scholarly journals Moon, Mars and Mundus: primary school children discover the nature and science of planet Earth from experimentation and extra-terrestrial perspectives

2015 ◽  
Vol 95 (2) ◽  
pp. 203-214 ◽  
Author(s):  
M.G. Kleinhans ◽  
A.J. Verkade ◽  
T. van Wessel ◽  
M.A.S. Bastings ◽  
W.A. Marra ◽  
...  

AbstractLike earth and planetary scientists, most children are curious about the world, the solar system and the rest of the universe. However, for various reasons primary schools emphasise language and calculus rather than natural sciences. When science is taught, examination systems often favour knowledge of the ‘right’ answer over the process of investigation and logical reasoning towards that answer. In order to continue to spark children's curiosity and their motivation to learn and discover, science education hubs at universities and science museums could collaborate more with schools and teachers, and are beginning to do so. The objective of this position paper is to report on recent experiences in earth and planetary science education for pupils in primary and secondary education, to provide examples and inspiration for scientists. We report three examples of initiation and consolidation of science education in primary schools in the Netherlands: (1) a focus on asking questions and seeking information to reason towards the answer, initiated with a classroom game, Expedition Mundus, (2) bringing pupils and teachers together outside their school in the science museum to gain confidence and self-efficacy, and (3) having children ask their own questions and do their own research guided by the empirical cycle, for example on experimentation on sandbox scale models of channels and crater lake deltas as found on Mars. The focus on other planets, fictitious and real, stimulates pupils to ask questions about planet Earth. Finally, we argue that involvement of more scientists in science education would not only benefit primary and secondary schools and future students but also university education and science communication with society.

The paper presents the current scenario of education in India and as examined the rural areas of Patna district area becoming nastiest in spite of initiatives taken and expenses made by the government in this regard. This paper used some statistical measures to evaluate the purpose of the right to education, which is not mere providing education but to provide the right to receive an education of good quality to every child. A quality education is maintained by three key columns viz. providing quality teachers, providing quality resources and by providing secure and compassionate atmosphere. Some suggestive measures have been given through this paper which will help in improving the status of education especially in primary schools in our country


2006 ◽  
Vol 65 (4) ◽  
pp. 125-133
Author(s):  
R. G. Mabaso ◽  
A. O. Oduntan

This article reports part of the findings of a study carried out to determine the causes, prevalence, and distribution of ocular dis-orders among rural primary school children in Mopani district of Limpopo Province, South Africa. Three hundred and eighty eight children aged 8 to 15 years were randomly selected from five randomly selected schools. Non-cycloplegic retinoscopy and auto-refrac-tion were performed on each child. The preva-lence of hyperopia, myopia, and astigmatism was 73.1%, 2.5% and 31.3% respectively. Hyperopia (Nearest spherical equivalent power (FNSE) ranged from +0.75 to +3.50 D for the right and left eyes with means of +1.05 ± 0.35 D and +1.08 ± 0.34 D respectively.Myopia (FNSE) ranged from –0.50 to –1.75 D for the right eye and –0.50 to –2.25 D for the left eye with means of –0.75 ± 0.55 D and –0.93 ± 0.55 D respectively. Regression model for myopia, shows that age had an odds ratio  of 1.94 (1.15 to 3.26), indicating a significant increased risk of myopia with increasing age. Correcting cylinders for the right eyes ranged from –0.25 to –4.50 D (mean = −0.67 ± 0.47 D) and for the left eyes from –0.25 to –2.50 D (mean = −0.60 ± 0.30 D). With-the-rule (WTR) astigmatism (66.5%) was more common, followed by against-the-rule (ATR)astigmatism (28.1%) and oblique (OBL) astigmatism (5.4%). With-the-rule astigmatism was more common in females than males; ATR astigmatism and OBL astigmatism werecommon in males. Regular vision screening programmes, appropriate referral and vision correction in primary schools in Mopani district are recommended in order to eliminate refractive errors among the children.


