scholarly journals What Good Is a Scientist in the Classroom? Participant Outcomes and Program Design Features for a Short-Duration Science Outreach Intervention in K–12 Classrooms

2007 ◽  
Vol 6 (1) ◽  
pp. 49-64 ◽  
Author(s):  
Sandra Laursen ◽  
Carrie Liston ◽  
Heather Thiry ◽  
Julie Graf
Keyword(s):  
Short Duration ◽  
Program Design ◽  
Outreach Program ◽  
Science Content ◽  
Science Outreach ◽  
Interest In Science ◽  
New Science ◽  
Collegial Support ◽  
Research Findings ◽  
K 12

Many short-duration science outreach interventions have important societal goals of raising science literacy and increasing the size and diversity of the science workforce. Yet, these long-term outcomes are inherently challenging to evaluate. We present findings from a qualitative research study of an inquiry-based, life science outreach program to K–12 classrooms that is typical in design and excellent in execution. By considering this program as a best case of a common outreach model, the “scientist in the classroom,” the study examines what benefits may be realized for each participant group and how they are achieved. We find that K–12 students are engaged in authentic, hands-on activities that generate interest in science and new views of science and scientists. Teachers learn new science content and new ways to teach it, and value collegial support of their professional work. Graduate student scientists, who are the program presenters, gain teaching and other skills, greater understanding of education and diversity issues, confidence and intrinsic satisfaction, and career benefits. A few negative outcomes also are described. Program elements that lead to these benefits are identified both from the research findings and from insights of the program developer on program design and implementation choices.

scholarly journals The in’s and out’s of science outreach: assessment of an engaging new program

2018 ◽  
Vol 42 (3) ◽  
pp. 487-492 ◽  
Author(s):  
Cynthia J. Metz ◽  
Sarah Downes ◽  
Michael J. Metz
Keyword(s):  
Science Teachers ◽  
Respiratory Physiology ◽  
Outreach Program ◽  
Science Careers ◽  
American Physiological Society ◽  
Science Outreach ◽  
Level Of Satisfaction ◽  
High Level ◽  
K 12 ◽  
Science Activities

Many professors are interested in providing science outreach to local K–12 students, but may not have the time or resources needed to create an engaging presentation. The American Physiological Society supports outreach initiatives through programs such as the Physiology Understanding (PhUn) Week. Building on these activities, it was desired to create and assess an immersive and engaging Outreach Program in a disadvantaged K–12 student population. Three distinct modules were created on cardiovascular physiology, respiratory physiology, and oral health. All resources for these modules underwent peer review and publication, allowing other professors to easily execute their own outreach programming. The outreach modules were presented to 288 students in 3rd, 5th, 6th, and 7th grade classes. Implementation of the modules resulted in significant increases in student content knowledge, ranging from 32 to 57% improvement ( P < 0.001, dependent t-test), with an average increase of 46%. K–12 science teachers reported that the program was at an appropriate educational level, increased students’ enthusiasm for science, and increased students’ exposure to science careers. Additionally, the presenters of the Outreach Program were perceived to be enthusiastic, knowledgeable, and proficient at interacting with the students. On open-response survey items, the science teachers indicated a high level of satisfaction with the program and an enthusiasm for continued collaborations. These results indicate the importance of organized and interactive science activities for the success of a new Outreach Program.

Performing international outreach: PhUn Week in an Australian primary school

2017 ◽  
Vol 41 (1) ◽  
pp. 25-28 ◽  
Author(s):  
Patricia A. Halpin
Keyword(s):  
Heart Rate ◽  
Primary School ◽  
Heart Function ◽  
Outreach Program ◽  
Science Outreach ◽  
Heart Rates ◽  
Set Up ◽  
K 12 ◽  
Family Vacation

Physiology Understanding (PhUn) Week is an annual science outreach program sponsored by the American Physiological Society in which K–12 students learn about physiology through meeting a physiologist and performing an experiment. Performing PhUn Week at an Australian private primary school during a family vacation in 2014 enabled me to receive a fellowship to return the following year for further implementation. To set up the outreach, I contacted the assistant principal of a public primary school, and she connected me with the physical education (PE) teacher. Together, the PE teacher and I planned the event. Over the course of 2 days, I taught eight classes, a total of 176 K–12 students. I started each lesson by explaining the role of a physiologist. The scientific method was described and explained. A hypothesis, “Exercise increases heart rate,” was designed and tested. The students measured their heart rates, exercised, and measured their heart rates again. After data collection, results were reported, and the students all agreed that their hypothesis was supported. We then discussed heart function and why heart rate increases with exercise. The students then performed a pedometer challenge, where they estimated the number of steps during walking, running, and kangaroo hopping. They enjoyed testing their predictions and repeated these experiments several times. The students then made suggestions of ways they could continue this lesson outside of school. This first report of an international PhUn week confirmed that these events form partnerships among educators and inspire K–12 students to think about becoming scientists.

