|
Project
Team Poster
Abstracts
Page 1: March
10, 2007 Saturday — Abstracts 1-20
Page 2: March 10, 2007 Saturday — Abstracts 21-41
Page 3: March 11, 2007 Sunday — Abstracts 1-20
Page 4: March 11, 2007 Sunday — Abstracts 21-40
Page
3: Use
the links below to see a specific project team abstract or,
instead, just scroll through all the Page 3 abstracts.
Use the links above to access other pages.
1 Baylor College
of Medicine
2 Clarkson University
3 Johns Hopkins University
4 North Dakota
State University
5 Ohio State University
6 University of Pittsburgh
7 Rutgers University
8 Texas A&M University
9 Tufts
University
10 University of Alabama Tuscaloosa
11 University of Alaska Fairbanks
12 University of California Berkeley
13 University of California Santa Barbara
14 University of Cincinnati
15 University of Delaware
16 University of Florida
17 University of Hawaii at Manoa
18 University of Illinois at Chicago
19 University of Illinois at Urbana Champaign
20 University of Maine
1 Baylor College of Medicine
GK-12 at Baylor College of Medicine: Leading
a K-12 partnership culture
Sonia Rahmati Clayton | srahmati@bcm.edu
Baylor College of Medicine (BCM), in the track two phase
of its GK-12 program, continues to establish guided partnerships
between BCM graduate students and Houston Independent School
District (HISD) biology teachers,
and to make professional development available to all HISD life
science teachers. Program objectives are: (1) select up to 4
graduate students per year as GK-12 Fellows; (2) develop Fellows'
communications and teaching-related skills through partnerships
with high school teachers, classroom interactions with students,
and collaboration in teacher professional
development; (3) provide professional development in biosciences
to HISD teachers each year through guided partnerships with
GK-12 Fellows and an annual professional development series;
(4) sustain partnerships through
institutional commitments; (5) make biology teaching and learning
resources developed through the program available in a variety
of formats on BCM's BioEd Online website (www.bioedonline.org).
BCM GK-12 Fellows have made important contributions to partner
schools by serving as science content resources and professional
role models for students. Project evaluations have recorded
improvements in students' attitudes in science and positive
change in students' science content knowledge. Activities
have raised the visibility of K-12 partnerships at BCM. In 2005,
BCM constructed a 1,500 sq. ft. Bioscience Resource Lab dedicated
to teaching activities. GK-12 Fellows have demonstrated that
K-12 activities are enhancements to their research careers.
The mean time to graduation for BCM GK-12 Fellows is 5.37 years,
compared to a mean of 5.6 years for the Graduate School overall.
BCM GK-12 alumni have diverse current positions and have continued
to contribute to K-12 education.
Return to list
2 Clarkson University
A Project-Based Learning Partnership in Northern New York
Carolyn Zanta | czanta@clarkson
The Clarkson-St. Lawrence K-12 partnership program has matured to include a wide
variety of University faculty, classroom settings, content areas, and funding
sources as we strive to institutionalize our program. In addition to serving
a rural population in classrooms throughout the region, Fellows have worked with
Native American students from the Akwesasne Mohawk tribe through participation
in an after school Boys & Girls Club and AISES (American Indian Science and
Engineering Society) activities. The project-based learning curricula have historically
included topics in Energy Science and Technology, Composting Science, and Concrete
Engineering. We have nationally distributed our Energy Curriculum, which includes
the patent-pending "Energy Choices" board game for middle school
students. The board game has received national press with subsequent requests
for the game from many educators and businesses engaged in outreach activities.
The Clarkson Office of Educational Partnerships, which was recently formed because
of NSF GK12 funding, has high visibility on campus and assists faculty members
in development of new K-12 science outreach opportunities. New content areas
developed in the past year have included Roller Coaster Mathematics and Physics,
Computer Networking, Rehabilitation and Biomedical Engineering, and Antarctic
Research. The Antarctica curriculum included in-class activities as well as online
blog communication with a GK12 Fellow as he helped with research on the strength
of sea ice at an Antarctica test site. Supplemental funding from the New York
State Education Department and NSF — as part of two CAREER awards
and a supplement from the Office of Polar Programs — made
extensions into these new curricular content areas possible.