2006 ◽  
Vol 65 (4) ◽  
Author(s):  
R.G. Mabaso ◽  
A.O. Oduntan ◽  
M.B.L. Mpolokeng

This article reports part of the findings of a study carried out to determine the causes, prevalence,  and  distribution  of  ocular  dis-orders  among  rural  primary  school  children in  Mopani  district  of  Limpopo  Province, South Africa. Three hundred and eighty eight children  aged  8  to  15  years  were  randomly selected from five randomly selected schools. Non-cycloplegic retinoscopy and auto-refrac-tion were performed on each child. The preva-lence of hyperopia, myopia, and astigmatism was  73.1%,  2.5%  and  31.3%  respective-ly.  Hyperopia  (Nearest  spherical  equivalent power (FNSE) ranged from +0.75 to +3.50 D for the right and left eyes with means of +1.05 ±  0.35  D  and  +1.08  ±  0.34  D  respectively. Myopia (FNSE) ranged from –0.50 to –1.75 D for the right eye and –0.50 to –2.25 D for the left eye with means of –0.75 ± 0.55 D and –0.93 ± 0.55 D respectively. Regression model for myopia, shows that age had an odds ratio of  1.94  (1.15  to  3.26),  indicating  a  signifi-cant increased risk of myopia with increasing age.  Correcting  cylinders  for  the  right  eyes ranged from –0.25 to –4.50 D (mean = −0.67 ± 0.47 D) and for the left eyes from –0.25 to –2.50 D (mean = −0.60 ± 0.30 D). With-the-rule  (WTR)  astigmatism  (66.5%)  was  more common, followed by against-the-rule (ATR) astigmatism (28.1%) and oblique (OBL) astig-matism  (5.4%).  With-the-rule  astigmatism was  more  common  in  females  than  males; ATR astigmatism and OBL astigmatism were common in males. Regular vision screening programmes,  appropriate  referral  and  vision correction  in  primary  schools  in  Mopani district  are  recommended  in  order  to  elimi-nate  refractive  errors  among  the  children.


Author(s):  
Александр Александрович Писарев

Статья посвящена изменениям образности таксидермических объектов в музеях естественной истории. На ряде случаев прослеживаются связи этих изменений с трансформациями сети разнородных элементов – научных теорий и парадигм, музея, национальной политики, моральных представлений. Таксидермический объект понимается как объект науки, обладающий собственной материальностью и историей, музей – как пространство репрезентации природы, научных категорий и морально- политических идей. Таксидермия входит в музей естественной истории в XVIII веке ценой стирания своей художественности и искусственности в пользу объективной репрезентации «самой» природы. В контексте географических открытий и колониальных завоеваний чучела позволяли решить проблему удаленного во времени и пространстве наблюдения. Благодаря натурализации удается превратить чучело, теперь анонимное и стандартизированное, в воплощение таксона линнеевской систематики, неотделимой от соображений государственного управления ресурсами. Эта сцепка проявлялась в организации пространства экспозиции. В XIX веке с изменением принципа систематики, разработкой идеи организма в таксидермическую экспозицию через диорамы и биологические группы вводится измерение жизни. На конкретном примере демонстрируется использование таксидермических диорам в качестве инструмента морально-политической субъективации индивидов. В середине XX века наступает упадок таксидермии. Актуальная наука меняется и уходит из музеев естественной истории, разрушается колониальная система, критически переосмысливается отношение к колониальному наследию и животным, развиваются кинотехника и телевидение. Чучела становятся нежеланными артефактами жестокой политики и эстетики прежней эпохи и в большей степени объектами критических исследований и истории науки, чем науки. Музеи же, теряя финансирование и посетителей, оказываются в дважды противоречивом положении. Во-первых, между антиисторической натурализирующей научностью и историчностью денатурализованных экспонатов. Во-вторых, между неоднозначными эстетикой и историей таксидермии и изменившимся моральным порядком. Помимо других способов они пытаются разрешить эти противоречия путем переинтерпретации таксидермической экспозиции в рамках экологической повестки и при помощи точечных материально-дискурсивных вмешательств, превращающих чучела в аллегории вымирания и поврежденной природы. Этот ход позволяет удержаться в границах естественно-научного дискурса, одновременно обращаясь к моральному