Do Biology Students Really Hate Math? Empirical Insights into Undergraduate Life Science Majors' Emotions about Mathematics

ERIC Educational Resources Information Center

Wachsmuth, Lucas P.; Runyon, Christopher R.; Drake, John M.; Dolan, Erin L.

2017-01-01

Undergraduate life science majors are reputed to have negative emotions toward mathematics, yet little empirical evidence supports this. We sought to compare emotions of majors in the life sciences versus other natural sciences and math. We adapted the Attitudes toward the Subject of Chemistry Inventory to create an Attitudes toward the Subject of…

Strengthening Higher Education: Simplify Student Aid & Emphasize Vital Science, Math, and Language Skills

ERIC Educational Resources Information Center

Berkowitz, Peter

2007-01-01

Higher education in America faces such formidable problems as unaffordable tuition, lack of accountability, students ill-prepared for college, declining enrollment in math and science, and too few graduates fluent in critical foreign languages. This Opportunity 08 position paper recommends that the next President should take the following steps to…

Earth Sciences Requirements for the Information Sciences Experiment System

NASA Technical Reports Server (NTRS)

Bowker, David E. (Editor); Katzberg, Steve J. (Editor); Wilson, R. Gale (Editor)

1990-01-01

The purpose of the workshop was to further explore and define the earth sciences requirements for the Information Sciences Experiment System (ISES), a proposed onboard data processor with real-time communications capability intended to support the Earth Observing System (Eos). A review of representative Eos instrument types is given and a preliminary set of real-time data needs has been established. An executive summary is included.

"Luchando y Logrando"/Struggling and Achieving: Resilience of Latina/o Math and Science Teacher Candidates at California Hispanic-Serving Institutions: A Critical Race Perspective

ERIC Educational Resources Information Center

Gonzalez, Laura

2013-01-01

Latin@ math and science students represent a resilient, determined, and encouraging group of high achievers. This qualitative study presents the narratives of 10 Latin@ science and math teacher candidates currently attending Hispanic-Serving Institutions in California. Semi structured, in-depth interviews were conducted, where participants shared…

Understanding MSFC/Earth Science Office Within NASA

NASA Technical Reports Server (NTRS)

Rickman, Doug

2010-01-01

This slide presentation reviews the role of the Marshal's Earth Science Office (ESO) and the relationship of the office to the NASA administration, the National Research Council and NASA's Science Directorate. The presentation also reviews the strategic goals for Earth Science, and briefly reviews the ESO's international partners that NASA is cooperating with.

Earth Science Data Grid System

NASA Astrophysics Data System (ADS)

Chi, Y.; Yang, R.; Kafatos, M.

2004-12-01

The Earth Science Data Grid System (ESDGS) is a software in support of earth science data storage and access. It is built upon the Storage Resource Broker (SRB) data grid technology. We have developed a complete data grid system consistent of SRB server providing users uniform access to diverse storage resources in a heterogeneous computing environment and metadata catalog server (MCAT) managing the metadata associated with data set, users, and resources. We are also developing additional services of 1) metadata management, 2) geospatial, temporal, and content-based indexing, and 3) near/on site data processing, in response to the unique needs of Earth science applications. In this paper, we will describe the software architecture and components of the system, and use a practical example in support of storage and access of rainfall data from the Tropical Rainfall Measuring Mission (TRMM) to illustrate its functionality and features.

Alternative Certification and Retention of Secondary Math and Science Teachers: A Study Based on "SASS/TFS"

ERIC Educational Resources Information Center

Tai, Robert H.; Liu, Christine Qi; Fan, Xiato

2006-01-01

In light of shortages of mathematics and science teachers, alternative certification was introduced in the mid-1980s. This study examined the effect of alternative certification among math and science teachers who moved to a different school or left the profession. This was accomplished using the national "SASS" and "TFS"…

76 FR 21073 - NASA Advisory Council; Science Committee; Earth Science Subcommittee; Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2011-04-14

... NATIONAL AERONAUTICS AND SPACE ADMINISTRATION [Notice: (11-040)] NASA Advisory Council; Science Committee; Earth Science Subcommittee; Meeting AGENCY: National Aeronautics and Space Administration. ACTION... amended, the National Aeronautics and Space Administration (NASA) announces a meeting of the Earth Science...

75 FR 65673 - NASA Advisory Council; Science Committee; Earth Science Subcommittee; Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2010-10-26

... NATIONAL AERONAUTICS AND SPACE ADMINISTRATION [Notice: (10-141)] NASA Advisory Council; Science Committee; Earth Science Subcommittee; Meeting AGENCY: National Aeronautics and Space Administration. ACTION... amended, the National Aeronautics and Space Administration (NASA) announces a meeting of the Earth Science...

77 FR 27253 - NASA Advisory Council; Science Committee; Earth Science Subcommittee; Meeting

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2012-05-09

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2012-09-20

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2013-08-22

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2013-03-26

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76 FR 49508 - NASA Advisory Council; Science Committee; Earth Science Subcommittee; Meeting

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2011-08-10

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2010-07-19

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77 FR 12086 - NASA Advisory Council; Science Committee; Earth Science Subcommittee; Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2012-02-28

... NATIONAL AERONAUTICS AND SPACE ADMINISTRATION [Notice 12-018] NASA Advisory Council; Science Committee; Earth Science Subcommittee; Meeting AGENCY: National Aeronautics and Space Administration. ACTION... amended, the National Aeronautics and Space Administration (NASA) announces a meeting of the Earth Science...

The Returns to Educational Training in Math and Science for American Women.

ERIC Educational Resources Information Center

Hills, Stephen M.; De Souza, Gita

The economic returns of taking math and science courses in high school are estimated for women who do not go on to college and for women entrepreneurs. A human capital model is used to estimate returns for respondents drawn from the National Longitudinal Survey's New Youth Cohort. Wage rates in 1990 of women who were ages 14-21 in 1979 were…

Changing Lives, Strengthening America. National Math and Science Initiative Annual Report, 2010

ERIC Educational Resources Information Center

National Math and Science Initiative, 2010

2010-01-01

This paper presents the annual report of the National Math and Science Initiative (NMSI) for 2010. Four years ago, NMSI was just an idea. NMSI not only hit the ground running in 2007, it picked up the best ideas in the country and rolled them out in schools and universities from coast to coast. Within a year of its creation, NMSI had awarded…

NASA'S Earth Science Data Stewardship Activities

NASA Technical Reports Server (NTRS)

Lowe, Dawn R.; Murphy, Kevin J.; Ramapriyan, Hampapuram

2015-01-01

NASA has been collecting Earth observation data for over 50 years using instruments on board satellites, aircraft and ground-based systems. With the inception of the Earth Observing System (EOS) Program in 1990, NASA established the Earth Science Data and Information System (ESDIS) Project and initiated development of the Earth Observing System Data and Information System (EOSDIS). A set of Distributed Active Archive Centers (DAACs) was established at locations based on science discipline expertise. Today, EOSDIS consists of 12 DAACs and 12 Science Investigator-led Processing Systems (SIPS), processing data from the EOS missions, as well as the Suomi National Polar Orbiting Partnership mission, and other satellite and airborne missions. The DAACs archive and distribute the vast majority of data from NASA’s Earth science missions, with data holdings exceeding 12 petabytes The data held by EOSDIS are available to all users consistent with NASA’s free and open data policy, which has been in effect since 1990. The EOSDIS archives consist of raw instrument data counts (level 0 data), as well as higher level standard products (e.g., geophysical parameters, products mapped to standard spatio-temporal grids, results of Earth system models using multi-instrument observations, and long time series of Earth System Data Records resulting from multiple satellite observations of a given type of phenomenon). EOSDIS data stewardship responsibilities include ensuring that the data and information content are reliable, of high quality, easily accessible, and usable for as long as they are considered to be of value.

Music Education and the Earth Sciences

NASA Astrophysics Data System (ADS)

Beauregard, J. L.

2011-12-01

Capturing the interest of non-science majors in science classes can be very difficult, no matter what type of science course it is. At Berklee College of Music, this challenge is especially daunting, as all students are majoring in some type of music program. To engage the Berklee students, I am trying to link the material in Earth science courses to music. The connection between Earth science and music is made in several different ways within the curriculum of each class, with the main connection via a final project. For their projects, students can use any creative outlet (or a standard presentation) to illustrate a point related to the course. Many students have chosen to compose original music and perform it for the class. Some examples of their work will be presented. These original compositions allow students to relate course material to their own lives. Additionally, since many of these students will enter professional careers in the performance and recording industries, the potential exists for them to expose large audiences to the issues of Earth sciences through music.

Storytelling in Earth sciences: The eight basic plots

NASA Astrophysics Data System (ADS)

Phillips, Jonathan

2012-11-01

Reporting results and promoting ideas in science in general, and Earth science in particular, is treated here as storytelling. Just as in literature and drama, storytelling in Earth science is characterized by a small number of basic plots. Though the list is not exhaustive, and acknowledging that multiple or hybrid plots and subplots are possible in a single piece, eight standard plots are identified, and examples provided: cause-and-effect, genesis, emergence, destruction, metamorphosis, convergence, divergence, and oscillation. The plots of Earth science stories are not those of literary traditions, nor those of persuasion or moral philosophy, and deserve separate consideration. Earth science plots do not conform those of storytelling more generally, implying that Earth scientists may have fundamentally different motivations than other storytellers, and that the basic plots of Earth Science derive from the characteristics and behaviors of Earth systems. In some cases preference or affinity to different plots results in fundamentally different interpretations and conclusions of the same evidence. In other situations exploration of additional plots could help resolve scientific controversies. Thus explicit acknowledgement of plots can yield direct scientific benefits. Consideration of plots and storytelling devices may also assist in the interpretation of published work, and can help scientists improve their own storytelling.

Solving Math and Science Problems in the Real World with a Computational Mind

ERIC Educational Resources Information Center

Olabe, Juan Carlos; Basogain, Xabier; Olabe, Miguel Ángel; Maíz, Inmaculada; Castaño, Carlos

2014-01-01

This article presents a new paradigm for the study of Math and Sciences curriculum during primary and secondary education. A workshop for Education undergraduates at four different campuses (n = 242) was designed to introduce participants to the new paradigm. In order to make a qualitative analysis of the current school methodologies in…

Applied Math & Science Levels Utilized in Selected Trade & Industrial Vocational Education. Final Report.

ERIC Educational Resources Information Center

Gray, James R.

Research identified and evaluated the level of applied mathematics and science used in selected trade and industrial (T&I) subjects taught in the Kentucky Vocational Education System. The random sample was composed of 52 programs: 21 carpentry, 20 electricity/electronics, and 11 machine shop. The 96 math content items that were identified as…

The Transforming Earth System Science Education (TESSE) program

NASA Astrophysics Data System (ADS)

Graham, K. J.; Bryce, J. G.; Brown, D.; Darwish, A.; Finkel, L.; Froburg, E.; Furman, T.; Guertin, L.; Hale, S. R.; Johnson, J.; Porter, W.; Smith, M.; Varner, R.; von Damm, K.

2007-12-01

A partnership between the University of New Hampshire (UNH), Dillard University, Elizabeth City State University, and Pennsylvania State University has been established to prepare middle and high school teachers to teach Earth and environmental sciences from a processes and systems approach. Specific project goals include: providing Earth system science content instruction; assisting teachers in implementing Earth system science in their own classrooms; and creating opportunities for pre-service teachers to experience authentic research with Earth scientists. TESSE programmatic components comprise (1) a two-week intensive summer institutes for current and future teachers; (2) eight-week research immersion experiences that match preservice teachers with Earth science faculty mentors; and (3) a science liaison program involving the pairing of inservice teachers with graduate students or future teachers. The first year of the program supported a total of 49 participants (42 inservice and preservice teachers, as well as 7 graduate fellows). All participants in the program attended an intensive two-week summer workshop at UNH, and the academic-year science liaison program is underway. In future summers, all partnering institutions will hold similar two-week summer institutes. UNH will offer a more advanced course geared towards "hot topics" and research techniques in the Earth and environmental sciences.

Girls Entering Technology, Science, Math and Research Training (get Smart): a Model for Preparing Girls in Science and Engineering Disciplines

NASA Astrophysics Data System (ADS)

Mawasha, P. Ruby; Lam, Paul C.; Vesalo, John; Leitch, Ronda; Rice, Stacey

In this article, it is postulated that the development of a successful training program for women in science, math, engineering, and technology (SMET) disciplines is dependent upon a combination of several factors, including (a) career orientation: commitment to SMET as a career, reasons for pursuing SMET as a career, and opportunity to pursue a SMET career; (b) knowledge of SMET: SMET courses completed, SMET achievement, and hands-on SMET activities; (c) academic and social support: diversity initiatives, role models, cooperative learning, and peer counseling; and (d) self-concept: program emphasis on competence and peer competition. The proposed model is based on the GET SMART (Girls Entering Technology, Science, Math and Research Training) workshop program to prepare and develop female high school students as competitive future SMET professionals. The proposed model is not intended to serve as an elaborate theory, but as a general guide in training females entering SMET disciplines.

Towards "open applied" Earth sciences

NASA Astrophysics Data System (ADS)

Ziegler, C. R.; Schildhauer, M.

2014-12-01

Concepts of open science -- in the context of cyber/digital technology and culture -- could greatly benefit applied and secondary Earth science efforts. However, international organizations (e.g., environmental agencies, conservation groups and sustainable development organizations) that are focused on applied science have been slow to incorporate open practices across the spectrum of scientific activities, from data to decisions. Myriad benefits include transparency, reproducibility, efficiency (timeliness and cost savings), stakeholder engagement, direct linkages between research and environmental outcomes, reduction in bias and corruption, improved simulation of Earth systems and improved availability of science in general. We map out where and how open science can play a role, providing next steps, with specific emphasis on applied science efforts and processes such as environmental assessment, synthesis and systematic reviews, meta-analyses, decision support and emerging cyber technologies. Disclaimer: The views expressed in this paper are those of the authors and do not necessarily reflect the views or policies of the organizations for which they work and/or represent.

Earth Science Misconceptions.

ERIC Educational Resources Information Center

Philips, William C.

