Earth and Space science education Research Papers (original) (raw)

Model rockets are essentially unguided models of a rocket that are a paramount mode to learn and simulate the concept of physics and all the other parameters that can be applied on a guided missile and guided rocket. There are many model rockets available that use different propellants like water, motor engines, and diverse fuels. Implementing these propellants in a model rocket is difficult and sometimes risky. This paper delivers a solution to the problem by proposing a model rocket where the air is used as a propellant. The paper provides detail about designing a rocket and study of various parameters that effect to a design of rockets, like mass, centre of mass, centre of pressure, forces and stability margin. The objective of this paper is to make model rocketry safe, design a stable rocket, design rocket using mathematical techniques and also using open-source software. This paper also provides some original designs that can achieve maximum height with low input force.

- by Behnaz Pirzamanbein
- •
- Earth and Space science education

Many models of the solar system often portray the planets as being equal distances from the sun. This often causes students to hold misconceptions about what the solar system really looks like. Therefore, conceptual change to student’s mental model of the solar system is needed. Through this activity, that has been constructed using a 5-E learning cycle approach, students get to discuss and debate about solar system models, predict what the distance between the planets looks like with a sentence strip, and then finally get to create an accurate sentence strip model of the solar system. Collaboration throughout the activity is encouraged and various formative assessment strategies are utilized to understand student’s thinking and reasoning about the solar system.

The Satellite Applications Catapult has a remit to drive economic growth in the UK space sector. An important objective of this work is to educate potential new entrepreneurs, engineers and industry strategists on the functional capabilities of typical spacecraft platform technologies. With this the Catapult aims to open space to a new community who will bring novel and innovative new mission concepts to the market.
One such activity the is the development of a “build-your-own satellite” kit, based on the 5x5x5cm, sub-CubeSat PocketQube standard. Its aim is to teach the fundamentals of typical satellite subsystems. It is designed to demonstrate the accessibility of hardware similar to that used on a wide range of spacecraft to the general public. Our aim is to integrate the kit into workshops across the country, school and university curricula and into the hands of individuals, with the objective of creating a community of users sharing ideas through our website platform.
The kit is comprised of an Arduino-based on-board computer with integrated UHF radio, an electrical power system that includes solar panels and battery charge management, a prototyping and payload interface board, sample payloads and a platform structure with support for external antennae. These systems have all been built to be representative of flight-like design considerations.
Basing the on-board computer on the Arduino standard has allowed an easy-to-access PocketQube software library to be developed. This enables both the simple integration of open-source component libraries and the abstraction from direct access into a functional software model that is representative of a typical spacecraft.
Together, these hardware, software and educational elements provide a comprehensive satellite systems training tool that is accessible to a wide range of user backgrounds.

- by Chris Brunskill
- •
- Earth and Space science education, Arduino, Public Outreach, Nanosatellites

This paper is an introduction to gravitational and space life sciences and a summary of key achievements in the field. Current global research is focused on understanding the effects of gravity/microgravity on microbes, cells, plants, animals and humans. It is now established that many plants and animals can progress through several generations in microgravity. Astrobiology is emerging as an exciting field promoting research in biospherics and fabrication of controlled
environmental life support systems. India is one of the 14-nation International Space Exploration Coordination Group (2007) that hopes that someday humans may live and work on other planets within the Solar System. The vision statement of the Indian Space Research Organization (ISRO) includes planetary exploration and human spaceflight. While a leader in several fields of space science, India is yet to initiate serious research in gravitational and life sciences. Suggestions are made here for establishing a full-fledged Indian space life sciences programme.