Return to list
3 Johns
Hopkins University
Experiential Education: Communicating
STEM Concepts to Blind Students
Ben Tang | btang@jhu.edu
In general education and education related resources are not
are not accessible to blind or low-vision students. This gap
is significantly wider for science, technology, engineering,
and math (STEM) disciplines due to its lukewarm reception in
the general public as well as difficulties in its communication
to blind students. Because of this and a tendency for sighted
people to "mother" blind students, many blind and
low vision youth falsely believe that STEM careers are impossible
for them to enter. The issue of STEM education accessibility
to blind students will be addressed through a summer STEM academy
to be held at the Whiting School of Engineering at Johns Hopkins
University in the summer of 2007 that is being co-run by the
National Federation of the Blind. This STEM academy will incorporate
tactile and experiential methods of teaching, which has been
shown to be effective in enhancing learning in all types of
students. Novel tactile STEM activities will be designed with
the faculty at Hopkins and the National Federation of the Blind,
implemented, and evaluated for their effectiveness in addressing
the issues described above. In addition to the educational
experience, student attitudes towards advocacy and self-help
efforts as well as towards STEM careers and activities will
be refined.
Return to list
4 North
Dakota State University
GraSUS-II Partnerships: A Successful
Implementation of GK-12 Activities
Kim McVicar | kim.mcvicar@ndsu.edu
The NDSU GraSUS II project has placed a high emphasis on the
development and fostering of extensive collaborative partnerships.
Our experiences during the first phase GraSUS project (2001-4)
demonstrated the importance and effectiveness of our collaborative
strategies for placing and supporting fellows in school science
and mathematics classrooms. This success prompted us to strengthen
the collaborative features of our project design for GraSUS
II. Four distinct dimensions of the project involve collaborative
partnerships: (1) Leadership Group: University faculty and
staff–Lead Teachers–graduate fellow–project
evaluator, planning, evaluation and leadership; (2) Teams:
School teacher–NDSU student fellow placements; (3) Advisory
Board: School district–University–Community representatives
review, advise and support; (4) University–School District:
Project activities occur at the University and in the regional
schools. In each component, the design has been for a relatively
flat–rather than hierarchical–organizational structure.
Our view is that each participant and organization brings unique
and valuable perspectives and expertise that support the achievement
of project goals. Project activities are developed, implemented
and evaluated in a collaborative rather than prescriptive fashion.
Return to list
5 Ohio
State University
Mary Allison Timby | timby.1@osu.edu
Ohio State University's GK-12 program continues its partnership
with Columbus Public Elementary Schools. An additional ten
schools have partnered with graduate fellows from the departments
of Chemistry, Geological Sciences, Physics, Chemical Engineering,
Electrical Engineering, and Material Science Engineering. Fellows
and teachers build from the Ohio Science Content Standards
as a guide for newly designed inquiry activities. Additionally,
students practice science and writing together by recording
their daily hypotheses, observations and conclusions in a science
journal. These journals allow students to practice writing
even during science class. The science journals are one part
of the partnership between Ohio State's GK-12 and Columbus
Public Schools. Writing continues to be a main focus for Columbus
Public educators, and the GK-12 program has helped incorporate
a target skill with science inquiry.
Return to list
6 University
of Pittsburgh
Integrating Technological Approaches to Science Education into
the 1st - 8th Grade Classroom
Kevin Davies | kdavies@pitt.edu
Scientists commonly utilize a wide variety of technologies to aid in communicating
their research. These include data visualization methods, presentation tools,
and representations of systems normally beyond the human senses. Many of these
strategies retain their applicability in the K-12 classroom. In our poster, we
will demonstrate some of our fellows' work in transferring the benefits
of technology into the 1st–8th grade classroom. By integrating technology
into our teaching approaches, we are better able to explain phenomena which are
counterintuitive through direct observation; these phenomena make sense via the
new perceptions available to us at much smaller/larger scales. Through the use
of representational technologies, the relationship between variables is more
readily understood by the K-12 audience. By combining multiple representations
(numerical, graphical, pictorial, etc.) into a coherent instructional tool, some
phenomena are understood much more readily. There are practical benefits gained
in the classroom, as well. Technology simplifies certain tasks for us, lending
itself to use in developing differentiated instructional methods. The ability
to instantly show numerical changes alongside their effects in real-time aids
the students in development of models of thought, while providing visual evidence
to counteract misconceptions they may already hold. The materials developed by
the fellows and their partner teachers are readily accessible to both the learner
and the teacher, allowing them to be readily shared with teachers outside our
project.