1991-01-01

Presented is a list of over 50 commonly held misconceptions based on a literature review found in students and adults. The list covers earth science topics such as space, the lithosphere, the biosphere, the atmosphere, the hydrosphere, and the cryosphere. (KR)

Smarter Earth Science Data System

NASA Technical Reports Server (NTRS)

Huang, Thomas

2013-01-01

The explosive growth in Earth observational data in the recent decade demands a better method of interoperability across heterogeneous systems. The Earth science data system community has mastered the art in storing large volume of observational data, but it is still unclear how this traditional method scale over time as we are entering the age of Big Data. Indexed search solutions such as Apache Solr (Smiley and Pugh, 2011) provides fast, scalable search via keyword or phases without any reasoning or inference. The modern search solutions such as Googles Knowledge Graph (Singhal, 2012) and Microsoft Bing, all utilize semantic reasoning to improve its accuracy in searches. The Earth science user community is demanding for an intelligent solution to help them finding the right data for their researches. The Ontological System for Context Artifacts and Resources (OSCAR) (Huang et al., 2012), was created in response to the DARPA Adaptive Vehicle Make (AVM) programs need for an intelligent context models management system to empower its terrain simulation subsystem. The core component of OSCAR is the Environmental Context Ontology (ECO) is built using the Semantic Web for Earth and Environmental Terminology (SWEET) (Raskin and Pan, 2005). This paper presents the current data archival methodology within a NASA Earth science data centers and discuss using semantic web to improve the way we capture and serve data to our users.

#WomenInSTEM: Using Science & Math to Power the Globe

ScienceCinema

Jordan, Rhonda

2018-01-16

Growing up, Dr. Rhonda Jordan always enjoyed math and science. After completing her master's in electrical engineering at Columbia University she co-founded a startup in Tanzania that provides access to power for residents who are not connected to the electrical grid.This video is part of the Energy Department's #WomenInSTEM video series. At the Energy Department, we're committed to supporting a diverse talent pool of STEM innovators ready to address the challenges and opportunities of our growing clean energy economy.

EarthLabs: A National Model for Earth Science Lab Courses

NASA Astrophysics Data System (ADS)

McDaris, J. R.; Dahlman, L.; Barstow, D.

2008-12-01

As a response to the need for more rigorous, inquiry-based high school Earth science courses, a coalition of scientists, educators, and five states have created EarthLabs, a set of pilot modules that can serve as a national model for lab-based science courses. The content of EarthLabs chapters focuses on Earth system science and environmental literacy and conforms to the National Science Education Standards as well as the states' curriculum frameworks. The effort is funded by NOAA's Environmental Literacy program. The pilot modules present activities on Corals, Drought, Fisheries, and Hurricanes. The Fisheries and Hurricanes units were reviewed and field-tested by educators in Texas and Arizona. The feedback from this evaluation led to revisions of these units and guided development of the Corals and Drought chapters. Each module consists of activities that use online data sets, satellite imagery, web-based readings, and hands-on laboratory experiments. The project comprises two separate websites, one for the instructor and one for students. The instructor's site contains the pedagogical underpinnings for each lab including teaching materials, assessment strategies, and the alignment of activities with state and national science standards. The student site provides access to all materials that students need to complete the activities or, in the case of the hands-on labs, where they access additional information to help extend their learning. There are also formative and summative questions embedded in the student webpages to help scaffold learning through the activities.

Adolescent Girls' Experiences and Gender-Related Beliefs in Relation to Their Motivation in Math/Science and English

ERIC Educational Resources Information Center

Leaper, Campbell; Farkas, Timea; Brown, Christia Spears

2012-01-01

Although the gender gap has dramatically narrowed in recent decades, women remain underrepresented in many science, technology, engineering, and mathematics (STEM) fields. This study examined social and personal factors in relation to adolescent girls' motivation in STEM (math/science) versus non-STEM (English) subjects. An ethnically diverse…

Math and the Mona Lisa

DOE Office of Scientific and Technical Information (OSTI.GOV)

Atalay, Bulent

2004-05-03

Bulent Atalay discusses content from his book entitled "Math and the Mona Lisa" which covers Leonardo Da Vinci and how he combined his love of science, math, and art to draw dramatic conclusions about the natural world. He also describes how mathematics influences art and architecture.

Active Learning Institute: Energizing Science and Math Education. A Compilation of Lesson Plans.

ERIC Educational Resources Information Center

Cuyahoga Community Coll. - East, Cleveland, OH.

The middle school and high school lessons featured in this collection were crafted by science and math teachers who participated in a week-long seminar sponsored by the Eisenhower Professional Development Program administered by the Ohio Board of Regents. The lessons showcase a variety of active learning strategies from using hands-on, low-tech…

Critical Zone Science as a Multidisciplinary Framework for Teaching Earth Science and Sustainability

NASA Astrophysics Data System (ADS)

Wymore, A.; White, T. S.; Dere, A. L. D.; Hoffman, A.; Washburne, J. C.; Conklin, M. H.

2016-12-01

The Earth's Critical Zone (CZ) is the terrestrial portion of the continents ranging from the top of the vegetative canopy down through soil and bedrock to the lowest extent of freely circulating groundwater. The primary objective of CZ science is to characterize and understand how the reciprocal interactions among rock, soil, water, air and terrestrial organisms influence the Earth as a habitable environment. Thus it is a highly multidisciplinary science that incorporates the biological, hydrological, geological and atmospheric sciences and provides a holistic approach to teaching Earth system science. Here we share highlights from a full-semester university curriculum that introduces upper-division Environmental Science, Geology, Hydrology and Earth Science students to CZ science. We emphasize how a CZ framework is appropriate to teach concepts across the scientific disciplines, concepts of sustainability, and how CZ science serves as a useful approach to solving humanities' grand challenges.

NASA Earth Science Research and Applications Using UAVs

NASA Technical Reports Server (NTRS)

Guillory, Anthony R.

2003-01-01

The NASA Earth Science Enterprise sponsored the UAV Science Demonstration Project, which funded two projects: the Altus Cumulus Electrification Study (ACES) and the UAV Coffee Harvest Optimization experiment. These projects were intended to begin a process of integrating UAVs into the mainstream of NASA s airborne Earth Science Research and Applications programs. The Earth Science Enterprise is moving forward given the positive science results of these demonstration projects to incorporate more platforms with additional scientific utility into the program and to look toward a horizon where the current piloted aircraft may not be able to carry out the science objectives of a mission. Longer duration, extended range, slower aircraft speed, etc. all have scientific advantages in many of the disciplines within Earth Science. The challenge we now face are identifying those capabilities that exist and exploiting them while identifying the gaps. This challenge has two facets: the engineering aspects of redesigning or modifying sensors and a paradigm shift by the scientists.

A crisis in the NASA space and earth sciences programme

NASA Technical Reports Server (NTRS)

Lanzerotti, Louis, J.; Rosendhal, Jeffrey D.; Black, David C.; Baker, D. James; Banks, Peter M.; Bretherton, Francis; Brown, Robert A.; Burke, Kevin C.; Burns, Joseph A.; Canizares, Claude R.

1987-01-01

Problems in the space and earth science programs are examined. Changes in the research environment and requirements for the space and earth sciences, for example from small Explorer missions to multispacecraft missions, have been observed. The need to expand the computational capabilities for space and earth sciences is discussed. The effects of fluctuations in funding, program delays, the limited number of space flights, and the development of the Space Station on research in the areas of astronomy and astrophysics, planetary exploration, solar and space physics, and earth science are analyzed. The recommendations of the Space and Earth Science Advisory Committee on the development and maintenance of effective space and earth sciences programs are described.

It's Time to Stand up for Earth Science

ERIC Educational Resources Information Center

Schaffer, Dane L.

2012-01-01

This commentary paper focuses upon the loss of respect for Earth Sciences on the part of many school districts across the United States. Too many Earth Science teachers are uncertified to teach Earth Science, or hold certificates to teach the subject merely because they took a test. The Earth Sciences have faced this problem for many years…

Staff Development for Pedagogues in Bilingual Math and Science Programs, 1993-94. Final Evaluation Report. OER Report.

ERIC Educational Resources Information Center

Roman, Elliott M.

Staff Development for Pedagogues in Bilingual Math and Science provided two thematically-based workshops to 40 New York City science teachers who taught students of limited English proficiency (LEP) citywide. Workshops emphasized successful teaching strategies as well as psychological aspects involved in teaching LEP students. The project also…

Diversity of Approaches to Structuring University-Based Earth System Science Education

NASA Astrophysics Data System (ADS)

Aron, J.; Ruzek, M.; Johnson, D. R.

2004-12-01

Over the past quarter century, the "Earth system science" paradigm has emerged among the interdisciplinary science community, emphasizing interactions among components hitherto considered within separate disciplines: atmosphere (air); hydrosphere (water); biosphere (life); lithosphere (land); anthroposphere (human dimension); and exosphere (solar system and beyond). How should the next generation of Earth system scientists learn to contribute to this interdisciplinary endeavor? There is no one simple answer. The Earth System Science Education program, funded by NASA, has addressed this question by supporting faculty at U.S. universities who develop new courses, curricula and degree programs in their institutional contexts. This report demonstrates the diversity of approaches to structuring university-based Earth system science education, focusing on the 18 current grantees of the Earth System Science Education Program for the 21st Century (ESSE21). One of the most fundamental characteristics is the departmental structure for teaching Earth system science. The "home" departments of the Earth system science faculty range from Earth sciences and physics to agronomy and social work. A brand-new institution created an interdisciplinary Institute for Earth Systems Science and Policy without traditional "parent" departments. Some institutions create new degree programs as majors or as minors while others work within existing degree programs to add or revise courses. A university may also offer multiple strands, such as a degree in the Science of the Earth System and a degree in the Human Dimensions of the Earth System. Defining a career path is extremely important to students considering Earth system science programs and a major institutional challenge for all programs in Earth system science education. How will graduate programs assess prospective students? How will universities and government agencies assess prospective faculty and scientists? How will government

Math and Science Reform. Local Education Fund Issue Brief. Volume 1, Number 1

ERIC Educational Resources Information Center

Public Education Network, 2006

2006-01-01

Politicians, academics, and business and community members all seem to be raising concerns that America is not as globally competitive as it once was. This is due, in part, to the fact that public schools in America are not producing high school graduates with the math, science, and technical skills to succeed in higher education or be employed in…

Combining Geography, Math, and Science to Teach Climate Change and Sea Level Rise

ERIC Educational Resources Information Center

Oldakowski, Ray; Johnson, Ashley

2018-01-01

This study examines the effectiveness of integrating geography into existing math and science curriculum to teach climate change and sea level rise. The desired outcome is to improve student performance in all three subjects. A sample of 120 fifth graders from three schools were taught the integrated curriculum over a period of two to three weeks.…

SCDC Spanish Curricula Units. Science/Math Strand, Unit 4, Grade Two, Teacher's Guide.

ERIC Educational Resources Information Center

Spanish Curricula Development Center, Miami Beach, FL.

The teacher's guide for unit four of a Spanish science/math strand for second graders contains instructional and assessment activities for kits 13-16. Each designed for a two- to three-week teaching period, the kits' activities are geared toward guiding the child to discover correct answers through methods provided and, by putting materials in his…

SCDC Spanish Curricula Units. Science/Math Strand, Unit 9, Grade 3, Teacher's Guide.

ERIC Educational Resources Information Center

Spanish Curricula Development Center, Miami Beach, FL.

Instructional and assessment activities in science and math for third graders are presented in this teacher's guide to unit nine. Focus, objectives and materials for each activity are in English and Spanish, while teacher instructions are only in Spanish. The unit's theme is "the nation as a community"; related to the theme are the four spiraling…

Preparing Children for Success: Integrating Science, Math, and Technology in Early Childhood Classroom

ERIC Educational Resources Information Center

Kermani, Hengameh; Aldemir, Jale

2015-01-01

The purpose of the present study was to study if purposeful math, science, and technology curriculum projects and activities would support Pre-K children's performance in these subject matter areas. In this study, 58 Pre-K children from 4 Pre-K classrooms in a public Pre-K programme in North Carolina participated. Through a quasi-experimental,…

SCDC Spanish Curricula Units. Science/Math Strand, Unit 5, Grade 2, Teacher's Guide--Multi-Ethnic Edition.

ERIC Educational Resources Information Center

Operations Research Society of America, Arlington, VA.

Continuing the theme of the school as a community, the teacher's guide to the science/math strand of unit five presents both instructional and assessment activities for kits 17-20. Focus, materials and objective for each activity are in Spanish and English; teacher instructions are in Spanish only. In kit 17 the science activities deal with the…

Connecting Earth Systems: Developing Holistic Understanding through the Earth-System-Science Model

ERIC Educational Resources Information Center

Gagnon, Valoree; Bradway, Heather

2012-01-01

For many years, Earth science concepts have been taught as thematic units with lessons in nice, neat chapter packages complete with labs and notes. But compartmentalized Earth science no longer exists, and implementing teaching methods that support student development of holistic understandings can be a time-consuming and difficult task. While…

Students with Disabilities Choosing Science Technology Engineering and Math (STEM) Majors in Postsecondary Institutions

ERIC Educational Resources Information Center

Lee, Ahlam

2014-01-01

Many science, technology, engineering and math (STEM) studies have focused on issues related to underrepresented groups' participation in STEM disciplines. Most of these studies have targeted women and individuals from racial minorities as the underrepresented groups of interest, while little attention has been paid to people with disabilities.…

The Relationship between Students' Exposure to Technology and Their Achievement in Science and Math

ERIC Educational Resources Information Center

Delen, Erhan; Bulut, Okan

2011-01-01

The purpose of this study was to examine the effects of information and communication technologies (ICT) on students' math and science achievement. Recently, ICT has been widely used in classrooms for teaching and learning purposes. Therefore, it is important to investigate how these technological developments affect students' performance at…

Earth Science Multimedia Theater

NASA Technical Reports Server (NTRS)

Hasler, A. F.

1998-01-01

The presentation will begin with the latest 1998 NASA Earth Science Vision for the next 25 years. A compilation of the 10 days of animations of Hurricane Georges which were supplied daily on NASA to Network television will be shown. NASA's visualizations of Hurricane Bonnie which appeared in the Sept 7 1998 issue of TIME magazine. Highlights will be shown from the NASA hurricane visualization resource video tape that has been used repeatedly this season on network TV. Results will be presented from a new paper on automatic wind measurements in Hurricane Luis from 1 -min GOES images that will appear in the October BAMS. The visualizations are produced by the Goddard Visualization & Analysis Laboratory, and Scientific Visualization Studio, as well as other Goddard and NASA groups using NASA, NOAA, ESA, and NASDA Earth science datasets. Visualizations will be shown from the "Digital-HyperRes-Panorama" Earth Science ETheater'98 recently presented in Tokyo, Paris and Phoenix. The presentation in Paris used a SGI/CRAY Onyx Infinite Reality Super Graphics Workstation at 2560 X 1024 resolution with dual synchronized video Epson 71 00 projectors on a 20ft wide screen. Earth Science Electronic Theater '999 is being prepared for a December 1 st showing at NASA HQ in Washington and January presentation at the AMS meetings in Dallas. The 1999 version of the Etheater will be triple wide with at resolution of 3840 X 1024 on a 60 ft wide screen. Visualizations will also be featured from the new Earth Today Exhibit which was opened by Vice President Gore on July 2, 1998 at the Smithsonian Air & Space Museum in Washington, as well as those presented for possible use at the American Museum of Natural History (NYC), Disney EPCOT, and other venues. New methods are demonstrated for visualizing, interpreting, comparing, organizing and analyzing immense Hyperimage remote sensing datasets and three dimensional numerical model results. We call the data from many new Earth sensing satellites

Earth and Space Sciences: The Need for Diversity in Global Science

NASA Astrophysics Data System (ADS)

Hall, F. R.; Johnson, R.; Alexander, C.

