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Teaching Calculus with NASA via PBL Techniques

Teaching Calculus with NASA via PBL Techniques. Gloria Elena Faus Landeros Senior High School and University Asssociate Professor. Context. Teaching differential calculus and integral calculus

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Teaching Calculus with NASA via PBL Techniques

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  1. TeachingCalculuswith NASA via PBL Techniques Gloria Elena FausLanderos SeniorHighSchool and University AsssociateProfessor

  2. Context • Teaching differential calculus and integral calculus • Integrating in the formal academic curriculum climate change phenomena problems that students solve with NASA’s Mission Satellites • Continuously Using Problem Based Learning (PBL) for nearly a decade

  3. Context • The NASA education project began only with the solution of a problem. Actually it conforms three parts: • 1.- Solving the problem by using the bibliographic investigation through the PBL didactic technique • 2.- Learning with NASA professors and scientists for three days during the Symposium • 3.- Field trips where the students complement their knowledge in the place where they can observe the true natural phenomena. ¿What we are learning with NASA professors and scientists?

  4. RelevantFacts • Students profile: • Average grade more than 85% • High level in English • Skills in technology • Scenarios are designed according to students’ characteristics • Rubrics of PBL solution followed • Students foment collaborative work, responsibility and self-learning using PBL • NASA Scientists help learning during the solution of the problem

  5. Colima’s Volcano PBL Scenario NASA invites you to make a mathematical model that represents the implication of an eruption and/or emission of aerosols or gas particles by the “Volcán de Colima” to the Solar intensity incident to Earth's surface. Identifying what could be the consequences in our planet PBL Solution

  6. AfricanDust PBL Scenario • NASA invited us to construct a math model that illustrates if African dust affects the Caribbean weather, and what possible consequences in the generation of weather phenomena and climatechangecouldexist PBL Solution

  7. Conclusion • Students learning perception: • Translating the information from a real incident to the language of math in order to understand better the phenomena implies the students’ additional efforts and participation during their learning processes aquiring enhanced knowledge to learn more in less time. Challenging PBL implementation surges motivation for students to thoroughly investigate their calculus and science expertise

  8. Conclusion • Mathematically speaking, the models presented were different bearing reason that the teams found varying information and alternative math procedures. This learning was interesting for the students, motivating them when they compared their different solution processes, yet arriving at similar conclusions • The student´s learning cannot be limited to the knowledge of the professor when applying PBL to NASA projects knowing that cognition is multi-level and mutli-disciplinary. • The math applications to resolve real world problems denotes significant learning refinine other cognitive skills

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