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Notice: July 8, 3-week Modeling Instruction Astronomy

Modeling Instruction Astronomy, Big Data, and Computational Thinking: Using Big Data in many Classrooms Global Hands-On Universe (Hey!) GHOU in August in Provence! Please Come!. Notice: July 8, 3-week Modeling Instruction Astronomy

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Notice: July 8, 3-week Modeling Instruction Astronomy

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  1. Modeling Instruction Astronomy, Big Data, and Computational Thinking:Using Big Data in many ClassroomsGlobal Hands-On Universe (Hey!) GHOU in August in Provence! Please Come! Notice: July 8, 3-week Modeling Instruction Astronomy Workshop in Kentucky! Please Come! Thanks to organizers

  2. Good Opportunites, Very Urgent Needs:1) Education Technology is Under-utilized: • Schools are loaded with computers/ • chrome books, but 90% are used only for electronic type-writers and web surfing. • E.G., “The Use And Misuse Of Computers In Education: Evidence From A Randomized Experiment In Colombia” …The authors conduct a two-year randomized evaluation of the program using a sample of 97 schools and 5,201 children. Overall, the program seems to have had little effect on students' test scores and other outcomes. These results are consistent across grade levels, subjects, and gender. The main reason for these results seems to be the failure to incorporate the computers into the educational process..

  3. 2) Epidemic of Math and Science Illiteracy • 80%+ of US Adults are Incompetent in pre-algebra and really never learn what science is (from Eric Gaze, Bowdoin): • 2016:“We found that general education (GE) science courses do not significantly advance understanding of science as a way of knowing. “ • 2014: it is a mistake to think that the objective of producing quantitatively literate citizens is at odds with creating more scientists and engineers. -- The goal must be to create a curriculum that addresses the quantitative reasoning needs of all students, providing meaningful engagement in mathematics that will simultaneously develop quantitative literacy and spark an interest in STEM fields. • 2014: In my view, such a curriculum could be based on a foundation of proportional reasoning leading to higher-order quantitative reasoning via modeling (including algebraic reasoning and problem solving) and statistical literacy (through the exploration and study of data).

  4. 3) We now have the best internet-mediated resources ever:E.G., Global Telescopes for Teachers and Students – the Amazing Las Cumbres Global Observatory

  5. Goals for a Good Set of Activities and Pedagogy – • Students will undertake activities that embed real science in them • Students will perform better on standardized tests and get better grades – we can say this with a straight face to administrators and parents • Students and teachers will learn to love math and science and see its applications in the real world • Students will see and enjoy the benefits of technology in education, and see the benefits of careers in STEM disciplines. • Everyone will have fun • Teachers are engaged and energized and puzzled by what they see in data • The data and science are beautiful! • Everyone learns! • Genuine use of computers for science!

  6. NGSS (Next Generation Science Standards) Opportunity in the United States and Proportional Reasoning! • The Framework for K-12 Science Education (Quinn et al. 2012) also identifies seven crosscutting concepts that bridge disciplinary boundaries, uniting core ideas throughout the fields of science and engineering.   Among the seven crosscutting concepts presented in Chapter 4 of the Framework is the following: “Scale, proportion, and quantity. In considering phenomena, it is critical to recognize what is relevant at different measures of size, time, and energy and to recognize how changes in scale, proportion, or quantity affect a system’s structure or performance.”

  7. Example HOU Activity: Using our Image processing software, Measure the size and distance of Galaxies and the total angular size of the Hubble Deep Field How Far Away from your eye would you hold a grain of sand to cover all of the field?

  8. 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 in developers circle Network Intra-communications Many students(must be millions or so) who have benefitted from their teachers engagement in GHOU Amazing Curriculum/activities Effective teacher workshops but soon to get much better GHOU (Global Hands-On Universe):

  9. Telescope networks (partnership with Las Cumbres and Faulkes Telescope Network) Image Processing Software (Salsa J and JS9) Teacher workshops ( Modeling Instruction if possible) Great activities – measure the mass of a Black Hole, measure dark matter around another galaxy, etc. Evaluations that show changes in student attitudes and some (with Modeling) improvments in math skills What Resources Does GHOU Bring to Teachers Around the world:

  10. What is GHOU (continued): GHOU Core Team Audience Data (others)! • Teacher/leader Trainings • Activities, and Curriculum • Image processing software• 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 Teachers around the world After School leaders, Classrooms- teachers and students, sometimes museums and planetariums, networks of teachers (Modeling Instructors and American Association of Physics Teachers, Earth Science Teachers Robotic Telescopes, Data Archives, Existing and future (LSST in Chjile!!) Data Pipelines, Satellites, Smart Phones

  11. 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. 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.