- by P. Dayanandan
- •
- Gravitation, Astrobiology, Biology, Space Science

Los depósitos epitermales se caracterizan por estar a profundidades entre 1 a 2 kilómetros y ser yacimientos de metales preciosos, donde la mineralización es producto de fluidos hidrotermales calientes con temperaturas entre 100-320°C. La mineralización es principalmente de Au y Ag con sulfuros de metales base como Cu, Pb y Zn. Se distinguen dos tipos químicos de fluidos (ver figura 1): los de baja sulfuración (BS) que son una mezcla de aguas meteóricas que percolan al subsuelo y aguas magmáticas derivadas de roca fundida a gran profundidad que han ascendido a la superficie, y los de alta sulfuración (AS) derivados de una fuente magmática que ha depositado metales cerca de las superficie cuando el fluido se enfría o mezcla con aguas meteóricas (Maksaev, 2001). Fig. 1. Modelo simplificado para los depósitos de alta, intermedia y baja sulfuración (Sillitoe, 1995; González, 2008). Asociados a volcanismo terciario con rocas de carácter alcalino, estos depósitos se presentan principalmente en zonas de borde continental activos con zonas de subducción, en dos tipos de

- by Gino Figueroa and +1
- •
- Geology, Economic Geology, Earth and Space science education, Ore deposits

Materi ini adalah materi suplemen online dari mata kuliah Ilmu Pengetahuan Bumi dan Antariksa (IPBA) , PEFI4103, Universitas Terbuka-Indonesia This a supplemental online instruction of The Earth ans Space Sciences, PEFI 4103-Universitas... more

Materi ini adalah materi suplemen online dari mata kuliah Ilmu Pengetahuan Bumi dan Antariksa (IPBA) , PEFI4103, Universitas Terbuka-Indonesia
This a supplemental online instruction of The Earth ans Space Sciences, PEFI 4103-Universitas Terbuka Indonesia

In Brazil is operating a very innovative experience related to promote Higher Education connected with Sustainable Development Goals: Habitat Marte, a Mars, Arid and sustainability research station based in Brazil (www.HabitatMarte.com). In Habitat Marte happens research missions connecting possible technologies that would be applied to arid an semiarid regions, but also to Mars and Moon space habitats. Habitat Marte had received organized groups from public and private schools and researchers from universities. In April 2019, was applied a survey to evaluate how the visitors evaluates how the initiative can be perceived as a place of Sustainable Development Goals practices applied to children and youth. This study aims to measure the impact of Habitat Marte actions in the development of empowerment for the 17 SDGs. Was applied a questionnaire containing 12 questions to a group of 24 students from local public school, in the age group from 14 to 18 years old. As result was possible identify based on the survey: 65% are women and 35% are men, a good indicator of participation of women in education activities, but also a worry about why boys are not participating in school activities. Some results related to Sustainable Development Goals were: 1-All visitors realized that Habitat Mars is a space that contributes to quality education (Goal 4); 2-96% realized that girls should be stimulated to scientific careers (Goal 5-Gender equality); 3-91% considered Habitat Marte activities as very innovative (Goal 9); 4-83% were interested to participate in a mission of Habitat Marte; 5-87% were interested in the aerospace area when visiting the Habitat Marte; 6-91% considered Habitat Marte partnerships with the school are positive (Goal 17). Was possible observe that Habitat Marte is contributing to spark the interest of youth to Science, Technology, Engineering, Arts and Math (STEAM) careers and build more strong ties integrating the academia community to Sustainable Development Goals. Frequently the SDGs had been presented in all lectures done by Habitat Marte representatives. The practices of SDG operated by Habitat Marte are contributing each day to higher popularization of 17 Goals inside the academia. Was possible identify that Habitat Marte is promoting knowledge, skills, and motivation to address the SDGs. The initiative had done lectures in schools, universities and events stimulating the audience be committed with a Quality Education (SDG 4) and scientific careers. University students former participants of Mars analog research missions also present a higher commitment to develop a researcher career through masters and doctoral programs. The Sustainable Development Goals can be a strategic tool to students from fundamental, high schools and bachelors perceive how their process of learning and scientific career development would be connected with a meaning of life and a higher purpose of responsible action in the planet.

- by Tom Hubble
- •
- Earth and Space science education, Earth Science Education

Le Earth Learning Idea sono state preparate al fine di fornire attività pratiche per apprendere le scienze della Terra realizzabili in ogni scuola del mondo, anche in quelle dove la disponibilità di mezzi e di risorse è scarsa. Il progetto è stato avviato sul finire del 2007 in occasione dell’International Year of Planet Earth. Tre esperti dello staff dell’Earth Science Education Unit, con sede presso la Keele University (UK), lo stanno realizzando.
Si tratta di brevi attività che richiedono materiali semplici, creatività e dialogo. Alcuni insegnanti italiani dell’Associazione Nazionale Insegnanti di Scienze Naturali si sono coordinati per tradurre e diffondere anche in Italia queste attività didattiche, oggi scaricabili anche in italiano dal sito www.earthlearningidea.com.