scholarly journals Developing a science outreach program and promoting “PhUn” all year with rural K–12 students

2020 ◽  
Vol 44 (2) ◽  
pp. 212-216
Author(s):  
Jana L. Hendrickson ◽  
Thomas K. Bye ◽  
Benjamin A. Cockfield ◽  
Kathryn R. Carter ◽  
Steven J. Elmer
Keyword(s):  
Graduate Students ◽  
Service Learning ◽  
Rural Areas ◽  
Urban Areas ◽  
Outreach Program ◽  
Student Interest ◽  
Science Outreach ◽  
Upper Peninsula ◽  
Hands On ◽  
K 12

Demonstrating how science relates to human health is an important step for generating K–12 student interest in health-related careers. Science outreach is often performed in urban areas; however, ~20% of K–12 schools are in rural areas. Michigan Technological University is located in Michigan’s upper peninsula, which accounts for 30% of the state’s land mass but only 3% of the total population. Our goal was to create a science outreach program for reaching K–12 students in our rural region. We assembled a team of undergraduate and graduate students, staff, and faculty to implement science outreach with K–12 students. Specifically, we leveraged existing national and international science outreach events [Physiology Friday, Physiology Understanding (PhUn) Week, National Biomechanics Day] to offer hands-on physiology and biomechanics activities during the year. Between 2016 and 2019, we connected with 31 K–12 schools and impacted 327 elementary (19%), 351 middle school (21%), and 1,018 high school (60%) students (total impact 1,696). Over 90% of the outreach visits took place at the K–12 schools. The hands-on activities were delivered by more than 85 undergraduate and graduate students and 10 faculty. Together, the supportive culture and resources within the department (e.g., outreach coordinator, participation from students and faculty, grant funding) were key to developing the program. We recommend starting with a single outreach event, working as a team, and being flexible with K–12 schools. The program also provided service-learning and professional development opportunities for undergraduate and graduate students and faculty. Our robust science outreach program promoted “PhUn” all year-round with rural K–12 students.

The ASPIRE Program

2014 ◽  
pp. 216-231
Author(s):  
Peter Christiansen
Keyword(s):  
Middle School Students ◽  
Main Tool ◽  
Online Games ◽  
Outreach Program ◽  
Teaching Tool ◽  
School Students ◽  
Science Outreach ◽  
Interest In Science ◽  
Raising Awareness ◽  
Basic Physics

The ASPIRE Program is a science outreach program that was designed with the goal of teaching basic physics and math to middle school students and encouraging them to take an early interest in science. Our main tool in achieving this goal is a series of online games and activities that are designed to supplement classroom learning. The use of videogames as a teaching tool has enabled ASPIRE to reach thousands of students per day, while maintaining an average staff of only two or three employees. Although the games themselves are online, much of the success of ASPIRE can be attributed to connections with educators made through more traditional outreach activities. These connections serve as both a source of feedback for improving pro-learning behavioral effects in players and as a means of raising awareness for the games themselves.

scholarly journals Teknologi og design i nye læreplaner i Norge: Hvilken vinkling har fagområdet fått i naturfagplanen?

2012 ◽  
Vol 2 (2) ◽  
pp. 28-39
Author(s):  
Berit Bungum
Keyword(s):  
Science Curriculum ◽  
Science And Technology ◽  
Compulsory Education ◽  
Science Content ◽  
Formal Curriculum ◽  
New Science ◽  
New Ideas ◽  
Strong Position ◽  
Partnership Approach ◽  
Technology And Design

The new curriculum for compulsory education in Norway defines “Technology and design” as a multidisciplinary area, and this area has received a relatively strong position in the curriculum for science. This article describes the process of defining Technology and design in the formal curriculum. It then presents an analysis of how the curriculum approaches Technology and design in various phases towards the final formal curriculum. The analysis focuses on how ideas from Design & Technology as a subject in England and Wales have influenced the formation of the curriculum, and what relationship between science and technology it communicates. It is concluded that there has been a shift from new ideas towards more traditional science content during the process. The new science curriculum nevertheless facilitates a “partnership approach” to science and technology teaching in Norwegian schools, rather than communicating a view of technology as “applied science”

scholarly journals nanoHUB: Experiences and insights on care and feeding of a successful, engaged science gateway community

