Diese Präsentation wurde erfolgreich gemeldet.
Wir verwenden Ihre LinkedIn Profilangaben und Informationen zu Ihren Aktivitäten, um Anzeigen zu personalisieren und Ihnen relevantere Inhalte anzuzeigen. Sie können Ihre Anzeigeneinstellungen jederzeit ändern.

The 50 Hours for 50 Nations Program - Carl Pennypacker

24 Aufrufe

Veröffentlicht am

Presented at the GHOU 2018 conference in Vienna, Austria from 13-15 August. http://handsonuniverse.org/ghou2018/program/

Veröffentlicht in: Bildung
  • Als Erste(r) kommentieren

  • Gehören Sie zu den Ersten, denen das gefällt!

The 50 Hours for 50 Nations Program - Carl Pennypacker

  1. 1. Outline of Talk : • What is GHOU (Global Hands-On Universe) • Review of a some GHOU Accomplishments • Steps to Unifying Astronomy with Modeling Instruction – both a theory of learning and a robust dissemination network!
  2. 2. Thanks and Acknowledgements! : • • Thank you to the Organizers! Thilina, Bonnie Thurber, and Kuffner Observatory Colleauges • Thanks to the IAU • Inspired and eager to work with many of the great folks here!
  3. 3. Welcome – 19th Year of GHOU Workshops! : • • Thanks to all who have come! • We have had some successes this year • I hope we can all explore and plane for ways to reach more teachers with various methods
  4. 4. Some amazing New Opportunities • Potential Fullbright Fellowships for teachers from some nations to come to the US and take a 3-week Modeling Instruction Astronomy HOU workshop • Global Hands-On Oceans (GHOO) Go Norway! • IASC-GTTP-GHOU Collaboration • LCO/FTN And lots of Telescope Time and 50 Hours Project • Starting to expand upon Internet-video conferences – we had a very successful one last year for Uganda • Other methods to reach teachers! • Let us try to support teachers from Austria!
  5. 5. What is GHOU:  A network of many teachers (20,000 to 40,000 around the world in >100 nations – thanks to GTTP and Rosa Doran!)  Scientists/educators who like to build bridges between modern astronomy research/technology and traditional classroom education ~100 of us  Network Intra-communications  Many students(must be millions or so) who have benefitted from their teachers engagement in GHOU  Curriculum/activities  Effective teacher workshops but soon to get much better
  6. 6. Some GHOU Accomplishments:  Amazing Curricula/activities – still growing!!  HOU-inspired activities are part of French and Bavarian official curriulum  Built up a resilient core of collaborators who are eager to hold workshops around the world  Able to form collaborative bonds to make GHOU even better  Amazing Curriculum/activities  Modeling Instruction Collaboration in the United States, and we hope we can share it around the world!
  7. 7. What is GHOU (cont): • Robotic Telescopes • Existing Data Archives (which may be updated continuously • , Existing and future (LSST!) Data Pipelines, • Satellites • Smart Phones Data (others)! • Teacher/leader Training • Produce amazing Activities, and Curriculum • Image processing software Salsa J and JS9 • Front ends/guides for data bases, • On-going teacher support and networks • GHOU tries to gently match and collaborate with Data folks and teachers/students GHOU Audiences • Classrooms- teachers and students, • After School leaders, sometimes museums and planetariums, • • networks of teachers (Modeling Instructors and American Association of Physics Teachers, • Earth Science Teachers • College Faculty and students
  8. 8. What GHOU Does/Wants to Do!  GHOU wants to help students do what an astronomer does!
  9. 9. Exemplary GHOU Activities: • Discover/measure the mass of the Black Hole in the Center of the Milky Way • Discover and analyze images of objects in the Universe. • Measure the mass of Jupiter by measuring moons. • Measure the amount of dark matter around a nearby galaxy • Make a scale model of the solar system, including playdoh (middle school too) All use Salsa J image processing, real data, measurement, model building, great pedagogy, ratios, proportions, linear and other equations and other math.
  10. 10. What GHOU Does/Wants to Do!  Improve students math and science skills and performance  Help them do a bit better on test scores/conceptual understanding, etc.! – at the end of the day, non-astronomy people will want these types of results – not that hard to get, and we need to consolidate these findings) • Middle School GHOU Example (“ASAMI After School Science and Math Integration”): • ASAMI Published Results (refereed journal and repeated in three classes) • 6 week ASAMI, two hours twice a week led to 43% improvement on Common Core Math Assessment Items. • 12 week ASAMI led to 93% improvement on Common Core test items. • Control group had half the gain.
