Abstracts
STScI Education
Evaluation
2004 IDEAS Statistics & Abstracts
| The 2004 IDEAS Grant Program drew 50 proposal submissions from 26 states. The total amount of requested funding was approximately $2.2 million dollars. Fifteen proposals were accepted for funding. The ratio of proposals awarded funding was approximately 1:3. |
Distribution by State
|
Submit |
Award |
State
|
Submit |
Award |
State
|
Submit |
Award |
State
|
0 |
0 |
AK-Alaska | 0 |
0 |
LA-Louisiana | 1 |
1 |
OH-Ohio |
0 |
0 |
AL-Alabama | 2 |
1 |
MA-Massachusetts | 0 |
0 |
OK-Oklahoma |
| 2 |
0 |
AR-Arkansas | 3 |
0 |
MD-Maryland | 1 |
0 |
OR-Oregon |
2 |
1 |
AZ-Arizona | 0 |
0 |
ME-Maine | 4 |
2 |
PA-Pennsylvania |
2 |
1 |
CA-California | 1 |
0 |
MI-Michigan | 0 |
0 |
PR-Puerto Rico |
2 |
1 |
CO-Colorado | 2 |
0 |
MN-Minnesota | 0 |
0 |
RI-Rhode Island |
0 |
0 |
CT-Connecticut | 0 |
0 |
MO-Missouri | 1 |
0 |
SC-South Carolina |
0 |
0 |
DC-District Columbia |
0 |
0 |
MS-Mississippi | 0 |
0 |
SD-South Dakota |
0 |
0 |
DE-Delaware | 0 |
0 |
MT-Montana | 1 |
0 |
TN-Tennessee |
1 |
0 |
FL-Florida | 1 |
1 |
NE-Nebraska | 7 |
1 |
TX-Texas |
2 |
2 |
GA-Georgia | 0 |
0 |
NC-North Carolina | 2 |
0 |
UT-Utah |
0 |
0 |
HI-Hawaii | 0 |
0 |
ND-North Dakota | 0 |
0 |
VT-Vermont |
0 |
0 |
IA-Iowa | 0 |
0 |
NH-New Hampshire | 2 |
0 |
VA-Virginia |
0 |
0 |
ID-Idaho | 3 |
2 |
NJ-New Jersey | 0 |
0 |
WA-Washington |
2 |
1 |
IL-Illinois | 2 |
1 |
NM-New Mexico | 0 |
0 |
WI-Wisconsin |
1 |
0 |
IN-Indiana | 1 |
0 |
NV-Nevada | 1 |
0 |
WV-West Virginia |
0 |
0 |
KS-Kansas | 0 |
0 |
NY-New York | 0 |
0 |
WY-Wyoming |
1 |
0 |
KY-Kentucky |
ABSTRACTS Exploring
Mars - After School We will adapt Mars and Astrobiology education materials for use in after school programs, as a way for NASA Space Science to extend its reach in new ways. MarsQuest Online, funded by NSF, is an web-based resource for exploring Mars rover and orbital images. Astrobiology in Your Classroom, funded by NASA and NSF, provides classrooms experiments dealing with the search for life on other worlds, including Mars and the water story. TERC was the lead developer on these projects, and will be the lead for adapting and supporting their use in Boston after school programs. The target students are mostly minority and disadvantaged. This builds on any other efforts TERC is doing in science after school with urban students. JPL is the science partner, with Dr. Eric de Jong, head of images and visualizations for the Mars rover missions, as lead scientist. Space Science Institute will adapt the MarsQuest Online software. We will train and support the teachers, assess the impact, and freely disseminate the resulting materials to other urban districts. We will also prepare recommendations to NASA, regarding expanded outreach through after school programs. Using
Sunshine for Elementary Space Science Education Using Sunshine for Elementary Space Science Education joins Culver City Unified School District teachers with UCLA's Space Physics Professor Mark Moldwin's research group in a professional development partnership project designed to assist teachers to comfortably present information about the motion of celestial objects in the sky, to support them in their efforts, and to aid them in encouraging their students to develop inquiry skills related to space sciences. The project will also encourage teacher use of observational science techniques in their classrooms, the use of NASA solar mission images and enhance use of astronomical observation to facilitate discovery learning. The integrated approach of the project will foster collegial learning activities among the participating teachers and will offer them opportunities for continued renewal and professional development of teacher competencies in astronomy and space science. The activities to be used have been developed by others, classroom tested, and specifically address National Science Education and California Science Content Standards. These activities will be sustained through ongoing collaboration between the scientist/astronomer, and the teachers. Ongoing assessment of the value of the program will be done by the school district and this assessment will be used to continuously improve each workshop and program component. The project will be delivered to teachers from the Culver City (California) Unified School District - a small urban school district located on the Westside of Los Angeles. Mission