Return to list
7 Rutgers University
Building a Learning Community
in Science and Mathematics through Educational Partnerships: Track
II and the Rutgers Science Explorer
Kathleen Scott | scott@biology.rutgers.edu
The Rutgers Science Explorer is a forty foot mobile science
laboratory that extends the Rutgers community beyond the New
Brunswick campus. The Rutgers Science Explorer has also been
a vehicle of change for both the GK12 program and for the University.
This GK 12 project has consistently provided our fellows with
opportunities to couple STEM research with the challenge and
creativity of middle school science, mathematics and technology
classroom teaching. These opportunities have been expanded
by the Science Bus, which brings the fellows' most innovative,
research-based ideas to students across the state. For the
individual graduate student, this has translated into a unique,
rewarding experience that has influenced their professional
career. For the University, it has resulted in a new dimension
to graduate education and outreach.
Return to list
8 Texas
A&M University
The GK12 Experience in the Fifth Grade Classroom with At-Risk
Students
Karen McNeal | ksell@neo.tamu.edu
This project focuses on three major challenges facing the United
States and Texas in elementary school science: retaining elementary
teachers who are highly qualified to teach science; administering
a science curriculum that presents current and accurate scientific information;
and teaching inquiry-based science that reflects how scientists act and
think. These challenges are especially difficult to meet in schools with
high percentages of at risk students, which include children who are poor,
speak English as their second language, and have a history of failing state-mandated
tests. One elementary school with very high numbers of students
in these categories was identified in a large central Texas
school district to be the field site for our GK12 Fellows project. In this
high-minority (96.6% African American and Hispanic) school, 80% of the
children have been identified by the state as at risk; 94% are classified
as economically disadvantaged and 43.8% are limited English proficient.
In the past two years, 41% and 53% of fifth grade students in this school
passed the science portion of the Texas Assessment of Knowledge and Skills
(TAKS) test. The aim of our GK12 program is to enhance the science learning
and teaching environments of fifth grade children at this elementary school
through incorporating twelve graduate student fellows into the classroom.
Goals of the program include the following: (i) fellows obtain experience
communicating science to the public, (ii) teachers receive science content
knowledge and pedagogy, (iii) first-year teachers receive support to minimize
the first year stress level, (iv) students' performance on TAKS science
tests increase, and (v) students develop new conceptual understandings
of science processes and perceptions of science.
Return to list
9 Tufts
University
The Institutionalized GK-12 Model at the Center for Engineering
Education Outreach
Kevin Staszowski | Kevin.staszowski@tufts.edu
In order to obtain our goal of making our engineering outreach
program sustainable after the end of the GK-12 Funding, we have set up
four programs within the Center for Engineering Education Outreach to support
pre-college engineering education. The first program funds Tufts University
graduate students who are helping to transition classrooms from GK-12 Fellow-directed
to teacher-directed engineering education. This Student Teacher Outreach
Mentorship Program (STOMP) Scholar is our sustainable version of the GK12
program. Graduate students spend a few hours a week in the classroom in
more of a support role. The STOMP scholars also model a very focused example
of an engineering education unit for the teacher to use for his or her
own future curriculum. The second program, the Engineering Leadership Fellows
(ELF) program, trains high school students to volunteer in classrooms -
offering local support to the engineering education efforts at the pre-college
levels. The third program is the development of a website aimed at building
a community of engineers doing outreach into local schools. Rather than
the website being a repository of curriculum, the website is designed to
allow educators and engineers to upload and discuss variations and modifications
to engineering education curriculum being done at schools in different
parts of the country. The final project is a research program looking at
how engineering students benefits from participating in the pre-college
classroom outreach. We believe the results of this research will demonstrate
to Tufts University and other agencies the value of continuing to find
funding for our programs at the Center for Engineering Education Outreach.
Return to list
10 University
of Alabama Tuscaloosa
Integrating Biofuel Research into High School Chemistry
Beth Todd | btodd@eng.ua.edu
Bryan Johnson, working with Dr. Duane Johnson in Biological
and Chemical Engineering at the University of Alabama, has
found that the flash point of biodiesel can be decreased by
increasing methanol concentration by a few parts per million.
This is important for the transportation of biodiesel because
trucks used to transport petroleum diesel are planned for use
to transport this new fuel. In many cases the standards for
the flash point of biodiesel were not met by these trucks.