  11. 11. What GHOU Does/Wants to Do!  Enable teachers and students to collect, analyze, and use digital astronomical data (robotic telescopes, data archives, shared data sets) – prepare for the LSST!  Continue Great Collaborations with impressive groups such as ASP, Faulkes Telescopes Network, LCOGT,, Harvard/SAO-MicroObservatory, Three Rivers Foundation and Commanche Springs Astronomy Campus, Western Kentucky University, Nuclio, MONET, Russ/Rachel, and many others!
  12. 12. 1 learn science by doing science problems incorporating discovery and and experiment design, analysis, and reporting topics that are motivating meaningful use of computers ① 2 ① 3 ① 4 Exemplary Aspects of GHOU
  13. 13. Some HOU/Berkeley Supernova Search Milestones  US HOU has reached about 1200 US teachers and eager to reach many more! (proposals in preparation)  GHOU  A GHOU teacher helped collect data for the discovery of the Accelerating Universe (Isaac Newton Tel.->Nobel Prize)
  14. 14. Some HOU/Berkeley Supernova Search Milestones  First (or nearly the first regular) student based asteroid discoveries –>IASC)  First student based supernova discoveries :
  15. 15. Science & Engineering Practices and US New Science Standards (NGSS)  Asking questions and defining problems  Developing and using models  Planning and carrying out investigations  Analyzing and interpreting data  Using mathematics / computational thinking  Construct explanations / design solutions (the word “model”s appears ~ 150 times in US Science Standards NGSS)  Engaging in argument from evidence  Obtaining, evaluating, and communicating information
  16. 16.  IASC- International Asteroid Search Campaign: Based at Hardin Simmons Univ, Abilene Texas Discoveries below: # of MBAs = 1500 main belt asteroids discovered (six have names of High Schools) # of TNOs(Trans-Neptunian Objects) = 6 # of Comets = 1 # of NEO (Near Earth Objects) Measurements = 2,000 per year # of NEO Discoveries = 20 including 1 PHA (2009 BD81) # of Students = 5,000 per year # of Schools = 1000 per year # of Countries = 85
  17. 17. Asteroid Madisonville High:
  18. 18. Thinking a Bit about the Market and How to Reach Them!  After School  K-12 Formal (classroom) education  Astronomy Classes (~500-4000 ???) in United States – largely decimated by “standards movement” and a former President who did not believe in the Big Bang (“Fake News”?)  Earth and Space Science Classes – substantial potential here  Modeling Instruction Collaboration – 8500 teachers, and about 1800 physics teachers. They run self-sustaining teacher workshops!
  19. 19. Modeling Instruction  Students usually learn about 50% to 100% more in Modeling Pedagogy than with normal pedagogy.  Astronomy is a fantastic method to learn a lot of science, kids are engaged, and if with Modeling Pedagogy, they will learn a significant amount more than many other ways of teaching and learning.  We must make the case with administrators, parents, government!!  8500 Modelers, 13% of US Physics Teachers are Modelers… Amazing network!
  20. 20. What is Modeling Instruction? A research-based, proven effective teaching method that focuses on the construction, validation and application of the handful of Conceptual Models that form the content core of the discipline The Modeling Cycle  Build the model  Test the model  Apply the model Student-to-student communication is the key element of the learning environment
  21. 21. Why do they continue using Modeling instead of moving on to the next “educational flavor of the month??” A community of practice  AMTA – a teacher-created, teacher-led community, founded by teachers, for teachers in 2005.
  22. 22. Results of Modeling-HOU Workshop 2 weeks this June 2016 and 2 weeks in 2017: Goal: discover the Fundamental Principles of Astronomy  Elucidated “Fundamental Models of Astronomy” (“basis vector set”?) Concerning a Modeling Astronomy-Hands- On Universe Course – such models use many Fundamental Models of Physics – four guiding questions/units, now in development and pilot!  Units are based on NGSS elements for high school (& some middle school)
  23. 23. Future Plans and Action for Modeling Astronomy:  Build on alliances and networks and Earthlings from this conference!  Two proposals in process – one on Modeling- HOU Unification, one on DESI (Dark Energy Spectroscopic Instrument) – Adopt one of 30M measured galaxies!  2nd Pilot of the Modeling units this school year  Piloting with new teachers 2018-2019  More workshops for many moons following
  24. 24. GHOU Future Plans and Action: • Work on recruiting and proposing for potential Fullbright Fellowships for teachers from some nations to come to the US and take a 3-week Modeling Instruction Astronomy HOU workshop • Global Hands-On Oceans (GHOO) Go Norway!  • IASC-GTTP-GHOU Collaboration  • LCO/FTN And lots of Telescope Time and 50 Hours Project – 80 Hours for 80 Nations • Starting to expand upon Internet-video conferences – we had a very successful one last year for Uganda • Other methods to reach teachers!