2004-12-01

The Earth and Space sciences are truly global in nature and encompass the most diverse subject areas in science. Yet, the practitioners of these fields do not reflect the diversity of the populations that are impacted by the outcomes of the research in these fields of study. The global marketplace, migration, the search for economic and renewable resources, Earth Systems research, and understanding our place in the universe compels us to be more inclusive of the populations and cultures that inhabit our planet. In this talk, we discuss the relevancy of these issues on scientific endeavors in the 21st century and the need for the Earth and Space sciences to be the leaders within the broad scientific community of ensuring that science remains an inclusive enterprise.

Bridging the gap with a duel-credit Earth Science course

NASA Astrophysics Data System (ADS)

Van Norden, W.

2011-12-01

College-bound high school students rarely have any exposure to the Earth Sciences. Earth Science may be offered to Middle School students. What is offered in High School, however, is usually a watered-down course offered to the weakest students. Meanwhile, our best and brightest students are steered towards biology, chemistry, and physics, what most schools consider the "real sciences". As a direct result, our population is not literate in the Earth Sciences and few students choose to study the Earth Science in college. One way to counteract this trend is to offer a rigorous capstone Earth Science course to High School Juniors and Seniors. Offering a course does not guarantee enrollment, however. Top science students are too busy taking Advanced Placement courses to consider a non-AP course. For that reason, the best way to lure top students into studying Earth Science is to create a duel-credit course, for which students receive both high school and college credit. A collaboration between high school teachers and college professors can result in a quality Earth Science course that bridges the huge gap that now exists between middle school science and college Earth Science. Harvard-Westlake School has successfully offered a duel-credit course with UCLA, and has created a model that can be used by other schools.

Making the case for STEM integration at the upper elementary level: A mixed methods exploration of opportunity to learn math and science, teachers' efficacy and students' attitudes

NASA Astrophysics Data System (ADS)

Miller, Brianna M.

Student achievement in science and math has been linked to per capita gross domestic product (GDP) growth propagating the belief that science, technology, engineering, and math (STEM) education is an important factor in economic prosperity. However, The No Child Left Behind Act of 2001 (NCLB), favors math over science, positioning the subjects as competitors rather than collaborators. Additionally, NCLB focuses almost exclusively on the cognitive outcome of students' achievement with the affective outcome of students' attitudes being nearly ignored. Positive attitudes toward science and math early on are essential for subsequent and cumulative decisions students make in taking courses, choosing majors, and pursuing careers. Positioning students' attitudes as a desirable educational outcome comparable to students' achievement is an emerging goal in the literature. Using the case of one school district in south-central Pennsylvania with three elementary schools, 15 upper elementary teachers, and 361 students, the purpose of this study was to better understand influences on upper elementary students' attitudes toward STEM (SA) subjects and careers. The study aimed to explore two influences on SA, opportunity to learn (OTL) and teacher's efficacy (TE), in the comparative contexts of math and science. The studied employed a mixed methods convergent design in which five data sets from four sources were collected over three phases to triangulate three constructs: OTL, TE, and SA. The goal of the study was to offer recommendations to the case school district for enhancing OTL, TE, and thus SA. Findings regarding OTL revealed that the opportunity to learn science was lower than math. Finding regarding TE revealed that outcome expectancy was lower than personal teaching efficacy in both science and math; and, teachers had low STEM career awareness, STEM integration, and technology use. Findings regarding SA revealed a lower perceived usefulness of science compared to math

A Compendium of Math and Science Research Funded by NCER and NCSER: 2002-2013. NCER 2016-2000

ERIC Educational Resources Information Center

Yamaguchi, Ryoko; Hall, Adam

2016-01-01

This compendium organizes information on the math and science projects sponsored by NCER and NCSER into two main sections: Mathematics and Science. Within each section, projects are sorted into chapters based on content area, grade level, and intended outcome. In determining the chapters, we considered the emerging college- and career-readiness…

Earth Science Geostationary Platform Technology

NASA Technical Reports Server (NTRS)

Wright, Robert L. (Editor); Campbell, Thomas G. (Editor)

1989-01-01

The objective of the workshop was to address problems in science and in four technology areas (large space antenna technology, microwave sensor technology, electromagnetics-phased array adaptive systems technology, and optical metrology technology) related to Earth Science Geostationary Platform missions.

The Echoes of Earth Science

NASA Technical Reports Server (NTRS)

2006-01-01

NASA s Earth Observing System Data and Information System (EOSDIS) acquires, archives, and manages data from all of NASA s Earth science satellites, for the benefit of the Space Agency and for the benefit of others, including local governments, first responders, the commercial remote sensing industry, teachers, museums, and the general public. EOSDIS is currently handling an extraordinary amount of NASA scientific data. To give an idea of the volume of information it receives, NASA s Terra Earth-observing satellite, just one of many NASA satellites sending down data, sends it hundreds of gigabytes a day, almost as much data as the Hubble Space Telescope acquires in an entire year, or about equal to the amount of information that could be found in hundreds of pickup trucks filled with books. To make EOSDIS data completely accessible to the Earth science community, NASA teamed up with private industry in 2000 to develop an Earth science "marketplace" registry that lets public users quickly drill down to the exact information they need. It also enables them to publish their research and resources alongside of NASA s research and resources. This registry is known as the Earth Observing System ClearingHOuse, or ECHO. The charter for this project focused on having an infrastructure completely independent from EOSDIS that would allow for more contributors and open up additional data access options. Accordingly, it is only fitting that the term ECHO is more than just an acronym; it represents the functionality of the system in that it can echo out and create interoperability among other systems, all while maturing with time as industry technologies and standards change and improve.

Assessing the Workforce Outcomes of Maryland Science, Technology, Engineering, and Math (STEM) Postsecondary Graduates

ERIC Educational Resources Information Center

Zheng, Xiaying; Stapleton, Laura M.; Henneberger, Angela K.; Woolley, Michael E.

2016-01-01

The science, technology, engineering, and math (STEM) workforce, and therefore STEM education, has become increasingly central to the U.S. economic growth and competitiveness over the past five decades. Nationally, the number of STEM workforce positions and the number of STEM postsecondary graduates have increased over time, but there is…

New Earth Science Data and Access Methods

NASA Technical Reports Server (NTRS)

Moses, John F.; Weinstein, Beth E.; Farnham, Jennifer

2004-01-01

NASA's Earth Science Enterprise, working with its domestic and international partners, provides scientific data and analysis to improve life here on Earth. NASA provides science data products that cover a wide range of physical, geophysical, biochemical and other parameters, as well as services for interdisciplinary Earth science studies. Management and distribution of these products is administered through the Earth Observing System Data and Information System (EOSDIS) Distributed Active Archive Centers (DAACs), which all hold data within a different Earth science discipline. This paper will highlight selected EOS datasets and will focus on how these observations contribute to the improvement of essential services such as weather forecasting, climate prediction, air quality, and agricultural efficiency. Emphasis will be placed on new data products derived from instruments on board Terra, Aqua and ICESat as well as new regional data products and field campaigns. A variety of data tools and services are available to the user community. This paper will introduce primary and specialized DAAC-specific methods for finding, ordering and using these data products. Special sections will focus on orienting users unfamiliar with DAAC resources, HDF-EOS formatted data and the use of desktop research and application tools.

The Federation of Earth Science Information Partners (ESIP Federation): Facilitating Partnerships that Work to Bring Earth Science Data into Educational Settings

NASA Astrophysics Data System (ADS)

Freuder, R.; Ledley, T. S.; Dahlman, L.

2004-12-01

The Federation of Earth Science Information Partners (ESIP Federation, http://www.esipfed.org) formed seven years ago and now with 77 member organizations is working to "increase the quality and value of Earth science products and services .for the benefit of the ESIP Federation's stakeholder communities." Education (both formal and informal) is a huge audience that we serve. Partnerships formed by members within the ESIP Federation have created bridges that close the gap between Earth science data collection and research and the effective use of that Earth science data to explore concepts in Earth system science by the educational community. The Earth Exploration Toolbook is one of those successful collaborations. The Earth Exploration Toolbook (EET, http://serc.carleton.edu/eet) grew out of a need of the educational community (articulated by the Digital Library for Earth System Education (DLESE) community) to have better access to Earth science data and data analysis tools and help in effectively using them with students. It is a collection of web-accessible chapters, each featuring step-by-step instructions on how to use an Earth science dataset and data analysis tool to investigate an issue or concept in Earth system science. Each chapter also provides the teacher information on the outcome of the activity, grade level, standards addressed, learning goals, time required, and ideas for exploring further. The individual ESIP Federation partners alone could not create the EET. However, the ESIP Federation facilitated the partnering of members, drawing from data providers, researchers and education tool developers, to create the EET. Interest in the EET has grown since it went live with five chapters in July 2003. There are currently seven chapters with another six soon to be released. Monthly online seminars in which over a hundred educators have participated have given very positive feedback. Post workshop surveys from our telecon-online workshops indicate that

Exploring Secondary Science Teachers' Perceptions on the Goals of Earth Science Education in Taiwan

ERIC Educational Resources Information Center

Chang, Chun-Yen; Chang, Yueh-Hsia; Yang, Fang-Ying

2009-01-01

The educational reform movement since the 1990s has led the secondary earth science curriculum in Taiwan into a stage of reshaping. The present study investigated secondary earth science teachers' perceptions on the Goals of Earth Science Education (GESE). The GESE should express the statements of philosophy and purpose toward which educators…

Comparing Self-Regulatory and Early Academic Skills as Predictors of Later Math, Reading, and Science Elementary School Achievement

NASA Astrophysics Data System (ADS)

Murrah, William M., III

The achievement score gaps between advantaged and disadvantaged children at school entry is a major problem in education today. Identifying the skills critical for school readiness is an important step in developing interventions aimed at addressing these score gaps. The purpose of this study is to compare a number of school readiness skills with an eye toward finding out which are the best predictors of later academic achievement in math, reading, and science. The predictors were early reading, math, general knowledge, socioemotional skills, and motor skills. Data were obtained from the Early Childhood Longitudinal Study of 1998 (NCES, 1998) database. While controlling for an extensive set of family characteristics, predictions were made across five years - from the end of kindergarten to the end of fifth grade. Consistent with current findings, reading and math skills predicted later achievement. Interestingly, general knowledge, attention, and fine motor skills also proved to be important predictors of later academic achievement, but socioemotional skills were not. The findings were interpreted from a neurobiological perspective involving the development of self-regulation. These school entry skills are used to predict later achievement in reading, math, and science. I argued that in addition to acquiring early academic knowledge, children need to regulate the use of this knowledge to meet academic goals.

Reforming Earth science education in developing countries

NASA Astrophysics Data System (ADS)

Aswathanarayana, U.

Improving the employability of Earth science graduates by reforming Earth science instruction is a matter of concern to universities worldwide. It should, however, be self-evident that the developing countries cannot follow the same blueprint for change as the industrialized countries due to constraints of affordability and relevance. Peanuts are every bit as nutritious as almonds; if one with limited means has to choose between a fistful of peanuts and just one almond, it is wise to choose the peanuts. A paradigm proposed here would allow institutions in developing countries to impart good quality relevant Earth science instruction that would be affordable and lead to employment.

Semantic Web Data Discovery of Earth Science Data at NASA Goddard Earth Sciences Data and Information Services Center (GES DISC)

NASA Technical Reports Server (NTRS)

Hegde, Mahabaleshwara; Strub, Richard F.; Lynnes, Christopher S.; Fang, Hongliang; Teng, William

2008-01-01

Mirador is a web interface for searching Earth Science data archived at the NASA Goddard Earth Sciences Data and Information Services Center (GES DISC). Mirador provides keyword-based search and guided navigation for providing efficient search and access to Earth Science data. Mirador employs the power of Google's universal search technology for fast metadata keyword searches, augmented by additional capabilities such as event searches (e.g., hurricanes), searches based on location gazetteer, and data services like format converters and data sub-setters. The objective of guided data navigation is to present users with multiple guided navigation in Mirador is an ontology based on the Global Change Master directory (GCMD) Directory Interchange Format (DIF). Current implementation includes the project ontology covering various instruments and model data. Additional capabilities in the pipeline include Earth Science parameter and applications ontologies.

Teaching earth science

USGS Publications Warehouse

Alpha, Tau Rho; Diggles, Michael F.

1998-01-01

This CD-ROM contains 17 teaching tools: 16 interactive HyperCard 'stacks' and a printable model. They are separated into the following categories: Geologic Processes, Earthquakes and Faulting, and Map Projections and Globes. A 'navigation' stack, Earth Science, is provided as a 'launching' place from which to access all of the other stacks. You can also open the HyperCard Stacks folder and launch any of the 16 stacks yourself. In addition, a 17th tool, Earth and Tectonic Globes, is provided as a printable document. Each of the tools can be copied onto a 1.4-MB floppy disk and distributed freely.

Multi-Instrument Tools and Services to Access NASA Earth Science Data from the GSFC Earth Sciences Data and Information Services Center

NASA Technical Reports Server (NTRS)

Kempler, Steve; Leptoukh, Greg; Lynnes, Chris

2010-01-01

The presentation purpose is to describe multi-instrument tools and services that facilitate access and usability of NASA Earth science data at Goddard Space Flight Center (GSFC). NASA's Earth observing system includes 14 satellites. Topics include EOSDIS facilities and system architecture, and overview of GSFC Earth Science Data and Information Services Center (GES DISC) mission, Mirador data search, Giovanni, multi-instrument data exploration, Google Earth[TM], data merging, and applications.

Intermediate Trends in Math and Science Partnership-Related Changes in Student Achievement with Management Information System Data

ERIC Educational Resources Information Center

Dimitrov, Dimiter M.

2009-01-01

This substudy in the evaluation design of the Math and Science Partnership (MSP) Program Evaluation examines student proficiency in mathematics and science for the MSPs' schools in terms of changes across three years (2003/04, 2004/05, and 2005/06) and relationships with MSP-related variables using Management Information System data with the…

Increasing Opportunities and Success in Science, Math, Engineering and Technology Through Partnerships and Resource Convergence

NASA Astrophysics Data System (ADS)

Huebner, P.