This ethnographic study examined how rural, lower track, underrepresented students made sense of their place in school and what role school science played in their cultural reproduction. The objectives of the study were to identify key components of science classroom discourse, analyze means of negotiating these components, and explicate participants' beliefs and roles in defining microcultural identities specific to rural, underrepresented school contexts. Eight students and their teacher participated in this study, which drew heavily upon teacher and student revoicing of common events. Results showed that the quality of science instruction was subverted through a process of negotiation between students and teachers in the context of low expectations and the school culture. Implications for research and practice are discussed. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 574–598, 2001

- by Randy Yerrick
- •
- Discourse Analysis, Cultural Sociology, Science Education, Ethnography

The orbital debris problem presents an opportunity for international cooperation toward the mutually beneficial goals of orbital debris prevention, mitigation, remediation, and improved space situational awareness (SSA). Achieving these goals requires sharing orbital debris and other SSA data. Toward this, I present an ontological architecture for the orbital debris and related domains, taking steps in the creation of an orbital debris ontology. The purpose of the ontology is to capture general scientific domain knowledge; formally represent the entities within the domain; form, structure, and standardize (where needed) orbital and SSA terminology; and foster semantic interoperability and data-exchange. In doing so I hope to offer a scientifically accurate ontological representation of the orbital domain; contribute to research in astroinformatics, space ontology, and space data management; and improve spaceflight safety by providing a means to capture and communicate information associated with space debris.

- by Robert Rovetto
- •
- Systematics (Taxonomy), Earth Sciences, Military Science, Space Sciences

This study was carried out to understand and bring to fore if a simulation-based activity is effective on the academic performance of the students which has a general outlook to enhance meaningful science learning. This study focused on effectiveness of the stellariumbased activity on the academic performance of Grade 11 STEM Strand students of Sotero B. Cabahug FORUM for Literacy, School Year 2017-2018. The respondents of this study were composed of 28 students. The data pointed out that data analysis results shows that by conventional criteria, the differences of the scores on the different competencies is considered to be extremely statistically significant Results revealed that the stellarium-based activity is effective in teaching the cycles of the sky. Statistical results showed that the academic performance of the respondents improved when taught using the stellarium-based activity. Thus, it is best to learn astronomy using simulations. Computer simulations have demonstrated the potential to facilitate this process by highlighting students' misconceptions and presenting plausible scientific conceptions. From the results, students are recommended to use stellarium, where the process often involves open-ended investigations into a question or a problem, requiring them to engage in evidence-based reasoning and creative problem-solving, as well as problem finding. Furthermore, science educators are encouraged to use stellarium in teaching the cycles of the sky and as anchors of the future teachers must always come equipped for these challenges charged on them, thus engaging students to learn and develop the potentials needed from them to take part for the betterment of today's world. Most importantly, future researchers are commended the development of a localized stellarium-based activity will greatly affect the academic performance of the student will surely boost their interest in learning astronomy education.

- by Dharel Acut
- •
- Earth Sciences, Space Sciences, Educational Technology, Science Education

Francesco Coppi is a naturalist (1843-1927) that make interesting paleontology and etnology studies in the Modena province area and was engaged at the local level in the debate due to the Darwin 'The origin of species' book (1859) that... more

- by Roberto Greco
- •
- Paleontology, Folklore, Conservation, History of Science

How space would collaborate to sustainable development? The Brazilian Mars analog research station Habitat Marte evaluated and implemented a policy associated with the 17 Sustainable Development Goals (SDGs). The Habitat Marte operates in the Brazilian Semiarid region where presents great challenges related to resources supply, water safety, food production, economic development and education quality. In Habitat Marte just happened 22 Mars analog space missions. In the station is operating the greenhouse Biohabitat as a circular agricultural system based in aquaponics where the water circulates from fish tank to agriculture beds. The system is more efficient in terms of water use avoiding water evaporation having a great productivity in a tiny area, a key element for sustainable system. The use of food production automation technologies based in Arduino would be applied not only in Brazil, but in different parts of the World collaborating for more sustainable food production; generating wealth; avoiding hunger and ensuring food security and also engaging students to develop and apply these technologies.