Lowering the flashpoint will lead to safe transport of biodiesel
and the future economic development of this alternative fuel.
Bryan's research on biodiesel fuels was transferred directly
into a chemistry classroom at Northridge High School. Students
made biodiesel fuel during a lab and were introduced to new
lab techniques in the process.
Return to list
11 University
of Alaska Fairbanks
Integrating technology research into classroom and community
science
Karina Possenti | fytask@uaf.edu
TASK GK-12 Fellow Chris Hecker is working on his PhD in Computer
Science at the University of Alaska Fairbanks under the direction
of Dr. Kara L. Nance. Together with his partner teacher, he
has been able to use his background in computer science to
build a state-of-the-art science lab at Ryan Junior High School
where he works with 7th and 8th graders. Our poster highlights
the integration of technology research into this science lab
as well as the many other technical outreach efforts that Chris
has undertaken to improve knowledge about computers in our
community.
Return to list
12 University
of California Berkeley
Exploring California Biodiversity - Development of Multi-Access
Keys to Focal Groups of Organisms
Betsy Mitchell | betsyjm@berkeley.edu
Our "Exploring California Biodiversity" program
provides opportunities for UC Berkeley graduate students
to link the campus' natural history museums and field
stations with the K-12 community and brings the natural world
into the
classroom. Graduate fellows design and lead lessons in which
their students collect natural history objects from their
schoolyards and at our field stations. Students then learn
to curate the specimens and use them to analyze patterns
of biodiversity in space and time, create species lists
from their schools. Information is entered into a database
made accessible to K-12 schools and linked to the larger
museums database. One of the most difficult aspects of a
project such as this is how to identify natural history objects
that the students find, many of which are plants or insects.
Although museum experts are happy to help with identifications,
this is laborious and, importantly, takes the "ownership"
of the object away from the student who collected it. Accordingly,
we have started to develop easy-to-use keys that add the
following to the GK-12 project: 1. Broader understanding-
Having a name for an organism collected by a student enables
that student to then explore what is known about the biology
of their specimen and its place in the local community. 2.
Sustainability and expanded reach - On-line or on disc keys,
enable teachers to continue the biodiversity explorations
without the fellows. For teachers and students, using available
dichotomous keys to identify plants and insects (as professional
entomologists and botanists do) is not feasible, as these
tend to be technical, long, and difficult, and may not
include the species in question. Our multi access keys are
better suited to our students, teachers, and fellows.
Return to list
13 University
of California Santa Barbara
Communication of Science to Students and Families at Santa
Barbara Junior High School and Beyond
Samantha Freeman | Samantha@cnsi.ucsb.edu
Fellows affiliated with the LEAPS (Let's Explore Applied Physical
Science) program through the University of California, Santa Barbara,
have used the resources and connections provided to them through their
participation in the program to maximize the number of students reached
through their efforts. At Santa Barbara Junior High School (SBJHS),
the main school participant in the LEAPS program with graduate student
fellows in two classrooms and undergraduates leading an after-school
science club, fellows work to reach as much of the Santa Barbara Junior
High School community as possible.
For the students in LEAPS classrooms, out of class room experiences
such as field trips to UCSB and science fair mentoring were used to
make stronger connections between fellows and students. In the school,
innovative presentations prepared by the fellows have been shared with
students in non-LEAPS classrooms. Out of school activities, such as
family science night, combine the families of all students, along with
UCSB graduate students not affiliated with the program, to create an
open and exciting dialog about science. In addition to these programs
LEAPS after-school science clubs, run at 6 sites throughout the community,
also work to reach out to students and their families. The most notable
example of this, also bridging the gap between SBJHS and these programs,
was the family science night for families from Caesar Chavez Charter
School hosted at SBJHS.
Return to list
14 University
of Cincinnati
Poster Strand Three: Integration
of fellow's research into classroom (through pedagogy, teacher
support, etc.)
"Sift, Settle, Sip, Save: Expanding and Connecting Countries
for the Sake of Water"
Lisaann Hampton | lisaann.hampton@uc.edu
Anant Kukreti | anant.kukreti@uc.edu
Viewing amazing photography of Roche, Tanzania and the local
villagers, viewers become engaged in the step by step training
occurring with young and old to create filters for their water.