2003-12-01

Bridging the geographic boundaries and providing educational opportunities is the goal of American Indian Programs at Arizona State University East. Since its inception in 1997, American Indian Programs has established programs and partnerships to provide opportunities and resources to Tribal communities throughout Arizona. From educational programs to enhance student achievement at the K-12 level to recruitment and retention of American Indian students at the post secondary level, American Indian Programs provides the resources to further the success of students in science, math, engineering and technology. Resource convergence is critical in providing opportunities to ensure the success of Indian students in science, math, engineering and technology. American Indian Programs has built successful programs based on partnerships between federal grant programs, corporate, federal and state agencies. Providing professional development for teachers, school assessment, science and math curriculum and data collection are the primary efforts at the K-12 level to increase student achievement. Enrichment programs to enhance K-12 activities include the development of the Arizona American Indian Science and Engineering Fair (the only State fair for American Indiana's in the country) supported entirely through corporate support, summer residential programs, after school activities and dual enrollment programs for high school students. ASU East's retention rate for first year students is 92 percent and 1in 6 graduating students enter graduate programs. American Indian Programs strives to build student relationships with federal, state and corporate agencies through internships and coops. This effort has led to the development of an E-mentoring program that allows students (and K-12 teachers) to work directly with practicing scientists, and engineers in research activities. New programs look to increase technology not only in Tribal schools but increase technology in the homes

Cross-Cutting Interoperability in an Earth Science Collaboratory

NASA Technical Reports Server (NTRS)

Lynnes, Christopher; Ramachandran, Rahul; Kuo, Kuo-Sen

2011-01-01

An Earth Science Collaboratory is: A rich data analysis environment with: (1) Access to a wide spectrum of Earth Science data, (3) A diverse set of science analysis services and tools, (4) A means to collaborate on data, tools and analysis, and (5)Supports sharing of data, tools, results and knowledge

Assessing Gains in Science Teaching Self-Efficacy after Completing an Inquiry-Based Earth Science Course

ERIC Educational Resources Information Center

Gray, Kyle

2017-01-01

Preservice elementary teachers are often required to take an Earth Science content course as part of their teacher education program but typically enter the course with little knowledge of key Earth Science concepts and are uncertain in their ability to teach science. This study investigated whether completing an inquiry-based Earth Science course…

Earth System Science Education Interdisciplinary Partnerships

NASA Astrophysics Data System (ADS)

Ruzek, M.; Johnson, D. R.

2002-05-01

Earth system science in the classroom is the fertile crucible linking science with societal needs for local, national and global sustainability. The interdisciplinary dimension requires fruitful cooperation among departments, schools and colleges within universities and among the universities and the nation's laboratories and agencies. Teaching and learning requires content which brings together the basic and applied sciences with mathematics and technology in addressing societal challenges of the coming decades. Over the past decade remarkable advances have emerged in information technology, from high bandwidth Internet connectivity to raw computing and visualization power. These advances which have wrought revolutionary capabilities and resources are transforming teaching and learning in the classroom. With the launching of NASA's Earth Observing System (EOS) the amount and type of geophysical data to monitor the Earth and its climate are increasing dramatically. The challenge remains, however, for skilled scientists and educators to interpret this information based upon sound scientific perspectives and utilize it in the classroom. With an increasing emphasis on the application of data gathered, and the use of the new technologies for practical benefit in the lives of ordinary citizens, there comes the even more basic need for understanding the fundamental state, dynamics, and complex interdependencies of the Earth system in mapping valid and relevant paths to sustainability. Technology and data in combination with the need to understand Earth system processes and phenomena offer opportunities for new and productive partnerships between researchers and educators to advance the fundamental science of the Earth system and in turn through discovery excite students at all levels in the classroom. This presentation will discuss interdisciplinary partnership opportunities for educators and researchers at the undergraduate and graduate levels.

An Analysis of Misconceptions in Science Textbooks: Earth Science in England and Wales

ERIC Educational Resources Information Center

King, Chris John Henry

2010-01-01

Surveys of the earth science content of all secondary (high school) science textbooks and related publications used in England and Wales have revealed high levels of error/misconception. The 29 science textbooks or textbook series surveyed (51 texts in all) showed poor coverage of National Curriculum earth science and contained a mean level of one…

An exploration of gender participation patterns in science competitions

NASA Astrophysics Data System (ADS)

Arámbula Greenfield, Teresa

This study investigated participation in a state-level science competition over most of its 35-year history. Issues examined included whether different gender patterns occurred with respect to entry rate, project topic (life science, physical science, earth science, and math), and project type (research or display). The study also examined to what extent the identified patterns reflected or contradicted nationwide patterns of girls' academic performance in science over roughly the same time period. It was found that although girls initially participated in the fair less frequently than boys, for the past 20 years their participation rate has been greater than that of boys. Examination of topic preferences over the years indicates that both girls and boys have traditionally favored life science; however, boys have been and continue to be more likely to prepare physical, earth, and math/computer science projects than girls. Another gender difference is that girls are generally less likely than boys to prepare projects based on experimental research as opposed to library research. The study provides some suggestions for teachers and teacher educators for addressing these disparities.Received: 4 February 1994; Revised: 12 January 1995;

Elementary Children's Retrodictive Reasoning about Earth Science

ERIC Educational Resources Information Center

Libarkin, Julie C.; Schneps, Matthew H.

2012-01-01

We report on interviews conducted with twenty-one elementary school children (grades 1-5) about a number of Earth science concepts. These interviews were undertaken as part of a teacher training video series designed specifically to assist elementary teachers in learning essential ideas in Earth science. As such, children were interviewed about a…

Examining the Features of Earth Science Logical Reasoning and Authentic Scientific Inquiry Demonstrated in a High School Earth Science Curriculum: A Case Study

ERIC Educational Resources Information Center

Park, Do-Yong; Park, Mira

2013-01-01

The purpose of this study was to investigate the inquiry features demonstrated in the inquiry tasks of a high school Earth Science curriculum. One of the most widely used curricula, Holt Earth Science, was chosen for this case study to examine how Earth Science logical reasoning and authentic scientific inquiry were related to one another and how…

Lessons from NASA Applied Sciences Program: Success Factors in Applying Earth Science in Decision Making

NASA Astrophysics Data System (ADS)

Friedl, L. A.; Cox, L.

2008-12-01

The NASA Applied Sciences Program collaborates with organizations to discover and demonstrate applications of NASA Earth science research and technology to decision making. The desired outcome is for public and private organizations to use NASA Earth science products in innovative applications for sustained, operational uses to enhance their decisions. In addition, the program facilitates the end-user feedback to Earth science to improve products and demands for research. The Program thus serves as a bridge between Earth science research and technology and the applied organizations and end-users with management, policy, and business responsibilities. Since 2002, the Applied Sciences Program has sponsored over 115 applications-oriented projects to apply Earth observations and model products to decision making activities. Projects have spanned numerous topics - agriculture, air quality, water resources, disasters, public health, aviation, etc. The projects have involved government agencies, private companies, universities, non-governmental organizations, and foreign entities in multiple types of teaming arrangements. The paper will examine this set of applications projects and present specific examples of successful use of Earth science in decision making. The paper will discuss scientific, organizational, and management factors that contribute to or impede the integration of the Earth science research in policy and management. The paper will also present new methods the Applied Sciences Program plans to implement to improve linkages between science and end users.

Elementary GLOBE: Inquiring About the Earth System Through Elementary Student Investigations

NASA Astrophysics Data System (ADS)

Henderson, S.; Hatheway, B.; Gardiner, L.; Gallagher, S.

2006-12-01

Elementary GLOBE was designed to introduce K-4 students to the study of Earth System Science (ESS). Elementary GLOBE forms an instructional unit comprised of five modules that address ESS and interrelated subjects including weather, hydrology, seasons, and soils. Each Elementary GLOBE module contains a science based storybook, classroom learning activities that complement the science content covered in each book, and teacher's notes. The storybooks explore a component of the Earth system and the associated classroom learning activities provide students with a meaningful introduction to technology, a basic understanding of the methods of inquiry, and connection to math and literacy skills. The science content in the books and activities serves as a springboard to GLOBE's scientific protocols. All Elementary GLOBE materials are freely downloadable (www.globe.gov/elementaryglobe) The use of science storybooks with elementary students has proven to be an effective practice in exposing students to science content while providing opportunities for students to improve their reading, writing, and oral communication skills. The Elementary GLOBE storybooks portray kids asking questions about the natural world, doing science investigations, and exploring the world around them. Through the storybook characters, scientific inquiry is modeled for young learners. The associated learning activities provide opportunities for students to practice science inquiry and investigation skills, including observation, recording, measuring, etc. Students also gain exposure and increase their comfort with different tools that scientists use. The learning activities give students experiences with asking questions, conducting scientific investigations, and scientific journaling. Elementary GLOBE fills an important niche in K-4 instruction. The international GLOBE Program brings together students, teachers, and scientists with the basic goals of increasing scientific understanding of the Earth

The Role of Social Support in Students' Perceived Abilities and Attitudes toward Math and Science

ERIC Educational Resources Information Center

Rice, Lindsay; Barth, Joan M.; Guadagno, Rosanna E.; Smith, Gabrielle P. A.; McCallum, Debra M.

2013-01-01

Social cognitive models examining academic and career outcomes emphasize constructs such as attitude, interest, and self-efficacy as key factors affecting students' pursuit of STEM (science, technology, engineering and math) courses and careers. The current research examines another under-researched component of social cognitive models: social…

"I Was Scared to Be the Stupid": Latinas in Residential Academies of Science and Math

ERIC Educational Resources Information Center

Sayman, Donna

2015-01-01

This study examines the experiences of Latinas in state residential academies of science, technology, engineering, and math (STEM). Goals of this project focused on understanding their experiences and identifying factors leading to the decision to enroll, along with issues contributing to retention. These schools represent powerful opportunities…

Board on Earth Sciences and Resources and its activities

DOE Office of Scientific and Technical Information (OSTI.GOV)

NONE

1995-06-01

The Board on Earth Sciences and Resources (BESR) coordinates, the National Research Council`s advice to the federal government on solid-earth science issues. The board identifies opportunities for advancing basic research and understanding, reports on applications of earth sciences in such areas as disaster mitigation and resource utilization, and analyzes the scientific underpinnings and credibility of earth science information for resource, environmental and other applications and policy decision. Committees operating under the guidance of the Board conducts studies addressing specific issues within the earth sciences. The current committees are as follows: Committee on Geophysical and Environmental Data; Mapping Sciences Committee; Committeemore » on Seismology; Committee on Geodesy; Rediscovering Geography Committee; Committee on Research Programs of the US Bureau of Mines. The following recent reports are briefly described: research programs of the US Bureau of Mines, first assessment 1994; Mount Rainier, active cascade volcano; the national geomagnetic initiative; reservoir class field demonstration program; solid-earth sciences and society; data foundation for the national spatial infrastructure; promoting the national spatial data infrastructure through partnerships; toward a coordinated spatial data infrastructure for the nation; and charting a course into the digital era; guidance to the NOAA`s nautical charting mission.« less

The Denali Earth Science Education Project

NASA Astrophysics Data System (ADS)

Hansen, R. A.; Stachnik, J. C.; Roush, J. J.; Siemann, K.; Nixon, I.

2004-12-01

In partnership with Denali National Park and Preserve and the Denali Institute, the Alaska Earthquake Information Center (AEIC) will capitalize upon an extraordinary opportunity to raise public interest in the earth sciences. A coincidence of events has made this an ideal time for outreach to raise awareness of the solid earth processes that affect all of our lives. On November 3, 2002, a M 7.9 earthquake occurred on the Denali Fault in central Alaska, raising public consciousness of seismic activity in this state to a level unmatched since the M 9.2 "Good Friday" earthquake of 1964. Shortly after the M 7.9 event, a new public facility for scientific research and education in Alaska's national parks, the Murie Science and Learning Center, was constructed at the entrance to Denali National Park and Preserve only 43 miles from the epicenter of the Denali Fault Earthquake. The AEIC and its partners believe that these events can be combined to form a synergy for the creation of unprecedented opportunities for learning about solid earth geophysics among all segments of the public. This cooperative project will undertake the planning and development of education outreach mechanisms and products for the Murie Science and Learning Center that will serve to educate Alaska's residents and visitors about seismology, tectonics, crustal deformation, and volcanism. Through partnerships with Denali National Park and Preserve, this cooperative project will include the Denali Institute (a non-profit organization that assists the National Park Service in operating the Murie Science and Learning Center) and Alaska's Denali Borough Public School District. The AEIC will also draw upon the resources of long standing state partners; the Alaska Division of Geological & Geophysical Surveys and the Alaska Division of Homeland Security and Emergency Services. The objectives of this project are to increase public awareness and understanding of the solid earth processes that affect life in

SCDC Spanish Curricula Units. Science/Math Strand, Unit 6, Grade 2, Supplement & Ditto Packet.

ERIC Educational Resources Information Center

Spanish Curricula Development Center, Miami Beach, FL.

The supplement and ditto packet to the science-math strand of unit six for second graders features visual materials to help the teacher carry out the instructional and assessment activities for the unit's four kits. Illustrations are provided to help stimulate oral language and conceptual development. Some are designed to be cut out for…

An Analysis of Earth Science Data Analytics Use Cases

NASA Technical Reports Server (NTRS)

Shie, Chung-Lin; Kempler, Steve

2014-01-01

The increase in the number and volume, and sources, of globally available Earth science data measurements and datasets have afforded Earth scientists and applications researchers unprecedented opportunities to study our Earth in ever more sophisticated ways. In fact, the NASA Earth Observing System Data Information System (EOSDIS) archives have doubled from 2007 to 2014, to 9.1 PB (Ramapriyan, 2009; and https:earthdata.nasa.govaboutsystem-- performance). In addition, other US agency, international programs, field experiments, ground stations, and citizen scientists provide a plethora of additional sources for studying Earth. Co--analyzing huge amounts of heterogeneous data to glean out unobvious information is a daunting task. Earth science data analytics (ESDA) is the process of examining large amounts of data of a variety of types to uncover hidden patterns, unknown correlations and other useful information. It can include Data Preparation, Data Reduction, and Data Analysis. Through work associated with the Earth Science Information Partners (ESIP) Federation, a collection of Earth science data analytics use cases have been collected and analyzed for the purpose of extracting the types of Earth science data analytics employed, and requirements for data analytics tools and techniques yet to be implemented, based on use case needs. ESIP generated use case template, ESDA use cases, use case types, and preliminary use case analysis (this is a work in progress) will be presented.

NASA's Earth Science Flight Program overview

NASA Astrophysics Data System (ADS)

Neeck, Steven P.; Volz, Stephen M.