This paper defends, and emphasizes the importance of, spaceflight, broadly construed to include human and unmanned spaceflight, space science, exploration and development. Within this discourse, I provide counter-replies to remarks by physicist Dr. Steven Weinberg against my previous support of human spaceflight. In this defense of peaceful spaceflight I draw upon a variety of sources. Although a focus is human spaceflight, human and unmanned modes must not be treated as an either-or opposition. Rather, each has a critical role to play in moving humanity forward as a spacefaring species. In the course of this communication, I also stress the perennial role of space agencies as science and technology-drivers, and their function to provide a stable and unified platform for space programs.

- by Robert Rovetto
- •
- Sociology, Psychology, Space Sciences, Anthropology
- by Shannon Bohle
- •
- Space Sciences, Observational Astronomy, Space astronomy, Satellite Technology

Using the Modern Era Retrospective-Analysis for Research and Applications (MERRA) reanalysis winds, temperatures and anvil cloud ice, we use our domain-filling, forward trajectory model combined with a new cloud module to show that convective transport of saturated air and ice to altitudes below the tropopause has a significant impact on stratospheric water vapor and upper tropospheric clouds. We find that including cloud microphysical processes (rather than assuming that parcel water vapor never exceeds saturation) increases the lower-stratospheric average H2O by 10-20%. Our model computed cloud fraction shows reasonably good agreement with tropical upper troposphere (TUT) cloud frequency observed by the Cloud-Aerosol Lidar with Orthogonal Polarization (CALIOP) instrument in boreal winter with poorer agreement in summer. Our results suggest that over 40% of TUT cirrus is due to convection, and it is the saturated air from convection rather than injected cloud ice that primarily con...

- by Mark Schoeberl
- •
- Earth and Space science education

Initiated in August 2012, the Ecuadorian Civilian Space Agency (EXA) created the ASTERIA program for the purpose of educating students, the general public and the global community regarding its innovative advancements in recent satellite developments. While ASTERIA includes an agreement among three Ecuadorian
schools, the focus of this paper is with specific regard to one of the schools in particular, Academia Cotopaxi (AC)
in Quito, and initiatives completed by EXA’s education consultant in conjunction with EXA. In this two year period,
ASTERIA’s objectives were met through innovative satellite presentations, participation in World Space Week,
student Skype chats, online education, postings in student and educator blogs, published papers, award recognitions,
a Ministry of Education observation, student participation in a unique satellite inauguration, two pilot programs, and
information shared with the public through a wide variety of media outlets. These events involved individuals from
all aspects of the local and global community including, but not limited to, the following: students from first grade
through college level, educators, parents, administrators and other space agencies. These outreach enterprises
aligned with the launching of Ecuador’s first satellite (Pegasus), in April 2013, and its second satellite (Krysaor) in
November 2013; both of which have live, onboard video cameras for educational purposes. As Pegasus was
sideswiped by space debris a month after its launch, this unexpected event also provided a unique opportunity for
the global community to learn about technological advancements which allowed its signal to be recovered eight
months later with the assistance of Krysaor. Included in community education events was how, through two pilot
programs at AC, elementary students have downloaded live satellite weather images by utilizing a virtual ground
station in the classroom, thereby attaining educational objectives in an authentic manner. Sharing such engaging
educational practices in science, technology, engineering and mathematics (STEM) with the community at large has
contributed not only to increasing public awareness of satellite education in Ecuador and abroad, but in a fashion
which also addresses the educational standards presented in the A Framework for K-12 Science Education, the
Common Core and Next Generation Science Standards. In this paper we discuss the methods utilized in implementing a variety of engaging outreach events, the results obtained, and the lessons learned for future advancements in outreach with regard to satellite education.