чувству посетителя. Однако при этом он воспроизводит мифологему «золотого века», основанную на противопоставлении природы и культуры, естественного и искусственного. На этом фоне выделяются другие траектории чучел в музее. Во-первых, художественные интервенции на территории музея, обращающиеся к таксидермии и шире архиву естественной истории. В таких случаях музей делегирует художникам право критической рефлексии по поводу научной идеологии и власти. Приводится ряд примеров таких интервенций. Во-вторых, таксидермические коллекции новых типов, изначально создаваемые не как плод объективирующего и систематизирующего подхода науки, а как проявление систематичности насилия и новой природы, безразличной к упомянутым выше оппозициям. Такая таксидермия может стать инструментом осмысления новой природы в эпоху, столь неудачно названную антропоценом, и рабочим объектом постгуманистической образности. The article is devoted to the transformations of the imagery of taxidermic objects in natural history museums. By examining several cases these transformations are linked to changes in a network of heterogeneous contexts - scientific theories and paradigms, the role of the museum, national politics, and public morals. While discussing the topic a taxidermic object is understood as an object of science with its own materiality and history and science museum is considered as a space for the representation of nature, scientific categories, and moral and political ideas, and as an instrument of collective empiricism. The history of taxidermy in a museum is the history of erasing its artistry and artificiality in favor of an objective representation of nature “itself". This naturalization makes it possible to turn the stuffed animal, now anonymous and standardized, into a taxon of Linnaean taxonomy, inseparable from considerations of public resource management. The consequences of such entry into the museum for the visual nature of taxidermy are written out. Next, we consider the change in taxonomy in the XIX century and the introduction of the idea of life in taxidermic exposition through dioramas and biological groups. A concrete example demonstrates the use of taxidermic dioramas as a tool for moral and political transformation of individuals through the aura-like experience of nature. In the middle of the XX century, the decline of taxidermy begins. Due to the withdrawal of up-to-date science from natural history museums, changes in politics, collective imagination, and the ethics of dealing with colonial heritage and nature, museums are losing funding and visitors and are gradually shifting to the periphery of culture. It is shown that they find themselves in a twice contradictory position between their own anti-historical and naturalizing scientific nature and the historicity of denaturalized exhibits, between the ambiguous aesthetics, history of taxidermy and the changed moral order. Museums tried to resolve these contradictions and return to the current culture by including in the communication about the environmental agenda and the environmental reinterpretation of taxidermy exposition with the help of occasional material and discursive interventions that turn stuffed animals into allegories of extinction. This move allows them to stay within the boundaries of the natural science discourse of preservation species diversity, while simultaneously appealing to the moral sense of the visitor and influencing the collective sensibility. At the same time, it reproduces the mythologem of the "golden age", based on the opposition between nature and culture, natural and artificial. Thus, these contradictions are not completely resolved. The first possible way further are artistic interventions on the territory of the museum, in which the Museum delegates to artists the right of critical reflection on scientific ideology and power. A number of examples of such interventions are provided and analyzed. The second way are new taxidermy collections, initially created not as a result of the objectifying approach of science, but as a manifestation of systematic violence and a new nature, indifferent to the above-mentioned oppositions. Such taxidermy can become a tool for understanding the new nature in an era so aptly called the anthropocene, and a working object of posthumanistic imagery.