2011-11-01

NASA's Earth Science Division (ESD) conducts pioneering work in Earth system science, the interdisciplinary view of Earth that explores the interaction among the atmosphere, oceans, ice sheets, land surface interior, and life itself that has enabled scientists to measure global and climate changes and to inform decisions by governments, organizations, and people in the United States and around the world. The ESD makes the data collected and results generated by its missions accessible to other agencies and organizations to improve the products and services they provide, including air quality indices, disaster management, agricultural yield projections, and aviation safety. In addition to four missions now in development and 14 currently operating on-orbit, the ESD is now developing the first tier of missions recommended by the 2007 Earth Science Decadal Survey and is conducting engineering studies and technology development for the second tier. Furthermore, NASA's ESD is planning implementation of a set of climate continuity missions to assure availability of key data sets needed for climate science and applications. These include a replacement for the Orbiting Carbon Observatory (OCO), OCO-2, planned for launch in 2013; refurbishment of the SAGE III atmospheric chemistry instrument to be hosted by the International Space Station (ISS) as early as 2014; and the Gravity Recovery and Climate Experiment Follow-On (GRACE FO) mission scheduled for launch in 2016. The new Earth Venture (EV) class of missions is a series of uncoupled, low to moderate cost, small to medium-sized, competitively selected, full orbital missions, instruments for orbital missions of opportunity, and sub-orbital projects.

EOS Reference Handbook 1999: A Guide to NASA's Earth Science Enterprise and the Earth Observing System

NASA Technical Reports Server (NTRS)

King, M. D. (Editor); Greenstone, R. (Editor)

2000-01-01

The content of this handbook includes Earth Science Enterprise; The Earth Observing System; EOS Data and Information System (EOSDIS); Data and Information Policy; Pathfinder Data Sets; Earth Science Information Partners and the Working Prototype-Federation; EOS Data Quality: Calibration and Validation; Education Programs; International Cooperation; Interagency Coordination; Mission Elements; EOS Instruments; EOS Interdisciplinary Science Investigations; and Points-of-Contact.

Teaching Minds, Healing Bodies: A Canadian College Encourages Students to Enter Health Careers by Emphasizing Math and Science Skills.

ERIC Educational Resources Information Center

Jalan, Rahael

1992-01-01

Describes Saskatchewan Indian Federated College's preprofessional, university-level science program and its focus on building math and science skills and on Indian culture, traditional medicine, current and future health care needs, and the goals of Indian people. Reports departmentwide enrollment increases. (DMM)

NASA's Earth Venture-1 (EV-1) Airborne Science Investigations

NASA Technical Reports Server (NTRS)

Guillory, A.; Denkins, T.; Allen, B. Danette; Braun, Scott A.; Crawford, James H.; Jensen, Eric J.; Miller, Charles E.; Moghaddam, Mahta; Maring, Hal

2011-01-01

In 2010, NASA announced the first Earth Venture (EV-1) selections in response to a recommendation made by the National Research Council for low-cost investigations fostering innovation in Earth science. The five EV-1 investigations span the Earth science focus areas of atmosphere, weather, climate, water and energy and, carbon and represent earth science researchers from NASA as well as other government agencies, academia and industry from around the world. The EV-1 missions are: 1) Airborne Microwave Observatory of Subcanopy and Subsurface (AirMOSS), 2) Airborne Tropical Tropopause Experiment (ATTREX), 3) Carbon in Arctic Reservoirs Vulnerability Experiment (CARVE), 4) Deriving Information on Surface Conditions from Column and Vertically Resolved Observations Relevant to Air Quality (DISCOVER-AQ), and 5) Hurricane And Severe Storm Sentinel (HS3). The Earth Venture missions are managed out of the Earth System Science Pathfinder (ESSP) Program Office (Allen, et. al. 2010b)

Make Earth science education as dynamic as Earth itself

NASA Astrophysics Data System (ADS)

Lautenbacher, Conrad C.; Groat, Charles G.

2004-12-01

The images of rivers spilling over their banks and washing away entire towns, buildings decimated to rubble by the violent shaking of the Earth's plates, and molten lava flowing up from inside the Earth's core are constant reminders of the power of the Earth. Humans are simply at the whim of the forces of Mother Nature—or are we? Whether it is from a great natural disaster, a short-term weather event like El Nino, or longer-term processes like plate tectonics, Earth processes affect us all. Yet,we are only beginning to scratch the surface of our understanding of Earth sciences. We believe the day will come when our understanding of these dynamic Earth processes will prompt better policies and decisions about saving lives and property. One key place to start is in America's classrooms.

Evolving Metadata in NASA Earth Science Data Systems

NASA Astrophysics Data System (ADS)

Mitchell, A.; Cechini, M. F.; Walter, J.

2011-12-01

NASA's Earth Observing System (EOS) is a coordinated series of satellites for long term global observations. NASA's Earth Observing System Data and Information System (EOSDIS) is a petabyte-scale archive of environmental data that supports global climate change research by providing end-to-end services from EOS instrument data collection to science data processing to full access to EOS and other earth science data. On a daily basis, the EOSDIS ingests, processes, archives and distributes over 3 terabytes of data from NASA's Earth Science missions representing over 3500 data products ranging from various types of science disciplines. EOSDIS is currently comprised of 12 discipline specific data centers that are collocated with centers of science discipline expertise. Metadata is used in all aspects of NASA's Earth Science data lifecycle from the initial measurement gathering to the accessing of data products. Missions use metadata in their science data products when describing information such as the instrument/sensor, operational plan, and geographically region. Acting as the curator of the data products, data centers employ metadata for preservation, access and manipulation of data. EOSDIS provides a centralized metadata repository called the Earth Observing System (EOS) ClearingHouse (ECHO) for data discovery and access via a service-oriented-architecture (SOA) between data centers and science data users. ECHO receives inventory metadata from data centers who generate metadata files that complies with the ECHO Metadata Model. NASA's Earth Science Data and Information System (ESDIS) Project established a Tiger Team to study and make recommendations regarding the adoption of the international metadata standard ISO 19115 in EOSDIS. The result was a technical report recommending an evolution of NASA data systems towards a consistent application of ISO 19115 and related standards including the creation of a NASA-specific convention for core ISO 19115 elements. Part of

Increasing Diversity in the Earth Sciences (IDES) - An Oregon Effort

NASA Astrophysics Data System (ADS)

de Silva, S. L.; Duncan, R. A.; Wright, D. J.; de Silva, L.; Guerrero, E. F.

2011-12-01

The IDES (Increasing Diversity in Earth Sciences) Program is the first partnership of its kind in the state of Oregon targeted at broadening participation in the Earth Science enterprise. Funded by the National Science Foundation Opportunities to Enhance Diversity in the Geosciences program (NSF-OEDG), this partnership involves community colleges, a research university with major strengths in Earth Science research and education and an institutionalized commitment to enhancing diversity, state and federal agencies, centers of informal education, and the Oregon Space Grant Consortium, IDES has two integrated goals: 1) to increase the number of students from under-represented groups who pursue careers in Earth Science research and education, and 2) to strengthen the understanding of Earth Sciences and their relevance to society among broad and diverse segments of the population. Built around the best practices of tiered mentoring, interactive student cohort, research and education internships, and financial support, this 4-year program recruits 10 to 12 students (mainly rising juniors) each year from science majors at Oregon State University and five Oregon community colleges. The program is reaching its goals by: a) training participants in the application of geospatial to Earth Science problems of personal relevance b) immersing participants in a two-year mentored research project that involves summer internships with academic units, state and federal agencies, and centers for informal education in Oregon. c) exposing, educating, and involving participants in the breadth of Earth Science careers through contact with Earth Science professionals through mentors, a professional internship, and a learning community that includes a speaker series. d) instilling an understanding of context and relevance of the Earth Science Enterprise to the participants, their families, their communities, and the general public. We report on the first two years of this program during

What Makes Earth and Space Science Sexy? A Model for Developing Systemic Change in Earth and Space Systems Science Curriculum and Instruction

NASA Astrophysics Data System (ADS)

Slutskin, R. L.

2001-12-01

Earth and Space Science may be the neglected child in the family of high school sciences. In this session, we examine the strategies that Anne Arundel County Public Schools and NASA Goddard Space Flight Center used to develop a dynamic and highly engaging program which follows the vision of the National Science Education Standards, is grounded in key concepts of NASA's Earth Science Directorate, and allows students to examine and apply the current research of NASA scientists. Find out why Earth/Space Systems Science seems to have usurped biology and has made students, principals, and teachers clamor for similar instructional practices in what is traditionally thought of as the "glamorous" course.

Graduate Student and High School Teacher Partnerships Implementing Inquiry-Based Lessons in Earth Science

NASA Astrophysics Data System (ADS)

Smith, M. A.; Preston, L.; Graham, K.

2007-12-01

Partnering science graduate students with high school teachers in their classroom is a mutually beneficial relationship. Graduate students who may become future university level faculty are exposed to teaching, classroom management, outreach scholarship, and managing time between teaching and research. Teachers benefit by having ready access to knowledgeable scientists, a link to university resources, and an additional adult in the classroom. Partnerships in Research Opportunities to Benefit Education (PROBE), a recent NSF funded GK-12 initiative, formed partnerships between science and math graduate students from the University of New Hampshire (UNH) and local high school science teachers. A primary goal of this program was to promote inquiry-based science lessons. The teacher-graduate student teams worked together approximately twenty hours per week on researching, preparing, and implementing new lessons and supervising student-led projects. Several new inquiry-based activities in Geology and Astronomy were developed as a result of collaboration between an Earth Science graduate student and high school teacher. For example, a "fishbowl" activity was very successful in sparking a classroom discussion about how minerals are used in industrial materials. The class then went on to research how to make their own paint using minerals. This activity provided a capstone project at the end of the unit about minerals, and made real world connections to the subject. A more involved geology lesson was developed focusing on the currently popular interest in forensics. Students were assigned with researching how geology can play an important part in solving a crime. When they understood the role of geologic concepts within the scope of the forensic world, they used techniques to solve their own "crime". Astronomy students were responsible for hosting and teaching middle school students about constellations, using a star- finder, and operating an interactive planetarium

Increasing participation in the Earth sciences through engagement of K-12 educators in Earth system science analysis, inquiry and problem- based learning and teaching

NASA Astrophysics Data System (ADS)

Burrell, S.

2012-12-01

Given low course enrollment in geoscience courses, retention in undergraduate geoscience courses, and granting of BA and advanced degrees in the Earth sciences an effective strategy to increase participation in this field is necessary. In response, as K-12 education is a conduit to college education and the future workforce, Earth science education at the K-12 level was targeted with the development of teacher professional development around Earth system science, inquiry and problem-based learning. An NSF, NOAA and NASA funded effort through the Institute for Global Environmental Strategies led to the development of the Earth System Science Educational Alliance (ESSEA) and dissemination of interdisciplinary Earth science content modules accessible to the public and educators. These modules formed the basis for two teacher workshops, two graduate level courses for in-service teachers and two university course for undergraduate teacher candidates. Data from all three models will be presented with emphasis on the teacher workshop. Essential components of the workshop model include: teaching and modeling Earth system science analysis; teacher development of interdisciplinary, problem-based academic units for implementation in the classroom; teacher collaboration; daily workshop evaluations; classroom observations; follow-up collaborative meetings/think tanks; and the building of an on-line professional community for continued communication and exchange of best practices. Preliminary data indicate increased understanding of Earth system science, proficiency with Earth system science analysis, and renewed interest in innovative delivery of content amongst teachers. Teacher-participants reported increased student engagement in learning with the implementation of problem-based investigations in Earth science and Earth system science thinking in the classroom, however, increased enthusiasm of the teacher acted as a contributing factor. Teacher feedback on open

Sun-Earth Day: Exposing the Public to Sun-Earth Connection Science

NASA Astrophysics Data System (ADS)

Thieman, J. R.; Lewis, E.; Cline, T.

2001-12-01

The year 2001 marked the first observance of Sun-Earth Day as an event to celebrate the strong interconnection of the life we have on Earth and the dependence of it on the dynamic influence of the Sun. The science of the Sun-Earth Connection has grown dramatically with new satellite and ground-based studies of the Sun and the Sun's extended "atmosphere" in which we live. Space weather is becoming a more common concept that people know can affect their lives. An understanding of the importance of the Sun's dynamic behavior and how this shapes the solar system and especially the Earth is the aim of Sun-Earth Day. The first Sun-Earth event actually took place over two days, April 27 and 28, 2001, in order to accommodate all the events which were planned both in the classroom on Friday the 27th and in more informal settings on Saturday the 28th. The Sun-Earth Connection Education Forum (SECEF) organized the creation of ten thousand packets of educational materials about Sun-Earth Day and distributed them mostly to teachers who were trained to use them in the classroom. Many packets, however, went to science centers, museums, and planetariums as resource materials for programs associated with Sun-Earth Day. Over a hundred scientists used the event as an opportunity to communicate their love of science to audiences in these informal settings. Sun-Earth Day was also greatly assisted by the Amateur Astronomical Society which used the event as a theme for their annual promotion of astronomy in programs given around the country. The Solar and Heliospheric Observatory (SOHO), a satellite mission jointly sponsored by NASA and the European Space Agency (ESA), used Sun-Earth Day in conjunction with the fifth anniversary celebration of SOHO as a basis for many programs and events, especially a large number of happenings in Europe. These included observing parties, art exhibits, demonstrations, etc. Examples of some of the innovative ways that Sun-Earth Day was brought into people

Advancing participation of blind students in Science, Technology, Engineering, and Math

NASA Astrophysics Data System (ADS)

Beck-Winchatz, Bernhard; Riccobono, Mark A.

2008-12-01

Like their sighted peers, many blind students in elementary, middle, and high school are naturally interested in space. This interest can motivate them to learn fundamental scientific, quantitative, and critical thinking skills, and sometimes even lead to careers in Science, Technology, Engineering, and Math (STEM) disciplines. However, these students are often at a disadvantage in science because of the ubiquity of important graphical information that is generally not available in accessible formats, the unfamiliarity of teachers with non-visual teaching methods, lack of access to blind role models, and the low expectations of their teachers and parents. We discuss joint efforts by the National Aeronautics and Space Administration (NASA) and the National Federation of the Blind’s (NFB) National Center for Blind Youth in Science (NCBYS) to develop and implement strategies to promote opportunities for blind youth in science. These include the development of tactile space science books and curriculum materials, science academies for blind middle school and high school students, and college-level internship and mentoring programs. The partnership with the NFB exemplifies the effectiveness of collaborations between NASA and consumer-directed organizations to improve opportunities for underserved and underrepresented individuals.