Sarah Pumphry, a Fellow built the screens in her assigned high
school classroom prior to leaving for Roche and had all of her
students sign the wood for the screens. Using common materials
(broken clay pots, cloth pieces, etc.) to advanced materials
(carbon fibers, chemicals, etc.), the Cincinnati youth built
their own water filters in a quest to produce the most economical
water filter that cleaned best the water from the Ohio River
which flows by their homes. The students got an appreciation
of interconnections among science, technology, engineering, math,
and society and its impact on the quality of life provided in
the city. Traveling to Roche in spirit via scattered names on
sifting screens, helping others have clean water…these
minority students may have very well been planted a seed that
could grow into an environmental engineer. This "stream
of life" theme is here in Cincinnati, Ohio on the Ohio River
also. Promoting Aquatic Environmental Biology, the Ohio River
Sanitation Coalition Educational Foundation has a floating classroom,
the P.A.Denny, a sternwheeler. Photos of students working on
the river as aquatic biologist aboard this "floating classroom"
are eye catching. Visitors will view native specimens, Hester
Dendy's, and other items used by these students. Another spin
on this "aquatic" endeavor
is the adopting of a local stream with "River Watchers" as
a sponsor so that these urban youths can test and submit data
to scientists at ORSANCO. Educating the stewards of tomorrow
about local and distant aquatic conservation needs helps them
find their "river voice."
Return to list
15 University
of Delaware
Delaware GK-12 Partnership: Improvement of Science
Education in Vocational Technical High Schools through Collaborative Learning
and Co-teaching
George Watson | ghw@udel.edu
The University of Delaware and the New Castle County Vocational
Technical School District (NCCVT) have initiated a GK-12 partnership
in which nine full-time UD graduate students in the sciences
are selected annually to serve as Fellows. In the first year
of this project, Fellows have been paired with high school
science teachers from NCCVT. These pairs, along with the principal
investigators (PIs) of this program, have formed a learning
community focused on examining and reflecting on current issues
in science education while specifically addressing critical
needs in teaching science in vocational technical high schools.
During summer workshops and in follow-up meetings facilitated
by the PIs, the Fellows have been introduced to a number of
innovative teaching strategies including problem-based learning
(PBL) and Co-teaching. Fellow/teacher pairs have begun to develop
and teach PBL activities that are in agreement with State of
Delaware science standards and that support student learning
through inquiry. Fellows also have engaged in Co-teaching with
their teacher partner. In this "teaching at the elbow
of anothe," Fellows gain a better understanding
of and appreciation for the complexities and nuances of teaching
science in vocational-technical high schools. As a result of
their Delaware GK-12 activities, Fellows have enhanced the
science classroom experience for high school students while
simultaneously gaining insight for themselves into current
issues of science education. Furthermore, Fellows have grown
in their ability to communicate scientific understandings to
an audience with multiple and diverse learning needs.
Return to list
16 University
of Florida
The Challenge of Institutionalizing GK-12 Programs
Doug Levey | dlevey@ufl.edu
The poster has three components: a) a synopsis of SPICE, our
GK-12 program from the beginning, b) the steps that SPICE has
taken towards institutionalization, and c) alternative paths
and recommendations for the institutionalization of a GK-12
program. SPICE, Science Partners in Inquiry-based Collaborative
Education, is currently in the first year of Track II Funding
as a GK-12 program. During the first 3 years SPICE offered
fellowships to 2 colleges at the University of Florida and
has since expanded to 5 UF colleges. In Track II Funding SPICE
offers a 2-year commitment for the fellows. During the first
year the fellows are Type I, which is the 30,000 stipend and
a work obligation of 10-15 hours per week. The second year
the fellows become Type II, which is a 3,500 stipend and a
work obligation of 2 visits to their assigned school per month.
The Type II fellowship allows SPICE to reduce the financial
scope of the program long-term. Suggestions and tips for institutionalization
include matching funds, starting small, partnerships with the
local schools, and reduction of the financial scope of the
program.
