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Science in the Ice 2003

Science in the Ice 2003. Jim Madsen, Bob Baker UW-RF Francis Halzen, Mike Stamatikos, Bruce Koci UW-Madison Buford Price UCal-Berkeley Andy Caldwell Douglas County HS, CO Roger Carlson Mahtomedhi MS, MN Louise Huffman Kennedy JHS, IL Eric Muhs Roosevelt HS, WA

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Science in the Ice 2003

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  1. Science in the Ice 2003 Jim Madsen, Bob Baker UW-RF Francis Halzen, Mike Stamatikos, Bruce Koci UW-Madison Buford Price UCal-Berkeley Andy Caldwell Douglas County HS, CO Roger Carlson Mahtomedhi MS, MN Louise Huffman Kennedy JHS, IL Eric Muhs Roosevelt HS, WA Jason Petula Tunkhannock HS, PA Juanita Ryan Toyon ES, CA Steve Stevenoski Lincoln HS, WI UW-River Falls

  2. Day 1 Outline • Course Overview • SCALING Science • Science versus Art • Introduction to Glaciers • Afternoon Activity---Making Ice UW-River Falls

  3. Course Overview • Goal: Introduce Polar science to Secondary School Curriculum • Approach: Provide enabling background, work collaboratively • Structure: Morning-Lecture/Discussion Afternoon-Classroom Activities UW-River Falls

  4. Goal: Polar Science in Schools • Hooks for science • Exotic Antarctic Environment and History • Cutting-edge Science • International Collaboration • Discovery Potential • Field experience --- • Teachers Experiencing Antarctica and the Arctic (TEA) • Bring Science to a Broader Audience • SCALE (System Wide Change for All Learners and Educators) • IceCube homepage UW-River Falls

  5. Denver, Los Angeles, Madison, Providence School Districts • The SCALE partnership brings together mathematicians, scientists, social scientists, engineers, technologists and education practitioners to build a whole new approach to reforming math and science education preK-12. SCALE will improve the math and science achievement of all students at all grade levels by engaging them in deep and authentic instructional experiences. UW-River Falls

  6. Goal 1Transform core STEM teaching system-wide so that every student experiences deep, conceptually based instruction on core math and science concepts on a continuing basis. Goal 2Develop and implement immersion STEM learning experiences to ensure that every student experiences the process of engagement in an extended (e.g., four-week) scientific investigation at least once a year. Goal 3Implement new teacher preparation and development educational programs that give teachers a deeper grasp of STEM content and effective pedagogical strategies for engaging students in learning that content. Goal 4Increase the participation of minority and female students in high school math and science courses, and send more of them to college as students of these fields, thus building a more diverse pool of potential STEM teachers. Goal 5Ensure that a culture of evidence permeates all lines of work in the partnership through a program of research and evaluation. UW-River Falls

  7. Approach: Build on Strengths • Instructors: Science Expertise Tempered with Secondary School Experience • Work Collaboratively to Develop Appropriate Materials • Transfer Excitement of Science into the Classroom UW-River Falls

  8. Structure Week 1 UW-River Falls

  9. Structure Week 2 Structure Week 2 UW-River Falls

  10. Course Philosophy • Teachers Know What Works in Their Classes • New Material Needs to be Mastered to be Useful • Comfort Comes From Successful Trials UW-River Falls

  11. Science Versus Art • Goal of Science and Art are Similar • Find Something Interesting to Study • Develop Appropriate Techniques • Results are Representations (Models) • Critical Analysis Leads to Refinements UW-River Falls

  12. Two Models of Jim UW-River Falls

  13. Science Versus Art • “It is correct that a work of science is not like a work of art. To be moved by a work of art does not require us to be particularly knowledgeable or versed in the scholarly assessment of it.” (p.4) Shadow of a Star, The Neutrino Story of Supernova 1987a, Alfred K. Mann UW-River Falls

  14. Science versus Art • It has often been emphasized, particularly by the philosopher Karl Popper, that the essential feature of science is that its theories are falsifiable. (p.78) • Suddenly, I understood the main function of the theoretician: not to impress the professors in the front row but to agree with observation. (p.76) The Quark and The Jaguar, Adventures in the Simple and the Complex, Murray Gell-Mann UW-River Falls

  15. Authentic Immersive Science Ultimate goal is to develop 4 week activity consistent with the Principles of Immersive Science You will play a vital role in the success of these efforts! UW-River Falls

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