Overview of NASA's Earth Science Data Systems

NASA Technical Reports Server (NTRS)

McDonald, Kenneth

2004-01-01

For over the last 15 years, NASA's Earth Science Enterprise (ESE) has devoted a tremendous effort to design and build the Earth Observing System (EOS) Data and Information System (EOSDIS) to acquire, process, archive and distribute the data of the EOS series of satellites and other ESE missions and field programs. The development of EOSDIS began with an early prototype to support NASA data from heritage missions and progressed through a formal development process to today's system that supports the data from multiple missions including Landsat 7, Terra, Aqua, SORCE and ICESat. The system is deployed at multiple Distributed Active Archive Centers (DAACs) and its current holdings are approximately 4.5 petabytes. The current set of unique users requesting EOS data and information products exceeds 2 million. While EOSDIS has been the centerpiece of NASA's Earth Science Data Systems, other initiatives have augmented the services of EOSDIS and have impacted its evolution and the future directions of data systems within the ESE. ESDIS had an active prototyping effort and has continued to be involved in the activities of the Earth Science Technology Office (ESTO). In response to concerns from the science community that EOSDIS was too large and monolithic, the ESE initiated the Earth Science Information Partners (ESP) Federation Experiment that funded a series of projects to develop specialized products and services to support Earth science research and applications. Last year, the enterprise made 41 awards to successful proposals to the Research, Education and Applications Solutions Network (REASON) Cooperative Agreement Notice to continue and extend the ESP activity. The ESE has also sponsored a formulation activity called the Strategy for the Evolution of ESE Data Systems (SEEDS) to develop approaches and decision support processes for the management of the collection of data system and service providers of the enterprise. Throughout the development of its earth science

Building Interest in Math and Science for Rural and Underserved Elementary School Children Using Robots

ERIC Educational Resources Information Center

Matson, Eric; DeLoach, Scott; Pauly, Robyn

2004-01-01

The "Robot Roadshow Program" is designed to increase the interest of elementary school children in technical disciplines, specifically math and science. The program focuses on children from schools categorized as rural or underserved, which often have limited access to advanced technical resources. We developed the program using robots…

Quinceaneras and Quadratics: Experiences of Latinas in State-Supported Residential Schools of Science and Math

ERIC Educational Resources Information Center

Sayman, Donna M.

2013-01-01

This qualitative study sought to understand the experiences of Latinas enrolled in residential state schools of science, technology, engineering, and math (STEM). Goals of the study focused on understanding experiences and identifying factors such as decisions to enroll, barriers and supports, and issues contributing to retention. These schools…

The Math–Biology Values Instrument: Development of a Tool to Measure Life Science Majors’ Task Values of Using Math in the Context of Biology

PubMed Central

Andrews, Sarah E.; Runyon, Christopher; Aikens, Melissa L.

2017-01-01

In response to calls to improve the quantitative training of undergraduate biology students, there have been increased efforts to better integrate math into biology curricula. One challenge of such efforts is negative student attitudes toward math, which are thought to be particularly prevalent among biology students. According to theory, students’ personal values toward using math in a biological context will influence their achievement and behavioral outcomes, but a validated instrument is needed to determine this empirically. We developed the Math–Biology Values Instrument (MBVI), an 11-item college-level self-­report instrument grounded in expectancy-value theory, to measure life science students’ interest in using math to understand biology, the perceived usefulness of math to their life science career, and the cost of using math in biology courses. We used a process that integrates multiple forms of validity evidence to show that scores from the MBVI can be used as a valid measure of a student’s value of math in the context of biology. The MBVI can be used by instructors and researchers to help identify instructional strategies that influence math–biology values and understand how math–biology values are related to students’ achievement and decisions to pursue more advanced quantitative-based courses. PMID:28747355

SCDC Spanish Curricula Units. Science/Math Strand, Unit 7, Grade 3, Supplement & Ditto Packet.

ERIC Educational Resources Information Center

Spanish Curricula Development Center, Miami Beach, FL.

Instructional aids for classroom use and worksheets which may be reproduced for individual seatwork are included in these support materials for unit seven of the science/math strand developed for Spanish-speaking students in grade three. They are designed to be used with the teacher's guide to the unit, which contains a timetable for their use.…

SCDC Spanish Curricula Units. Science/Math Strand, Unit 4, Grade 2, Supplements & Ditto Packet.

ERIC Educational Resources Information Center

Spanish Curricula Development Center, Miami Beach, FL.

Designed for use with unit four of the science/math strand for second graders, the supplement and ditto packet contain visuals, worksheets, and instructional aids referred to in the teacher's guide corresponding to this unit. The brief introductions to kits 13-16 are written in both English and Spanish; all classroom materials for students are in…

75 FR 81315 - Earth Sciences Proposal Review Panel; Notice of Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2010-12-27

... NATIONAL SCIENCE FOUNDATION Earth Sciences Proposal Review Panel; Notice of Meeting In accordance... announces the following meeting. Name: Proposal Review Panel in Earth Sciences (1569). Date and Time... Kelz, Program Director, Instrumentation & Facilities Program, Division of Earth Sciences, Room 785...

Space and Earth Science Data Compression Workshop

NASA Technical Reports Server (NTRS)

Tilton, James C. (Editor)

1991-01-01

The workshop explored opportunities for data compression to enhance the collection and analysis of space and Earth science data. The focus was on scientists' data requirements, as well as constraints imposed by the data collection, transmission, distribution, and archival systems. The workshop consisted of several invited papers; two described information systems for space and Earth science data, four depicted analysis scenarios for extracting information of scientific interest from data collected by Earth orbiting and deep space platforms, and a final one was a general tutorial on image data compression.

Virtual Collections: An Earth Science Data Curation Service

NASA Astrophysics Data System (ADS)

Bugbee, K.; Ramachandran, R.; Maskey, M.; Gatlin, P. N.

2016-12-01

The role of Earth science data centers has traditionally been to maintain central archives that serve openly available Earth observation data. However, in order to ensure data are as useful as possible to a diverse user community, Earth science data centers must move beyond simply serving as an archive to offering innovative data services to user communities. A virtual collection, the end product of a curation activity that searches, selects, and synthesizes diffuse data and information resources around a specific topic or event, is a data curation service that improves the discoverability, accessibility and usability of Earth science data and also supports the needs of unanticipated users. Virtual collections minimize the amount of time and effort needed to begin research by maximizing certainty of reward and by providing a trustworthy source of data for unanticipated users. This presentation will define a virtual collection in the context of an Earth science data center and will highlight a virtual collection case study created at the Global Hydrology Resource Center data center.

Virtual Collections: An Earth Science Data Curation Service

NASA Technical Reports Server (NTRS)

Bugbee, Kaylin; Ramachandran, Rahul; Maskey, Manil; Gatlin, Patrick

2016-01-01

The role of Earth science data centers has traditionally been to maintain central archives that serve openly available Earth observation data. However, in order to ensure data are as useful as possible to a diverse user community, Earth science data centers must move beyond simply serving as an archive to offering innovative data services to user communities. A virtual collection, the end product of a curation activity that searches, selects, and synthesizes diffuse data and information resources around a specific topic or event, is a data curation service that improves the discoverability, accessibility, and usability of Earth science data and also supports the needs of unanticipated users. Virtual collections minimize the amount of the time and effort needed to begin research by maximizing certainty of reward and by providing a trustworthy source of data for unanticipated users. This presentation will define a virtual collection in the context of an Earth science data center and will highlight a virtual collection case study created at the Global Hydrology Resource Center data center.

Revolutions in the earth sciences

PubMed Central

Allègre, C.

1999-01-01

The 20th century has been a century of scientific revolutions for many disciplines: quantum mechanics in physics, the atomic approach in chemistry, the nonlinear revolution in mathematics, the introduction of statistical physics. The major breakthroughs in these disciplines had all occurred by about 1930. In contrast, the revolutions in the so-called natural sciences, that is in the earth sciences and in biology, waited until the last half of the century. These revolutions were indeed late, but they were no less deep and drastic, and they occurred quite suddenly. Actually, one can say that not one but three revolutions occurred in the earth sciences: in plate tectonics, planetology and the environment. They occurred essentially independently from each other, but as time passed, their effects developed, amplified and started interacting. These effects continue strongly to this day.

New Millenium Program Serving Earth and Space Sciences

NASA Technical Reports Server (NTRS)

Li, Fuk

1999-01-01

A cross-Enterprise program is to identify and validate flight breakthrough technologies that will significantly benefit future space science and earth science missions. The breakthrough technologies are: enable new capabilities to meet earth and space science needs and reducing costs of future missions. The flight validation are: mitigates risks to first users and enables rapid technology infusion into future missions.

Math Avoidance: A Barrier to American Indian Science Education and Science Careers.

ERIC Educational Resources Information Center

Green, Rayna

1978-01-01

For American Indian students, math anxiety and math avoidance are the most serious obstacles to general education and to the choice of scientific careers. Indian students interviewed generally exhibited fear and loathing of mathematics and a major lack of basic skills which were caused by a missing or negative impression of the mathematics…

"Space on Earth:" A Learning Community Integrating English, Math, and Science

ERIC Educational Resources Information Center

Fortna, Joanna; Sullivan, Jim

2010-01-01

Imagine a mathematics instructor and English instructor sharing an office; scribbled equations litter one desk, snatches of poetry the other. Our learning community, "Space on Earth," grew from conversations in just such an office where we bridged our own disciplinary gap and discovered a shared passion for helping students apply the concepts and…

Evaluation of the Effectiveness of the Alabama Math, Science, and Technology Initiative (AMSTI). Final Report. NCEE 2012-4008

ERIC Educational Resources Information Center

Newman, Denis; Finney, Pamela B.; Bell, Steve; Turner, Herb; Jaciw, Andrew P.; Zacamy, Jenna L.; Gould, Laura Feagans

2012-01-01

This report presents the results of an experiment conducted in Alabama beginning in the 2006/07 school year, to determine the effectiveness of the Alabama Math, Science, and Technology Initiative (AMSTI), which aims to improve mathematics and science achievement in the state's K-12 schools. This study is the first randomized controlled trial…

Implications of the Next Generation Science Standards for Earth and Space Sciences

NASA Astrophysics Data System (ADS)

Wysession, M. E.; Colson, M.; Duschl, R. A.; Huff, K.; Lopez, R. E.; Messina, P.; Speranza, P.; Matthews, T.; Childress, J.

2012-12-01

The Next Generation Science Standards (NGSS), due to be released in 2013, set a new direction for K-12 science education in America. These standards will put forth significant changes for Earth and space sciences. The NGSS are based upon the recommendations of the National Research Council's 2011 report "A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas." The standards are being written by a large group of authors who represent many different constituencies, including 26 participating states, in a process led by Achieve, Inc. The standards encourage innovative ways to teach science at the K-12 level, including enhanced integration between the content, practices, and crosscutting ideas of science and greater assimilation among the sciences and engineering, and among the sciences, mathematics, and English language arts. The NGSS presents a greater emphasis on Earth and space sciences than in previous standards, recommending a year at both the middle and high school levels. The new standards also present a greater emphasis on areas of direct impact between humans and the Earth system, including climate change, natural hazards, resource management, and sustainability.

UNESCO’s New Earth Science Education Initiative for Africa

NASA Astrophysics Data System (ADS)

Missotten, R.; Gaines, S. M.; de Mulder, E. F.

2009-12-01

The United Nations Education Science Culture and Communication Organization (UNESCO) has recently launched a new Earth Science Education Initiative in Africa. The overall intention of this Initiative is to support the development of the next generation of earth scientists in Africa who are equipped with the necessary tools, networks and perspectives to apply sound science to solving and benefiting from the challenges and opportunities of sustainable development. The opportunities in the earth sciences are great, starting with traditional mineral extraction and extending into environmental management such as climate change adaptation, prevention of natural hazards, and ensuring access to drinking water. The Earth Science Education Initiative has received strong support from many different types of partners. Potential partners have indicated an interest to participate as organizational partners, content providers, relevant academic institutes, and funders. Organizational partners now include the Geological Society of Africa (GSAf), International Center for Training and Exchanges in the Geosciences (CIFEG), Association of African Women Geoscientists (AAWG), International Year of Planet Earth (IYPE), and International Union of Geological Sciences (IUGS). The activities and focus of the Initiative within the overall intention is being developed in a participatory manner through a series of five regional workshops in Africa. The objective of these workshops is to assess regional capacities and needs in earth science education, research and industry underlining existing centers of excellence through conversation with relevant regional and international experts and plotting the way ahead for earth science education. This talk will provide an update on the outcomes of the first three workshops which have taken place in Luanda, Angola; Assiut, Egypt; and Cape Town; South Africa.

A Rural Math, Science, and Technology Elementary School Tangled up in Global Networks of Practice

ERIC Educational Resources Information Center

Carlone, Heidi B.; Kimmel, Sue; Tschida, Christina

2010-01-01

This is an ethnographic study of a newly created math, science, and technology elementary magnet school in a rural community fiercely committed to cultural preservation while facing unprecedented economic instability brought on by massive loss of manufacturing jobs. Our goal was to understand global- and community-level contexts that influenced…

Service Learning within a Secondary Math and Science Teacher Education Program: Preservice MAT Teachers' Perspectives

ERIC Educational Resources Information Center

Borgerding, Lisa A.; Caniglia, Joanne

2017-01-01

Previous literature suggests that service learning may offer new opportunities to support the development of preservice science and math teachers, but few studies examine service learning beyond isolated teaching events. In this qualitative study, we attempt to improve upon this literature by following Master of Arts in Teaching (MAT) students'…

NASA's Earth Science Data Systems Standards Process Experiences

NASA Technical Reports Server (NTRS)

Ullman, Richard E.; Enloe, Yonsook

2007-01-01

NASA has impaneled several internal working groups to provide recommendations to NASA management on ways to evolve and improve Earth Science Data Systems. One of these working groups is the Standards Process Group (SPC). The SPG is drawn from NASA-funded Earth Science Data Systems stakeholders, and it directs a process of community review and evaluation of proposed NASA standards. The working group's goal is to promote interoperability and interuse of NASA Earth Science data through broader use of standards that have proven implementation and operational benefit to NASA Earth science by facilitating the NASA management endorsement of proposed standards. The SPC now has two years of experience with this approach to identification of standards. We will discuss real examples of the different types of candidate standards that have been proposed to NASA's Standards Process Group such as OPeNDAP's Data Access Protocol, the Hierarchical Data Format, and Open Geospatial Consortium's Web Map Server. Each of the three types of proposals requires a different sort of criteria for understanding the broad concepts of "proven implementation" and "operational benefit" in the context of NASA Earth Science data systems. We will discuss how our Standards Process has evolved with our experiences with the three candidate standards.

Earth Science in 1970

ERIC Educational Resources Information Center

Geotimes, 1971

1971-01-01

Reviews advancements in earth science during 1970 in each of these areas: economic geology (fuels), economic geology (metals), economic geology (nonmetals), environmental geology, geochemistry, manpower, hydrology, mapping, marine geology, mineralogy, paleontology, plate tectonics, politics and geology, remote sensing, and seismology. (PR)

Math and science technology access and use in South Dakota public schools grades three through five

NASA Astrophysics Data System (ADS)

Schwietert, Debra L.