  12. New (for HOU) Pedagogical Framework: Modeling InstructionTM • A well-developed (but continually evolving) student-centered, discourse driven, effective (validated) methodof teaching science that engages students in building and using the fundamental conceptual models that form the content core of the discipline. • Models are conceptual representations of the structure of real things (spatial structure, temporal structure, geometric structure, interaction structure, systemic structure). • Modeling is constructing, refining and deploying conceptual models. Modeling Instruction is a coherent enactment of NGSS Science & Engineering Practices.

  13. Pedagogical Framework: Modeling InstructionTM A Typical Modeling Cycle: • Teacher demo/engagement activity • Students decide what are the variables • Students work in teams of 3, with a white board • Students all describe preliminary model – representations include pictures, words, equations, etc. • Students share their preliminary models • Students collect and analyze data in small groups. • Students revise their models in their small groups • Students meet in a board meeting and develop consensus model

  14. Tantalizing Research on the Brain and Model Making • Making and proposing models seems to send ideas from short term to longer term memory • “Toward a Neurobiological Basis for Understanding Learning in University Modeling Instruction Physics Courses” Some work indicates more cortex development in students doing Modeling”Preliminary results indicated that performance of the physics reasoning task was linked with increased brain activity notably in lateral prefrontal and parietal cortices that previously have been associated with attention, working memory, and problem solving, and are collectively referred to as the central executive network.

  15. Who are HOU People? • WHO WE ARE: • Teachers • Scientists • Program Developers and Leaders • Educators of all sorts • People who want to make a difference in science education • People who want to change the future • People who want to be part of an exciting, sustainable collaboration, and associate with very good people.

  16. Some Impacts We have reached, through GTTP, about40,000 teachers around the world • GHOU inspired acitivities are part of the French National Science Curriculum • Part of Bavarian National Curriculum • We are being asked to help Uganda bring Astronomy education into their schools across the nation! • Amazing telescope networks are now working! • Software is more and more beautiful and amazing

  17. WHY DO WE DO THIS • The future will be filled with data acquisition devices/robots, Drones, and learning how to use “Big Data” is an essential for future success! • Kids learn physics and math better. • Kids are more excited about science and math and tend to consider careers in science and technology.

  18. Some Evaluations : • Anecdotal: Prof. Patrick Miller of Hardin-Simmons University says that the only way he has been able to defeat math phobia is to teach them astronomy…

  19. Results on Pre-algebra improvements:

  20. Inclusion!

  21. Building Technological Resilience

  22. Potential for Improvement on TestsModeling Astronomy (Based on evaluations of normal modeling Instruction instruction)!!

  23. Real Science: • HOU Teacher (Hughes Pack) helped collect data that led to the 2011 Nobel Prize (my student Saul Perlmutter) • Students have been discovering asteroids in IASC like crazy! Oer 2000, with about a dozen named after their Schools. • Other projects students can do – Cygnus X-1 light curve, search for pre-cursor flaring to the Graviatational Wave Kilonova – to be submitted to the Journal of the American Association of Variable Star Observers • Get images and study many things

  24. Collaboration with other programs: AWB, UNAWE, Dark Skies Awareness, MANTHAN, ASP, You are Galileo, etc • Great People still doing it after almost two decades!

  25. Allow Adoptability/Adaptability in Growing • Help make sure we can fit into any educational system on the planet, no matter how rigid, primitive, sophisticated, fancy, non-fancy, underfunded, over funded, etc. We will succeed and reach many nations, many teachers and many students ..

  26. Learning from EUHOU • EUHOU has been tremendous leader in software development and web based services. But we keep going … • EUHOU is fantastic example of binding nations, we have to build on this! We willl follow!

  27. Careful Expansion! • Our Universe is expanding and our great project – its teachers students, educators, promoters, and scientists, deserve to expand with it !!!!! • We need and Welcome Teachers as Citizen Scientists!!

  28. Speculation Most Good Planets with Intelligent Life have something like GHOU for its peoples

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