Survival Strategies of Plants and Animals
Katherine Deliz-Quinones | kdeliz@ufl.edu
Melissa Henkel | henkelma@sbac.edu
As a Fellow-Teacher pair, we developed a series of lessons
and activities to help students understand the various adaptations
different plants and animals have to survive in their natural
environment. In addition the lessons addressed how natural
disturbances and anthropogenic disturbances might interfere
with these adaptations. For example, these disturbances might
decrease the organism's populations or make them unable
to survive. Before introducing students to the new vocabulary
and lectures, they were asked to match different organisms
to the environments they might live in, based on their physical
traits. Following this activity, students were introduced to
the characteristics of different environments and to the adaptations
animals and plants should have to survive in their particular
habitat. After the first lecture students were ask to repeat
the introductory activity, this time indicating the adaptations
of the plants and animals. Other activities include, videos
and case studies discussion about deforestation, agriculture,
mining, urbanization, acid rain, over fishing, global warming,
chemical, thermal, light and sound pollution etc. and experiments
to simulate anthropogenic disturbances and their effect on
the environment. The final activity was to assign students
a specific environment for them to build up a plant or animal
capable of living in that habitat. After this an environmental
disturbance was assign and students were asked to determine
if their plant or animal was going to be able to survive. As
a result students were able to recognize differences between
ecosystems and describe the diverse adaptations organisms should
have to survive in a specific environment. They also learned
that even though sometimes the damage we cause to the environment
could be reversed or slowed down, most often it has permanent
results.
Return to list
17 University of
Hawaii at Manoa
An Archipelago of Opportunities
for Learning: Diversity of Habitats & Minds
Erin Baumgartner | erinbaum@hawaii.edu
The University of Hawaii at Manoa's National Science
Foundation Graduate Teaching Fellowships in K-12 Education
Program is based on the concept of diversity. Hawaii presents
a unique and varied environment with diverse organisms and
habitats, and we are a group of graduate students with very
different interests and individual projects which are delivered
within a wide range of educational venues. The partnerships
that we form with Hawaii's teacher/educators inform
the projects that we develop. All of our projects are firmly
grounded in the natural laboratory of evolution provided
by the biota and biomes of the Hawaiian Islands, and are
tailored to the state of Hawaii's educational standards
and to each teacher/educator's needs. Our projects
strongly reflect the individual research interests and expertise
of each of the Fellows and our partner teacher/educators.
This combination of factors results in an archipelago of
learning opportunities for Hawaii's K-12 students,
teachers, and educators, as well as the K-12 Graduate Fellows.
Return to list
18 University
of Illinois at Chicago
SKIT: Scientists,
Kids and Teachers — A GK-12 Partnership
with the Chicago Public Schools
Roy Plotnick | plotnick@uic.edu
SKIT is an urban education partnership between the Chicago
Public Schools and University of Illinois at Chicago (UIC);
participating UIC departments include: Biology, Chemistry,
Computer Science, Curriculum & Instruction, and Earth and
Environmental Sciences. Supported by a National Science Foundation
grant and other funds, graduate students (aka Fellows) work in
partnership with Chicago Public School teachers in K-12 classrooms
to support science and mathematics teaching and learning. As content
specialists, Fellows work under the guidance of classroom teachers
to contribute in mathematics and science education reform in various
ways, including designing lessons, providing additional instructional
resources for students, assisting whole-class activities, facilitating
small-group work, and at times leading classroom instruction.
A seminar entitled Science and Mathematics in Urban Settings
offers SKIT Fellows an opportunity to read, think about, and discuss
scholarship in science and math education; explore issues in
math and science education that are most relevant to urban settings;
reflect on their experiences working in urban classrooms/settings;
strengthen their contributions to science and math education
reform efforts in K-12 schools/settings; and design and carry
out a project that will support their growth as educators. The
Fellows explore issues that arise from existing literature, their
own work related to teaching and learning, and video vignettes
of classrooms, students, and teachers. Each fellow is expected
to turn in a weekly journal entry.
Return to list
19 University
of Illinois at Urbana Champaign
GK12 Graduate Teaching Fellows
Lisa Bievenue | bievenue@uiuc.edu
The UIUC GK-12 (www.gk12-uiuc.net) program focuses on using
computer-based modeling and visualization to explore the quantitative aspects
of science and social science, especially in fields that have recently begun
to rely more heavily on quantitative methods (e.g., biology, environmental
science, geography, geology, and history). The poster will present some
examples of how modeling and visualization have been integrated into middle
and high school curricula, with hands-on, minds-on, inquiry-based methods.
Return to list
20 University
of Maine
2006-07 Year 1 Track II GK-12 Sensors! Program at University
of Maine
John Vetelino | vet@eece.maine.edu
This poster session will offer examples of active-learning
curricular integration of sensor science and engineering into
grades 6-12 STEM courses and present highlights of program
evaluation findings from January 2006 to the present.
Return to list
|