2016 ◽  
Author(s):  
Lynn Zentner ◽  
Gerhard Klimeck
Keyword(s):  
Scientific Community ◽  
Formal Education ◽  
Scientific Literature ◽  
Outreach Program ◽  
Science Content ◽  
Computational Tools ◽  
Quality Research ◽  
Science Gateway ◽  
Success Criteria ◽  
Scientific Project

Established in 2002, nanoHUB.org continues to attract a large community of users for computational tools and learning materials related to nanotechnology [1, 2]. Over the last 12 months, nanoHUB has engaged over 1.4 million visitors and 13,000 simulation users with over 5,000 items of content, making it a premier example of an established science gateway. The nanoHUB team tracks references to nanoHUB in the scientific literature and have found nearly 1,600 vetted citations to nanoHUB, with over 19,000 secondary citations to the primary papers, supporting the concept that nanoHUB enables quality research. nanoHUB is also used extensively for both informal and formal education [3,4], with automatic algorithms detecting use in 1,501 classrooms reaching nearly 30,000 students. During 14 years of operation, the nanoHUB team has had an opportunity to study the behaviors of its user base, evaluate mechanisms for success, and learn when and how to make adjustments to better serve the community and stakeholders. We have developed a set of success criteria for a science gateway such as nanoHUB, for attracting and growing an active community of users. Outstanding science content is necessary and that content must continue to expand or the gateway and community will grow stagnant. A large challenge is to incentivize a community to not only use the site, but more importantly, to contribute [5,6]. There is often a recruitment and conversion process that involves, first, attracting users, giving them reason to stay, use, and share increasingly complex content, and then go on to become content authors themselves. This process requires a good understanding of the user community and its needs as well as an active outreach program, led by a user-oriented content steward with a technical background sufficient to understand the work and needs of the community. A reliable infrastructure is a critical key to maintaining an active, participatory community. Using underlying HUBzero® technology, nanoHUB is able to leverage infrastructure developments from across a wide variety of hubs, and by utilizing platform support from the HUBzero team, access development and operational expertise from a team of 25 professionals that one scientific project would be hard-pressed to support on its own. nanoHUB has found that open assessment and presentation of stats and impact metrics not only inform development and outreach activities but also incentivize users and provide transparency to the scientific community at large.

Dimensions of Design in K-12 Telementoring Programs

2010 ◽  
pp. 15-30
Author(s):  
Kevin O’Neill
Keyword(s):  
Design Space ◽  
Research Findings ◽  
K 12 ◽  
Relationship Of ◽  
The Relationship ◽  
Made In

Teachers and researchers have been designing telementoring programs for more than fifteen years, yet there are many possible program designs that have not yet been attempted, and enormous potential yet to fulfill. An attempt is made to map out the “design space” of K-12 telementoring by discussing the major decisions made in designing a telementoring program, and the relationship of these decisions to one another. Where possible, research findings and examples of specific programs are cited in this discussion. By providing a look “under the hood” of telementoring programs, the chapter aims to help teachers become more equal partners in the effort to refine existing programs and develop new ones. Encouragement is offered to researchers to more fully articulate the rationale behind their designs in their writing, and to carry out more research on the efficacy of particular design choices, so that the field can develop cumulative literature on telementoring design.

scholarly journals Affordable Rotating Fluid Demonstrations for Geoscience Education: The DIYnamics Project

2018 ◽  
Vol 99 (12) ◽  
pp. 2529-2538
Author(s):  
Spencer A. Hill ◽  
Juan M. Lora ◽  
Norris Khoo ◽  
Sean P. Faulk ◽  
Jonathan M. Aurnou
Keyword(s):  
Science Teachers ◽  
Low Cost ◽  
Baroclinic Instability ◽  
Science Outreach ◽  
University Professors ◽  
Public Science ◽  
Do It Yourself ◽  
K 12 ◽  
University Course ◽  
The University

AbstractDemonstrations using rotating tanks of fluid can help demystify otherwise counterintuitive behaviors of atmospheric, oceanic, and planetary interior fluid motions. But the expense and complicated assembly of existing rotating table platforms limit their appeal for many schools, especially those below the university level. Here, we introduce Do-It-Yourself Dynamics (DIYnamics), a project developing extremely low-cost rotating tank platforms and accompanying teaching materials. The devices can be assembled in a few minutes from household items, all available for purchase online. Ordering, assembly, and operation instructions are available on the DIYnamics website. Videos using these and other rotating tables to teach specific concepts such as baroclinic instability are available on the DIYnamics YouTube channel—including some in Spanish. The devices, lesson plans, and demonstrations have been successfully piloted at multiple middle schools, in a university course, and at public science outreach events. These uses to date convince us of the DIYnamics materials’ pedagogical value for instructors from well-versed university professors to K–12 science teachers with little background in fluid dynamics.

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