The development of K-12 technology standards, soon to be added to state testing of technology proficiency, and the increasing presence of computers in homes and classrooms reflects the growing importance of technology in current society. This study examined math and science teachers' responses on a survey of technology use in grades three through five in South Dakota. A researcher-developed survey instrument was used to collect data from a random sample of 100 public schools throughout the South Dakota. Forced choice and open-ended responses were recorded. Most teachers have access to computers, but they lack resources to purchase software for their content areas, especially in science areas. Three-fourths of teachers in this study reported multiple computers in their classrooms and 67% reported access to labs in other areas of the school building. These numbers are lower than the national average of 84% of teachers with computers in their classrooms and 95% with access to computers elsewhere in the building (USDOE, 2000). Almost eight out of 10 teachers noted time as a barrier to learning more about educational software. Additional barriers included lack of school funds (38%), access to relevant training (32%), personal funds (30%), and poor quality of training (7%). Teachers most often use math and science software as supplemental, with practice tutorials cited as another common use. The most common interest for software was math for both boys and girls. The second most common choice for boys was science and for girls, language arts. Teachers reported that there was no preference for either individual or group work on computers for girls or boys. Most teachers do not systematically evaluate software for gender preferences, but review software over subjectively.

Connecting NASA science and engineering with earth science applications

USDA-ARS?s Scientific Manuscript database

The National Research Council (NRC) recently highlighted the dual role of NASA to support both science and applications in planning Earth observations. This Editorial reports the efforts of the NASA Soil Moisture Active Passive (SMAP) mission to integrate applications with science and engineering i...

Earth Science Education in Sudan

NASA Astrophysics Data System (ADS)

Abdullatif, Osman M.; Farwa, Abdalla G.

1999-05-01

This paper describes Earth Science Education in Sudan, with particular emphasis on the University of Khartoum. The first geological department in Sudan was founded in 1958 in the University of Khartoum. In the 1980s, six more geological departments have been added in the newer universities. The types of courses offered include Diploma, B.Sc. (General), B.Sc. (Honours), M.Sc. and Ph.D. The Geology programmes are strongly supported by field work training and mapping. Final-year students follow specialised training in one of the following topics: hydrogeology, geophysics, economic geology, sedimentology and engineering geology. A graduation report, written in the final year, represents 30-40% of the total marks. The final assessment and grading are decided with the help of internal and external examiners. Entry into the Geology programmes is based on merit and performance. The number of students who graduate with Honours and become geologists is between 20% to 40% of the initial intake at the beginning of the second year. Employment opportunities are limited and are found mainly in the Government's geological offices, the universities and research centres, and private companies. The Department of Geology at the University of Khartoum has long-standing internal and external links with outside partners. This has been manifested in the training of staff members, the donation of teaching materials and laboratory facilities. The chief problems currently facing Earth Science Education in Sudan are underfunding, poor equipment, laboratory facilities and logistics. Other problems include a shortage of staff, absence of research, lack of supervision and emigration of staff members. Urgent measures are needed to assess and evaluate the status of Earth Science Education in terms of objectives, needs and difficulties encountered. Earth Science Education is expected to contribute significantly to the exploitation of mineral resources and socio-economic development in the Sudan.

Be a Citizen Scientist!: Celebrate Earth Science Week 2006

ERIC Educational Resources Information Center

Benbow, Ann E.; Camphire, Geoff

2006-01-01

During Earth Science Week (October 8-14, 2006), millions of citizen scientists worldwide will be sampling groundwater, monitoring weather, touring quarries, exploring caves, preparing competition projects, and visiting museums and science centers to learn about Earth science. The American Geological Institute organizes this annual event to…

An Analysis of the High Attrition Rates among First Year College Science, Math, and Engineering Majors.

ERIC Educational Resources Information Center

Daempfle, Peter A.

2004-01-01

Explores the empirical evidence that explains the increasing attrition rates of first year college science, math, and engineering (SME) majors. Results suggest that the interaction of instructional factors, differing high school and college faculty expectations for entering SME undergraduates, and epistemological considerations contribute to…

NASA's Earth Science Data Systems - Lessons Learned and Future Directions

NASA Technical Reports Server (NTRS)

Ramapriyan, Hampapuram K.

2010-01-01

In order to meet the increasing demand for Earth Science data, NASA has significantly improved the Earth Science Data Systems over the last two decades. This improvement is reviewed in this slide presentation. Many Earth Science disciplines have been able to access the data that is held in the Earth Observing System (EOS) Data and Information System (EOSDIS) at the Distributed Active Archive Centers (DAACs) that forms the core of the data system.

Broadening the Participation of Native Americans in Earth Science

NASA Astrophysics Data System (ADS)

Bueno Watts, Nievita

Climate change is not a thing of the future. Indigenous people are being affected by climate changes now. Native American Earth scientists could help Native communities deal with both climate change and environmental pollution issues, but are noticeably lacking in Earth Science degree programs. The Earth Sciences produce the lowest percentage of minority scientists when compared with other science and engineering fields. Twenty semi-structured interviews were gathered from American Indian/ Alaska Native Earth Scientists and program directors who work directly with Native students to broaden participation in the field. Data was analyzed using qualitative methods and constant comparison analysis. Barriers Native students faced in this field are discussed, as well as supports which go the furthest in assisting achievement of higher education goals. Program directors give insight into building pathways and programs to encourage Native student participation and success in Earth Science degree programs. Factors which impede obtaining a college degree include financial barriers, pressures from familial obligations, and health issues. Factors which impede the decision to study Earth Science include unfamiliarity with geoscience as a field of study and career choice, the uninviting nature of Earth Science as a profession, and curriculum that is irrelevant to the practical needs of Native communities or courses which are inaccessible geographically. Factors which impede progress that are embedded in Earth Science programs include educational preparation, academic information and counseling and the prevalence of a Western scientific perspective to the exclusion of all other perspectives. Intradepartmental relationships also pose barriers to the success of some students, particularly those who are non-traditional students (53%) or women (80%). Factors which support degree completion include financial assistance, mentors and mentoring, and research experiences. Earth scientists

Analyzing Earth Science Research Networking through Visualizations

NASA Astrophysics Data System (ADS)

Hasnain, S.; Stephan, R.; Narock, T.

2017-12-01

Using D3.js we visualize collaboration amongst several geophysical science organizations, such as the American Geophysical Union (AGU) and the Federation of Earth Science Information Partners (ESIP). We look at historical trends in Earth Science research topics, cross-domain collaboration, and topics of interest to the general population. The visualization techniques used provide an effective way for non-experts to easily explore distributed and heterogeneous Big Data. Analysis of these visualizations provides stakeholders with insights into optimizing meetings, performing impact evaluation, structuring outreach efforts, and identifying new opportunities for collaboration.

EarthCache as a Tool to Promote Earth-Science in Public School Classrooms

NASA Astrophysics Data System (ADS)

Gochis, E. E.; Rose, W. I.; Klawiter, M.; Vye, E. C.; Engelmann, C. A.

2011-12-01

Geoscientists often find it difficult to bridge the gap in communication between university research and what is learned in the public schools. Today's schools operate in a high stakes environment that only allow instruction based on State and National Earth Science curriculum standards. These standards are often unknown by academics or are written in a style that obfuscates the transfer of emerging scientific research to students in the classroom. Earth Science teachers are in an ideal position to make this link because they have a background in science as well as a solid understanding of the required curriculum standards for their grade and the pedagogical expertise to pass on new information to their students. As part of the Michigan Teacher Excellence Program (MiTEP), teachers from Grand Rapids, Kalamazoo, and Jackson school districts participate in 2 week field courses with Michigan Tech University to learn from earth science experts about how the earth works. This course connects Earth Science Literacy Principles' Big Ideas and common student misconceptions with standards-based education. During the 2011 field course, we developed and began to implement a three-phase EarthCache model that will provide a geospatial interactive medium for teachers to translate the material they learn in the field to the students in their standards based classrooms. MiTEP participants use GPS and Google Earth to navigate to Michigan sites of geo-significance. At each location academic experts aide participants in making scientific observations about the locations' geologic features, and "reading the rocks" methodology to interpret the area's geologic history. The participants are then expected to develop their own EarthCache site to be used as pedagogical tool bridging the gap between standards-based classroom learning, contemporary research and unique outdoor field experiences. The final phase supports teachers in integrating inquiry based, higher-level learning student

Interacting with Petabytes of Earth Science Data using Jupyter Notebooks, IPython Widgets and Google Earth Engine

NASA Astrophysics Data System (ADS)

Erickson, T. A.; Granger, B.; Grout, J.; Corlay, S.

2017-12-01

The volume of Earth science data gathered from satellites, aircraft, drones, and field instruments continues to increase. For many scientific questions in the Earth sciences, managing this large volume of data is a barrier to progress, as it is difficult to explore and analyze large volumes of data using the traditional paradigm of downloading datasets to a local computer for analysis. Furthermore, methods for communicating Earth science algorithms that operate on large datasets in an easily understandable and reproducible way are needed. Here we describe a system for developing, interacting, and sharing well-documented Earth Science algorithms that combines existing software components: Jupyter Notebook: An open-source, web-based environment that supports documents that combine code and computational results with text narrative, mathematics, images, and other media. These notebooks provide an environment for interactive exploration of data and development of well documented algorithms. Jupyter Widgets / ipyleaflet: An architecture for creating interactive user interface controls (such as sliders, text boxes, etc.) in Jupyter Notebooks that communicate with Python code. This architecture includes a default set of UI controls (sliders, dropboxes, etc.) as well as APIs for building custom UI controls. The ipyleaflet project is one example that offers a custom interactive map control that allows a user to display and manipulate geographic data within the Jupyter Notebook. Google Earth Engine: A cloud-based geospatial analysis platform that provides access to petabytes of Earth science data via a Python API. The combination of Jupyter Notebooks, Jupyter Widgets, ipyleaflet, and Google Earth Engine makes it possible to explore and analyze massive Earth science datasets via a web browser, in an environment suitable for interactive exploration, teaching, and sharing. Using these environments can make Earth science analyses easier to understand and reproducible, which may

General Education Engagement in Earth and Planetary Science through an Earth-Mars Analog Curriculum

NASA Astrophysics Data System (ADS)

Chan, M. A.; Kahmann-Robinson, J. A.

2012-12-01

The successes of NASA rovers on Mars and new remote sensing imagery at unprecedented resolution can awaken students to the valuable application of Earth analogs to understand Mars processes and the possibilities of extraterrestrial life. Mars For Earthlings (MFE) modules and curriculum are designed as general science content introducing a pedagogical approach of integrating Earth science principles and Mars imagery. The content can be easily imported into existing or new general education courses. MFE learning modules introduce students to Google Mars and JMARS software packages and encourage Mars imagery analysis to predict habitable environments on Mars drawing on our knowledge of extreme environments on Earth. "Mars Mission" projects help students develop teamwork and presentation skills. Topic-oriented module examples include: Remote Sensing Mars, Olympus Mons and Igneous Rocks, Surface Sculpting Forces, and Extremophiles. The learning modules package imagery, video, lab, and in-class activities for each topic and are available online for faculty to adapt or adopt in courses either individually or collectively. A piloted MFE course attracted a wide range of non-majors to non-degree seeking senior citizens. Measurable outcomes of the piloted MFE curriculum were: heightened enthusiasm for science, awareness of NASA programs, application of Earth science principles, and increased science literacy to help students develop opinions of current issues (e.g., astrobiology or related government-funded research). Earth and Mars analog examples can attract and engage future STEM students as the next generation of earth, planetary, and astrobiology scientists.

Encouraging Minority Students to Pursue Science, Technology, Engineering and Math Careers. A Briefing before the United States Commission on Civil Rights Held in Washington, D.C. Briefing Report

ERIC Educational Resources Information Center

US Commission on Civil Rights, 2010

2010-01-01

The Commission held a briefing entitled, "Encouraging Minority Students to Pursue Science, Technology, Engineering and Math Careers." In particular, the Commission examined why minority college students who begin their college studies intending to major in science, technology, engineering or math (STEM) leave these disciplines in disproportionate…

Predicting Undergraduates' Persistence in Science, Technology, Engineering, and Math Fields

NASA Astrophysics Data System (ADS)

Koch, Amanda Joy

A national shortage of workers in Science, Technology, Engineering, and Math (STEM) occupations has led to efforts to identify why people leave these fields. Lower persistence rates in STEM for females than for males have also led to examinations of features that cause females to leave STEM fields. The current study examines individual- and school-level features that influence undergraduate students' decisions to leave STEM majors, focusing on potential explanations for why females are more likely than males to leave. Persistence in STEM was examined in three samples: (a) persistence through the second year of college in a sample of high school seniors interested in STEM majors; (b) persistence through the fourth year of college in a sample of second year undergraduate STEM majors; and (c) persistence through the second, third, and fourth years of college in a sample of high school seniors interested in STEM majors. Differences between persistence in male-dominated and non-male-dominated STEM majors were also examined. In all samples, gender differences were found for most individual-level predictors, with males tending to score higher than females on measures such as SAT-Math, self-rated STEM ability, and high school extracurricular activities and awards in STEM. On the other hand, females earned better high school grades and had stronger relative non-STEM ability and achievement than males. Bivariate analyses indicated that those who persisted in STEM majors typically had higher scores than those who did not persist for SAT-Math, high school achievement, STEM course taking, undergraduate STEM grades, self-rated STEM ability, interest in STEM, extracurricular activities and awards in STEM, degree goals, and socioeconomic status. Multivariate analyses identified SAT-Math as one of the best predictors of persistence in high school samples, and undergraduate STEM GPA was one of the best predictors in the samples of second year undergraduates. In several samples, a

The Effect of Using Mind Maps on the Development of Maths and Science Skills

ERIC Educational Resources Information Center

Polat, Ozgul; Yavuz, Ezgi Aksin; Tunc, Ayse Betul Ozkarabak

2017-01-01

The aim of this study is to examine the effect of mind mapping activities on the maths and science skills of children 48 to 60 months of age. The study was designed using an experimental model with a pre-test post-test and a control group. Accordingly, the hypotheses of the study was that there would be meaningful differences in the values…

Women in Physics: A Comparison to Science, Technology, Engineering, and Math Education over Four Decades

ERIC Educational Resources Information Center

Sax, Linda J.; Lehman, Kathleen J.; Barthelemy, Ramón S.; Lim, Gloria

2016-01-01

The dearth of women in science, technology, engineering, and math (STEM) fields has been lamented by scholars, administrators, policymakers, and the general public for decades, and the STEM gender gap is particularly pronounced in physics. While previous research has demonstrated that this gap is largely attributable to a lack of women pursuing…

An Overview of Rare Earth Science and Technology

NASA Astrophysics Data System (ADS)

Gschneidner, Karl, Jr.