Discover: Star Walker For 31 years (1967-1998), the Walker County Planetarium provided astronomy and space science programs for elementary, middle school and secondary students, teachers, church groups, civic groups, and the general public in Georgia, Tennessee and Alabama. In 1998, an elementary school building project resulted in the planetarium facility being demolished. Since that time, severe budget constraints have prohibited the school system from building a structure capable of accommodating a planetarium. In September 2002, the Walker County Board of Education approved the purchase of a complete planetarium system (13 meter perforated aluminum dome, Spitz A-4 star projector, cove lighting, and 116 seats) from the Atlanta Public School System. The $200,000 system was purchased for $15,000, with the understanding that the Walker County Science and Technology Center would coordinate the effort to dismantle the planetarium system and transport it to Walker County. This task was accomplished through volunteer labor, support of Walker County Government and School District personnel. Today, the entire planetarium system resides in storage. The Science and Technology Center is an ideal location for a planetarium facility. Although Walker County, Georgia is considered “rural” by most standards, it is located only 20 miles from Chattanooga, Tennessee and North Alabama. Although it is economically poor, the area is rich in diversity. A planetarium in Walker County will serve citizens from the tri-state area and will be the only planetarium open on a daily basis within a 100-mile radius! With only a building structure, we can begin educating the public again! Science
& Education Partnerships in Public Outreach The Science
& Education Partnerships in Public Outreach (SEPPO) Project
will train and send pairs of undergraduate students out to conduct
public outreach activities and to bring educational activities to
schools. Each pair will consist of an undergraduate astronomy/physics
major and an undergraduate education major focusing on physical
science certification. Two types of activities will be created:
The outreach activities will be carefully designed and detailed speaking notes will be created. The student presenters will be required to participate in a preparatory seminar where they will receive substantial mentoring in preparations for the outreach activities. The partnering of the science and education students will “build collaboration into the educational system”. When the science students become the scientists of the future and the education students become the teachers of the future, they will have had positive experiences in working together, will recognize the value of such collaboration, and will feel comfortable interacting in such relationships. The recipients of our programs will witness the future scientist and teacher working together and gain an appreciation of the benefits of such collaboration. Virtual
Prototyping a Europa Exploration Activity We propose creating a virtual prototype of a hands-on activity highlighting future Europa exploration missions. Imagine being part of the team piloting a hydrobot through the Europan ocean in search of life. What technology would it take? What kind of teamwork? What would you look for? The Europa Exploration Simulator, being designed by the Space Science Institute, is a hands-on activity for museums in which learners work together to pilot a real hydrobot through a simulated Europan ocean. Using its cameras and sensors, they will learn about and search for “life clues” in this alien environment. Before we can begin such an elaborate project, we need to prototype various designs. However, there is no way to effectively do this without building an expensive working model. Therefore, we propose to create a virtual prototype entirely within software. The result will be an inexpensive, easily changeable computer-based activity that will take learners through the same intellectual exercises. Then, working with focus groups and a professional evaluator, we will determine the best design and teamwork models for the final hands-on version. In the process, we will also be creating a content rich, stand-alone computer activity of great value to informal educators. We will distribute it nationally through the web and on SSI educator resource CDs, and through the outreach program of a local planetarium. Finally, we will share the results of this innovative project with the larger community of informal science activity developers in hopes of advancing the methods utilized in the field. Observing
the Sun at McDonald Observatory We propose
to develop a K-12 student program on the Sun at McDonald Observatory.
The Sun and its interactions are key concepts in the Texas Essential
Knowledge and Skills science standards. The programs take advantage
of recent donations of solar and videoconferencing equipment. The
program has two components: Our proposal spans the two-year period necessary to develop the educational and related outreach components and implement them fully. Our team, headed by astronomy educator Mary Kay Hemenway, includes astronomers, teachers, educators, McDonald Observatory EPO staff, and an outside evaluator. The program includes extensive cost sharing through the donated equipment and contributions by the University of Texas at Austin. This unique program links the educational program for Student Field Experience to an opportunity to provide outreach to students across the state. It provides an opportunity to develop innovative educational and outreach materials, leverage donations, target the large underserved and underrepresented populations represented in Texas schools, and enhance astronomy education.