2019 ◽  
Vol 3 (2) ◽  
pp. 129
Author(s):  
Septin Puji Astuti ◽  
Ardhi Ristiawan ◽  
Annida Unnatiq Ulya ◽  
Purwono Purwono ◽  
Nurwulan Purnasari

Environmental education creates environmental behaviour of people. Children are social agent who plays prominent role for shaping future life. In order to create environmental consciousness generation environmental education should be delivered to children. This paper reports community engagement activity through providing environmental education for first to third grade of primary school children. The delivery process of environmental education to children was transferred through movies and games. Two movies were played to children have attracted them to understand of the prominent of putting trash to the right litter bin. Meanwhile, game simulation for practicing waste separation resulted 96% of children were able to put rubbish in the right litter: organic, paper and plastic litter. Children who did wrong argue that they made mistakes due to time limit which influenced them to put to the right litter.


Author(s):  
Nicholas Crooks ◽  
Laura Alston ◽  
Melanie Nichols ◽  
Kristy A. Bolton ◽  
Steven Allender ◽  
...  

Abstract Background Environments within schools including the physical, social-cultural and policy/practice environments have the potential to influence children’s physical activity (PA) behaviours and weight status. This Australian first study comprehensively examined the association(s) of physical, social-cultural and policy/practice environments with PA, active transport (AT) and weight status among regional primary school children. Methods Data were from two childhood obesity monitoring systems in regional Victoria, Australia. Measured height and weight were collected from students in Year 2 (aged approx. 7–8 years), Year 4 (9–10 years), and Year 6 (11–12 years). Self–reported PA behaviour, including AT were collected from students in Year 4 and 6 and a sub-sample wore an ActiGraph (wGT3X-BT) accelerometer for 7-days. A school physical activity environment audit was completed by the school principal and responses were used to calculate school physical activity environment scores (PAES) and active transport environment scores (ATES). Mixed effects logistic regression was used to assess the relationship between the proportion of students meeting the PA guidelines (≥60mins/day of moderate-to-vigorous PA) and PAES tertiles (low, medium, high) and those using AT and school ATES tertiles, controlling for gender, school size/type and socioeconomic composition. Results The analysed sample included 54/146 (37%) schools and 3360/5376 (64%) students. In stratified analysis, girls in schools with a medium PAES score were more likely to meet the objectively measured PA guideline compared to low PAES score (OR 2.3, 95%CI 1.27, 4.16). Similarly, students in schools with a medium or high ATES score had higher odds of self-reported AT (medium OR 3.15, 95%CI 1.67, 5.94; high OR 3.71, 95%CI: 1.80, 7.64). No association between PAES or ATES and weight status were observed. Self-reported AT among boys (OR 1.59, 95%CI 1.19, 2.13) and girls (OR 1.56, 95%CI 1.08, 2.27) was associated with higher odds of meeting self-reported PA guidelines on all 7-days than those who did not report using AT. Conclusions In this study of regional Victorian primary schools, PA environments were only associated with girls’ adherence to PA guidelines. School AT environments were strongly associated with students’ AT behaviours and with increased likelihood of students being physically active.


2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Rashmi Shivni ◽  
Christina Cline ◽  
Morgan Newport ◽  
Shupei Yuan ◽  
Heather E. Bergan-Roller

Abstract Background Seminal reports, based on recommendations by educators, scientists, and in collaboration with students, have called for undergraduate curricula to engage students in some of the same practices as scientists—one of which is communicating science with a general, non-scientific audience (SciComm). Unfortunately, very little research has focused on helping students develop these skills. An important early step in creating effective and efficient curricula is understanding what baseline skills students have prior to instruction. Here, we used the Essential Elements for Effective Science Communication (EEES) framework to survey the SciComm skills of students in an environmental science course in which they had little SciComm training. Results Our analyses revealed that, despite not being given the framework, students included several of the 13 elements, especially those which were explicitly asked for in the assignment instructions. Students commonly targeted broad audiences composed of interested adults, aimed to increase the knowledge and awareness of their audience, and planned and executed remote projects using print on social media. Additionally, students demonstrated flexibility in their skills by slightly differing their choices depending on the context of the assignment, such as creating more engaging content than they had planned for. Conclusions The students exhibited several key baseline skills, even though they had minimal training on the best practices of SciComm; however, more support is required to help students become better communicators, and more work in different contexts may be beneficial to acquire additional perspectives on SciComm skills among a variety of science students. The few elements that were not well highlighted in the students’ projects may not have been as intuitive to novice communicators. Thus, we provide recommendations for how educators can help their undergraduate science students develop valuable, prescribed SciComm skills. Some of these recommendations include helping students determine the right audience for their communication project, providing opportunities for students to try multiple media types, determining the type of language that is appropriate for the audience, and encouraging students to aim for a mix of communication objectives. With this guidance, educators can better prepare their students to become a more open and communicative generation of scientists and citizens.


2013 ◽  
Vol 2013 ◽  
pp. 1-14 ◽  
Author(s):  
S. Crawford ◽  
J. Garrard

This mixed methods study was a comprehensive impact-process evaluation of the Ride2School program in metropolitan and regional areas in Victoria, Australia. The program aimed to promote transport to school for primary school children. Qualitative and quantitative data were collected at baseline and followup from two primary schools involved in the pilot phase of the program and two matched comparison schools, and a further 13 primary schools that participated in the implementation phase of the program. Classroom surveys, structured and unstructured observations, and interviews with Ride2School program staff were used to evaluate the pilot program. For the 13 schools in the second phase of the program, parents and students completed questionnaires at baseline (N= 889) and followup (N= 761). Based on the quantitative data, there was little evidence of an overall increase in active transport to school across participating schools, although impacts varied among individual schools. Qualitative data in the form of observations, interviews, and focus group discussions with students, school staff, and program staff provided insight into the reasons for variable program impacts. This paper highlights the benefits of undertaking a mixed methods approach to evaluating active transport to school programs that enables both measurement and understanding of program impacts.


2021 ◽  
Author(s):  
Catarina Leote ◽  
Sérgio Pereira ◽  
João Retrê ◽  
Pedro Machado ◽  
Gabriella Gilli ◽  
...  