2012-02-01

Currently rare earth science and technology is robust: this includes all the major branches of science -- biochemistry, chemistry, materials and physics. There are, however, currently some anomalies and distortions especially in the technology and applications sector of the rare earth field, which is caused by the dominance of China on the sales of rare earths and rare earth containing products. For the past 5 to 10 years ˜95% of rare earths utilized in commerce came from China. Although Chinese actions have lead to sudden and large price spikes and export embargoes, the rare earths are still available but at a higher cost. The start up of production in 2011 at mines in the USA and Australia will alleviate this situation in about two years. Basic and applied research on the condensed matter physics/materials science has hardly been impacted by these events, but new research opportunities are opening up especially with regard to the USA's military and energy security. Magnets seems to be the hottest topic, but research on battery materials, phosphors and catalysts are also (or should be) strongly considered.

Why Study Geoscience? Identifying Effective Recruitment and Retention Strategies for an Undergraduate Earth & Environmental Sciences Program

NASA Astrophysics Data System (ADS)

Vajoczki, S.; Eyles, C. H.; Stewart, J.; Dasilva, L.

2005-12-01

McMaster University is a `research intensive' university with 17,000+ full time undergraduate students. The School of Geography and Earth Sciences (SGES) is located within the Faculty of Science, offers B.Sc., B.A., M.Sc., M.A. and PhD degree programs and teaches more than 70 undergraduate courses on an annual basis. The Honours B.Sc program in Earth and Environmental Sciences (EES) graduates approximately 25 students per year. Students enroll in undergraduate SGES programs in their second year, after completion of an introductory first year in the Faculty of Science in which they take compulsory science courses including math, physics, chemistry, and biology. First year students, as well as those in upper years, may also elect to take one or more of three introductory courses offered by SGES (Earth & the Environment, The Living Environment, Atmosphere & Hydrosphere) to complete their science requirements. Most students entering the Faculty of Science know little about geoscience as it does not form an important part of the Ontario secondary school curriculum. Hence, recruitment into the EES program is primarily via the first year courses. In order to establish reasons why students elected to take the introductory courses offered by SGES, and their reasons for considering subsequent entry to the B.Sc program, a survey of students taking one of the courses was conducted in the fall of 2003. Results from the survey indicate that students enroll in the course, and subsequently the EES program, for a variety of reasons including: general interest in how the planet works, concern for the environment, interesting title of the course and reputation of the instructor. Student concern over lack of potential jobs is cited as the main reason for not pursuing a degree in geoscience. This survey has helped to direct the multifaceted recruitment strategies used by SGES to continue to develop its undergraduate program through delivery of high quality first year courses

78 FR 18326 - Agency Information Collection Activities; Comment Request; Upward Bound and Upward Bound Math...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-03-26

...; Comment Request; Upward Bound and Upward Bound Math Science Annual Performance Report AGENCY: The Office... considered public records. Title of Collection: Upward Bound and Upward Bound Math Science Annual Performance...) and Upward Bound Math and Science (UBMS) Programs. The Department is requesting a new APR because of...

The aurora, Mars, and more! Increasing science content in elementary grades through art and literacy programs in earth and space science

NASA Astrophysics Data System (ADS)

Renfrow, S.; Wood, E. L.

2011-12-01

Although reading, writing, and math examinations are often conducted early in elementary school, science is not typically tested until 4th or 5th grade. The result is a refocus on the tested topics at the expense of the untested ones, despite that standards exist for each topic at all grades. On a national level, science instruction is relegated to a matter of a few hours per week. A 2007 Education Policy study states that elementary school students spend an average of 178 minutes a week on science while spending 500 minutes on literacy. A recent NSTA report in July of elementary and middle school teachers confirms that teachers feel pressured to teach math and literacy at the expense of other programs. One unintended result is that teachers in grades where science is tested must play catch-up with students for them to be successful on the assessment. A unique way to combat the lack of science instruction at elementary grades is to combine literacy, social studies, and math into an integrated science program, thereby increasing the number of science contact hours. The Dancing Lights program, developed at the Laboratory for Atmospheric and Space Physics, is a science, art, and literacy program about the aurora designed to easily fit into a typical 3rd-5th grade instructional day. It mirrors other successful literacy programs and will provide a basis for the literacy program being developed for the upcoming MAVEN mission to Mars. We will present early findings, as well as "lessons learned" during our development and implementation of the Dancing Lights program and will highlight our goals for the MAVEN mission literacy program.

The American Math and Science Student Support Act. Hearing before the Subcommittee on Science of the Committee on Science, Space, and Technology. House of Representatives, One Hundred Second Congress, Second Session.

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. House Committee on Science, Space and Technology.

This document presents the transcript of a congressional hearing to consider the American Math and Science Student Support Act, H.R. 4595. The legislation is designed to address the issue of attracting a greater proportion of U.S. citizens to graduate study in science, mathematics, and engineering. The hearings include testimony and prepared…

Deriving Earth Science Data Analytics Tools/Techniques Requirements

NASA Astrophysics Data System (ADS)

Kempler, S. J.

2015-12-01

Data Analytics applications have made successful strides in the business world where co-analyzing extremely large sets of independent variables have proven profitable. Today, most data analytics tools and techniques, sometimes applicable to Earth science, have targeted the business industry. In fact, the literature is nearly absent of discussion about Earth science data analytics. Earth science data analytics (ESDA) is the process of examining large amounts of data from a variety of sources to uncover hidden patterns, unknown correlations, and other useful information. ESDA is most often applied to data preparation, data reduction, and data analysis. Co-analysis of increasing number and volume of Earth science data has become more prevalent ushered by the plethora of Earth science data sources generated by US programs, international programs, field experiments, ground stations, and citizen scientists. Through work associated with the Earth Science Information Partners (ESIP) Federation, ESDA types have been defined in terms of data analytics end goals. Goals of which are very different than those in business, requiring different tools and techniques. A sampling of use cases have been collected and analyzed in terms of data analytics end goal types, volume, specialized processing, and other attributes. The goal of collecting these use cases is to be able to better understand and specify requirements for data analytics tools and techniques yet to be implemented. This presentation will describe the attributes and preliminary findings of ESDA use cases, as well as provide early analysis of data analytics tools/techniques requirements that would support specific ESDA type goals. Representative existing data analytics tools/techniques relevant to ESDA will also be addressed.

Expanding Earth and Space Science through the Initiating New Science Partnerships In Rural Education (INSPIRE)

NASA Astrophysics Data System (ADS)

Radencic, S.; McNeal, K. S.; Pierce, D.; Hare, D.

2010-12-01

The INSPIRE program at Mississippi State University (MSU), funded by the NSF Graduate STEM Fellows in K-12 Education (GK12) program, focuses on Earth and Space science education and has partnered ten graduate students from MSU with five teachers from local, rural school districts. For the next five years the project will serve to increase inquiry and technology experiences in science and math while enhancing graduate student’s communication skills. Graduate students, from the disciplines of Geosciences, Physics, and Engineering are partnered with Chemistry, Physical Science, Physics, Geometry and Middle school science classrooms and will create engaging inquiry activities that incorporate elements of their research, and integrate various forms of technology. The generated lesson plans that are implemented in the classroom are published on the INSPIRE home page (www.gk12.msstate.edu) so that other classroom instructors can utilize this free resource. Local 7th -12th grade students will attend GIS day later this fall at MSU to increase their understanding and interest in Earth and Space sciences. Selected graduate students and teachers will visit one of four international university partners located in Poland, Australia, England, or The Bahamas to engage research abroad. Upon return they will incorporate their global experiences into their local classrooms. Planning for the project included many factors important to the success of the partnerships. The need for the program was evident in Mississippi K-12 schools based on low performance on high stakes assessments and lack of curriculum in the Earth and Space sciences. Meeting with administrators to determine what needs they would like addressed by the project and recognizing the individual differences among the schools were integral components to tailoring project goals and to meet the unique needs of each school partner. Time for training and team building of INSPIRE teachers and graduate students before the

The Earth Information Exchange: A Portal for Earth Science From the ESIP Federation

NASA Astrophysics Data System (ADS)

Wertz, R.; Hutchinson, C.; Hardin, D.

2006-12-01

The Federation of Earth Science Information Partners is a unique consortium of more than 90 organizations that collect, interpret and develop applications for remotely sensed Earth Observation Information. Included in the ESIP network are NASA, NOAA and USGS data centers, research universities, government research laboratories, supercomputer facilities, education resource providers, information technology innovators, nonprofit organizations and commercial enterprises. The consortium's work is dedicated to providing the most up-to-date, science-based information to researchers and decision-makers who are working to understand and address the environmental, economic and social challenges facing our planet. By increasing the use and usability of Earth observation data and linking it with decision-making tools, the Federation partners leverage the value of these important data resources for the betterment of society and our planet. To further the dissemination of Earth Science data, the Federation is developing the Earth Information Exchange (EIE). The EIE is a portal that will provide access to the vast information holdings of the members' organizations in one web-based location and will provides a robust marketplace in which the products and services needed to use and understand this information can be readily acquired. Since the Federation membership includes the federal government's Earth observing data centers, we believe that the impact of the EIE on Earth science research and education and environmental policy making will be profound. In the EIE, Earth observation data, products and services, are organized by the societal benefits categories defined by the international working group developing the Global Earth Observation System of Systems (GEOSS). The quality of the information is ensured in each of the Exchange's issue areas by maintaining working groups of issue area researchers and practitioners who serve as stewards for their respective communities. The

The trials, tribulations, and triumphs of black faculty in the math and science pipeline: A life history approach

NASA Astrophysics Data System (ADS)

Williams, Lisa D.

2000-12-01

This study explores the career progression and life history of black mathematicians and scientists who teach on university faculties in the United States. It investigates the following questions: Why are there so few black mathematicians and scientists in colleges and universities in the United States? What is the experience of black students who express an interest in science and math? What barriers do black scientists and mathematicians face as they move through school towards their career in higher education? What factors facilitate their success? The current literature shows that there are few women and minorities teaching or working in math and science compared to white men, although reasons for this underrepresentation are still not well understood. I explored this phenomenon by conducting two sets of in-depth interviews with twelve black faculty, six women, six men, from both historically black and predominantly white higher educational institutions in the United States. My interviews were based upon a life history approach that identified the participants' perceptions of the barriers and obstacles, as well as the supports and facilitators encountered in their schooling and career progression. The findings from the study show the importance of a strong family, community, and teacher support for the participants throughout their schooling. Support systems continued to be important in their faculty positions. These support systems include extended family members, teachers, community members, supervisors, and classmates, who serve as role models and mentors. The life study interviews provide striking evidence of the discrimination, isolation, and harassment due to race and gender experienced by black male and female mathematicians and scientists. The racial discrimination and the compounding effect of racism and sexism play out differently for the male and female participants in this study. This study suggests directions for future research on the experiences

Board on Earth Sciences and Resources and its Activities

NASA Technical Reports Server (NTRS)

Schiffries, Craig M.

1997-01-01

The Board will provide oversight of the earth science and resource activities within the National Research Council, provide a review of research and public activities in the solid-earth sciences, and provide analyses and recommendations relevant to the supply, delivery, and associated impacts of and issues related to hydrocarbon, metallic, and non-metallic mineral resources. The Board will monitor the status of the earth sciences, assess the health of the disciplines, and identify research opportunities, and will respond to specific agency requests.

Global Issues in an Introductory Earth Science Course.

ERIC Educational Resources Information Center

Pierce, James P.

Information is provided explaining the incorporation of global issues units into an introductory earth science course at Skagit Valley Community College (Mount Vernon, Washington). First, a short description is provided of the original format of the earth science course, which was designed as an introductory level survey course covering topics in…

EarthRef.org: Exploring aspects of a Cyber Infrastructure in Earth Science and Education

NASA Astrophysics Data System (ADS)

Staudigel, H.; Koppers, A.; Tauxe, L.; Constable, C.; Helly, J.

2004-12-01

EarthRef.org is the common host and (co-) developer of a range of earth science databases and IT resources providing a test bed for a Cyberinfrastructure in Earth Science and Education (CIESE). EarthRef.org data base efforts include in particular the Geochemical Earth Reference Model (GERM), the Magnetics Information Consortium (MagIC), the Educational Resources for Earth Science Education (ERESE) project, the Seamount Catalog, the Mid-Ocean Ridge Catalog, the Radio-Isotope Geochronology (RiG) initiative for CHRONOS, and the Microbial Observatory for Fe oxidizing microbes on Loihi Seamount (FeMO; the most recent development). These diverse databases are developed under a single database umbrella and webserver at the San Diego Supercomputing Center. All the data bases have similar structures, with consistent metadata concepts, a common database layout, and automated upload wizards. Shared resources include supporting databases like an address book, a reference/publication catalog, and a common digital archive making database development and maintenance cost-effective, while guaranteeing interoperability. The EarthRef.org CIESE provides a common umbrella for synthesis information as well as sample-based data, and it bridges the gap between science and science education in middle and high schools, validating the potential for a system wide data infrastructure in a CIESE. EarthRef.org experiences have shown that effective communication with the respective communities is a key part of a successful CIESE facilitating both utility and community buy-in. GERM has been particularly successful at developing a metadata scheme for geochemistry and in the development of a new electronic journal (G-cubed) that has made much progress in data publication and linkages between journals and community data bases. GERM also has worked, through editors and publishers, towards interfacing databases with the publication process, to accomplish a more scholarly and database friendly data

Touring Mars Online, Real-time, in 3D for Math and Science Educators and Students

ERIC Educational Resources Information Center

Jones, Greg; Kalinowski, Kevin

2007-01-01

This article discusses a project that placed over 97% of Mars' topography made available from NASA into an interactive 3D multi-user online learning environment beginning in 2003. In 2005 curriculum materials that were created to support middle school math and science education were developed. Research conducted at the University of North Texas…

Looking at Earth from Space: Teacher's Guide with Activities for Earth and Space Science.

ERIC Educational Resources Information Center

National Aeronautics and Space Administration, Washington, DC.

The Maryland Pilot Earth Science and Technology Education Network (MAPS-NET) project was sponsored by the National Aeronautics and Space Administration (NASA) to enrich teacher preparation and classroom learning in the area of Earth system science. This publication includes a teacher's guide that replicates material taught during a graduate-level…

Ground Water Studies. Earth Science Module for Grades 7-9.

ERIC Educational Resources Information Center

Baldwin, Roland L.; And Others

Earth science education needs to be relevant to students in order to make them aware of the serious problems facing the planet. In an effort to insure that this need is meet, the Denver Earth Science Project has set as one of their goals the development of new earth science curriculum materials for teachers. This document provides a collection of…