Project Star Base Kingman Unified School District (KUSD), a rural K-12 public school system situated in remote northwestern Arizona, presents this IDEAS proposal as a K-8 curriculum/resource development, teacher training, and extracurricular student program. Project Star Base will serve as a hands-on, experiential astronomy/science environment for students who, like many children living outside major cities, have few inquiry-based resources at their disposal. The project
will interweave four strategies: The result will be a science experience where students are active participants in diverse forms of inquiry. Our team of KUSD teachers will work with astronomer Dr. David Cole of the University of Northern Arizona (Co-investigator), and Christina Scott of Dryden Research Center to develop, test, evaluate, and disseminate the Star Base program. Grant funds will serve to roll out this pilot project at Black Mountain Elementary/Middle School, which serves more than 400 K-8 students of diverse backgrounds. Many of our students struggle with high poverty (21.43% - one in five) and come from historically underserved groups (primarily Hispanic at more than 15%), which has resulted in more than 30% of our students performing below grade level in core subjects across grades. Star Base will support improved achievement, but also inspire students as it brings science to life in a new multifaceted, multidisciplinary way. Learning
Astronomy at Penn State Through a Science Fiction Web-based Video
Game Adventure A professor and outreach fellow will join forces to develop an astronomy course that will spark the imagination of non-science students like some of the video games they played as kids. We aim to fully engage college students in the usual curriculum of Astronomy 1 by setting the entire course in the framework of a web-based science fiction adventure game. For example, the physical properties of a variety of stars and their planetary systems will be surveyed as the students search for a new home planet for their civilization. They will interact with one another online to gather information to solve various problems. Using wormholes to travel the universe and travel through time, they will painlessly reach an understanding of the basic events in the history of the universe. Evaluation in order to earn a grade in the course will all be part of the "game". This proposal includes support for web-course development and a first implementation in a $>300$ student lecture course, co-taught by the P.I. and co. P.I. near the end of the two year proposal period. The standard "Astronomy Diagnostic Test", commonly used by astronomy educators, will be used as a pretest/posttest in order to evaluate the effectiveness of our innovative teaching methods. The product of our efforts will be a teaching tool that emphasizes the excitement of science exploration. This tool can easily be adapted for use by teacher workshop participants, in secondary education, in kid's astronomy camps, and as outreach material for the general public. Challenger
Learning Center Curriculum Development Project Illinois State University, in cooperation with the Challenger Learning Centers (CLC’s) of Central Illinois and Northwest Indiana, propose to create/adapt curriculum materials to be distributed to 50+ CLC’s in the United States, Canada, and Great Britain. Currently only minimal curriculum materials are provided by the Challenger Center for Space Science Education to go along with their $750,000 space station/mission control simulators housed in million-dollar science centers. The proposed curricula will be geared toward enhancing the learning/teaching of 5th – 8th grade students as they prepare for CLC missions dealing with astronomy and space flight. The development team will develop curricula for two CLC mission scenarios: Rendezvous with a Comet and Voyage to Mars. The curricula will be aligned with and linked to National Science Education Standards and similar guidelines, and will be inquiry-based and constructivist in approach. Team members will create integrated curricula in which not only topics in STEM are addressed, but also language arts, social science, health, and fine arts. One team member will create Webquests that will make direct use of mission-based NASA content. Curricula, once field-tested with five in-service teachers and classes containing disadvantaged students, will be distributed throughout the CLC network using the Curriculum Sharing Project supported with a grant from The Boeing Company. The curriculum guides will be available to more than 15,000 elementary school teachers each year as they prepare some 350,000 – 400,000 students to attend missions at CLC’s nationwide. The impact of this project will be strong and lasting partnerships. Case
Study-Based High School Astronomy Course As our society becomes increasingly influenced by science and technology, it is important that all citizens be capable of understanding the science and technology that will impact their lives. Thus, all students, regardless of the career goals, need to acquire and practice critical thinking skills. Unfortunately few high school science courses provide consistent critical thinking opportunities. To address this lack of critical thinking in high school science, we propose developing and implementing an innovative case study-centered Astronomy course at Scotch Plains-Fanwood (SPF) High School. The course will utilize case studies and laboratory exercises to facilitate the learning and application of important scientific themes outlined in state and federal education standards. The course is designed to be student-centered, with students using up-to-date technology to study specific astronomy-related problems/issues, and so will provide a venue for diverse students to achieve learning goals in different contexts. Anticipated results include increased student science literacy (factual and process-based), as well as, a more positive student attitude towards science; these results will be evaluated for process and outcome measures using pre- and post-course assessments (tests and surveys). Once implemented, the course will be disseminated in the science education community through local, state, and national meetings, as well as electronically. Addition of the Astronomy course should lead to increased student performance in science courses and a more diverse student population in SPF science courses, with a long term benefit of increasing the number and diversity of students studying science, technology, engineering or math in their post-secondary education. Exploring