<p><strong>Assembling aliens to explore the Solar System</strong></p> <p>After analysing the school curricula until 7th grade (13 years old), we concluded that, at least in Portugal, there is a limited coverage of astronomy subjects. This situation is also often accompanied by limited training of primary and medium school teachers and limited availability of resources in their mother tongues, as language can also be a barrier for the use of existing resources. In addition, some astronomy concepts require a level of abstract thinking that might be discouraging for some children. The end result is that some children will have a low interest in astronomy, not only because of their personal preferences but as a consequence of low exposure to the subject or a negative perception towards it. To address this situation, the Science Communication Group of Instituto de Astrofísica e Ciências do Espaço (IA) developed a board game about the Solar System, aimed at children from 6 to 12 years old, and adapted to both formal and informal educational contexts. This project, “Help your Alien – A Solar System Game”, was funded in 2019 by the Europlanet Society through its Public Engagement Funding Scheme.</p> <p><strong>Why a board game?</strong></p> <p>By opting for a board game instead of a digital platform, we made the conscious decision of valuing the power of storytelling and social interaction as engaging and focus-promoting learning strategies, unlike the information and stimuli overload sometimes present in digital environments. Another choice made to make the game as appealing and relatable to our target public as possible was to start with a more familiar perspective, biology, as children of this age group will certainly be familiar with “animals” and their characteristics. We made a leap forward towards astrobiology, and created imaginary aliens somehow adapted to their planets and moons. While trying to assemble these imaginary creatures, in a 3-piece puzzle, the game players have to gather information about different objects of the Solar System and discover the home planet of their assembled aliens.  Another reason for creating a board game was the possibility of reaching different publics, in particular those perhaps not immediately interested in astronomy. With “ET – A Solar System Adventure”, we hope to engage children but also their families (parents, grandparents, siblings…), just for the sake of playing, while exposing them to knowledge about the Solar System.</p> <p><strong>Development of the game</strong></p> <p>The game was developed in a collaborative creative process by members of the Science Communication Group and researchers in Planetary Sciences of the IA, combining knowledge in science communication and different publics with scientific knowledge. Even though the game mechanics was inspired in already existing and well-tested games, the whole process of creating this game involved many challenges, from defining the level of complexity while keeping the game engaging, to the adventure of “creating” aliens somehow physiologically adapted to different planets and moons of the Solar System. Mistakes were made and the team had to adapt to the unexpected challenging situation of a pandemic. This resulted in many lessons learned that we hope to share with the community. The game is now at its final stages of production, with the prototype being converted into a polished version with professional illustration and design. A “Print and Play” version in Portuguese and English will soon be made available online on our website. Physical copies will also be produced depending on funding.</p> <p>In our presentation, we will present our game, as well as the premises and goals behind it, its development process, the challenges found along the way, the lessons learned and some strategies to cope with the “new normality” imposed by Covid-19, while advancing the project. We hope the presentation of “ET – A Solar System Adventure” in the EPSC2021 will help to promote this tool for planetary science education among formal and informal educators and to find international collaborations for the translation and local promotion of the game, as well as additional funding for the production of physical copies in different languages.</p>


2021 ◽  
Author(s):  
Loïc Rossi

<p>First published in 1887 by Ludwik Lejzer Zamenhof, Esperanto is the most successful constructed language, with speakers all around the globe and even native speakers.</p> <p>The relationship between Esperanto and science starts very early: the scientific journal <em>Internacia Scienca Revuo</em> was created in 1904 and the International Esperantist Science Association (ISAE) was founded in 1907 (Wera Blanke, <em>Scienca Revuo</em> 206, 2006). Many publications and books about scientific topics have since been written or translated in Esperanto. </p> <p>Esperanto has initially been envisioned as a lingua franca to be used in international communication, both in general and for scientific purposes. While English has since taken this role, there is still a desire to maintain and develop the scientific culture and the related terminology in Esperanto. Science outreach is one way to achieve this goal, and new projects have appeared in the last few years.</p> <p>Esperanto represents an interesting challenge for outreach : being a more neutral language, not related to a specific country or ethnic group, the community of speakers (albeit small) is by essence more international and more diverse than in national languages. This is an opportunity, but also comes with some difficulties.</p> <p>In this work, I’ll discuss the advantages and obstacles of communicating science in Esperanto. I’ll present various projects of science communication in Esperanto, with a focus on my personal experience with my YouTube channel <em>D-ro Loĉjo</em>, where I do videos about science and in particular about planetary science.</p>


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