the Universe--At Your Library! We are proposing a partnership between local space scientists and the New Brunswick Free Public Library to pilot a Science Center and coordinate a series of space science hands-on lectures targeted at children and young adults. Our current science club will provide the foundation for this extensive activity. In the first year, we will focus on organizing monthly lectures by local space scientists, running the science club with a NASA focus, and instituting the Science Center. The second year will be devoted to the continual success of the prior year’s initiatives, but will focus on a dissemination of information to the other libraries of Middlesex County. We hope to provide other libraries with the necessary information to begin their own programs of science outreach. Our goal is to make the local library a place to inspire the next generation of young explorers by using something that truly captures their imagination, the NASA space program. A
Briefer History of Time: From the Big Bang to the Big Mac®:
the Planetarium Program Project The Ward Beecher Planetarium at Youngstown State University is committed to providing quality science education to all facets of the community it serves – public school children, university students, and the public. To do this it must offer relevant and interesting programs that capture the imagination and inspire passion. The goal of every program we produce is to give our audiences an increased understanding of science; to inform them about science in the world around them; and to inspire and motivate them to personal investigation, whether it be a career in science or simply the ability to make an informed decision. We proposed providing an innovative and creative conduit for astronomy and science appreciation and education, specifically a planetarium program and educator’s guide based on the book A Briefer History of Time: From the Big Bang to the Big Mac®, and sharing this program at minimum cost with other planetariums. Astronomy/Space
Science Professional Learning Community Project Goals
In Georgia, content related to astronomy and space science is taught
in a middle level earth science course. In the fall of 2005, earth
science will be taught at the sixth grade level utilizing the new
Georgia Performance Standards (GPS). According to the Georgia Performance
Standards, hands-on, student centered, and inquiry based approaches
should be emphasized in teaching. The new curriculum presents a
new way of thinking about the teaching and learning of science in
Georgia. Funding is requested to support the formulation of an Astronomy/Space
Science Professional Learning Community to provide professional
learning experiences for sixth grade teachers. The Astronomy/Space
Science Professional Learning Community would be made up of sixth
grade earth science teachers, Georgia Tech physics and astronomy
faculty, Emory University faculty in physics and astronomy, and
Georgia Tech CEISMC pedagogy experts. Specific project objectives
are: Specific activities
include the following: Enhancing
Upper Dublin School District’s Astronomy & Space Science
Education Curriculum Using the Planetarium Program – Featuring
Student-Based Technology and Teacher Workshops The Upper Dublin School District proposes a two-year project to enhance the district’s astronomy and space science education curriculum. This will be achieved through increased involvement of students and teachers in the planetarium program. The current planetarium curriculum is aligned with existing grade-level curriculum and national and state science standards. Three components
we will use to accomplish this are: As a result of this program, we expect students to gain new technology skills and to receive a complete education in the areas of astronomy and space science. We also expect to provide knowledge, confidence and support for teachers to better teach astronomy and space science. Mission:
Bridging Cultures for Future Space Explorers The purpose of this project is to bridge American Indian traditional practices in astronomy with today’s western understanding of astronomy and space science. Working collaboratively with Gallup-McKinley Schools and eight American Indians communities, we will identify and align popular astronomy activities and NASA websites with non-taboo traditional American Indian belief’s in astronomy. A three-phase model will be developed to motivate rural American Indian youth, families and communities to learn more about astronomy and space science and do so from a two-world perspective that reflects both traditional and western practices. The models
consists of: With this ethno-driven approach, we anticipate that American Indian youth and community members will develop a deeper appreciation for the study of astronomy in the two worlds in which they live and recognize their potential role as future astronomers and scientists. |