The purpose of this paper is to introduce the Earth Sciences Olympics, an initiative that started in Spain in 2010 but that has been running in other countries for the last five years.
The aim of the Olympics is to encourage the students to acquire knowledge of this science, as well as highlight its importance in the current world, promoting its progress and publicising it, and, in turn, encouraging the students to attend university courses related to this subject. Furthermore, during this course the exchange of ideas and materials related to Earth Sciences is fostered, resulting in improvements in the teaching of Earth
Sciences within non-university teaching centres.

The aim of this study is to investigate the infrared spectra of Li 2 O-B 2 O 3 glasses doped with modifier ions ZnO, CaO and CdO. Glasses with composition 30 Li 2 O-10 MO-60 B 2 O 3 doped Modifier ions (where MO=ZnO, CaO and CdO) were prepared by using the melt quenching technique. Differential scanning calorimetry in the temperature range 30-750 o C reveals that homogenous glasses are formed and glass forming ability is more in ZnB glass samples. FTIR spectra in the wavelength range 400-4000 cm-1 reveals the presence of BO 3 and BO 4 units in the glass network by introduction of modifier ions.

The Norwegian Student satellite program was established in 2007 and is now coming to an end. After running the program for several years, the tangible output from the program is one CubeSat in orbit and two still under construction. This paper gives an overview of the achievements during this period. The student satellite program had several goals, not limited only to the launch of 3 CubeSats. Several students have attended conferences and workshops; some presented their work at international conferences or even published their work in scientific papers. There are multiple spin-off projects and lessons learned from this program. Some examples of these, in addition to the main results from the satellite program will be presented. An analysis of which of the objectives have been accomplished and why others have not been reached will be presented. During the project period, there has been an increasing interest in continuing work with student satellites at university level. Two participating universities now have ongoing activities on scientific payloads for CubeSats for various applications. Andøya Space Center has, together with partners, investigated the possibility of establishing a launch facility for nano-and micro satellites. If this becomes a reality, it will open many opportunities for universities and the space industry in Norway. Space technology is often a strong field of interest for young students, and can be an important recruitment factor for STEM studies.

- by Roger Birkeland
- •
- Earth and Space science education, Cubesats

The Intergovernmental Panel on Climate Change (IPCC) reports that climate models fail to reproduce the observed global warming without including anthropogenic forcings and this is considered to be the "evidence for the influence of humans on global climate". Previous studies have confirmed this statement using a linear model that relates change in solar forcing ΔF in W/m2 to change in global mean temperature (GMT) ΔT in oC given by ΔT = λLMΔF. This model has the shortcoming of assuming a given ΔF causes the same change ΔT irrespective of the value of the initial global warming rate. Analysis of the GMT data shows that this warming rate has been increasing linearly since mid-19th century as given by dT/dy = aT(y-1864.5), where aT = 7.1954x10-5 oC/year2 is the secular GMT acceleration. The reported secular solar forcing can be expressed as F = 0.18x0.19(y-1864.5)/11. Defining the climate sensitivity as λ = (dT/dy)/F = 11aT/(0.18 x 0.19) = 0.023143 oC/year per W/m2 removes th...

- by Girma Orssengo
- •
- Environmental Science, Earth and Space science education

A new, interdisciplinary high school geoarchaeology curriculum unit, titled “Living with Volcanoes,” was created and tested in two pilot lessons with 30 high school students total studying geography and classical civilization in northern England. Students were highly engaged during the curriculum unit and showed positive learning gains and favorable shifts in perceptions as measured immediately before and after its implementation. Geoarchaeology combines disciplinary knowledge from geoscience and archaeology to construct novel approaches to past human inhabitation and environmental interaction. The curriculum unit was designed to introduce this field to high school students, following guidelines from interdisciplinary studies, and it was modified iteratively, based on interviews with four high school teachers of relevant classes. It combines short lectures and group work in a 90 min, interactive format to address a variety of questions surrounding the eruption of Mt. Vesuvius and its impact on the town of Pompeii and other nearby areas. Pilot survey and observational data, combined with feedback from students and teachers, were used to modify the curriculum unit. Restructured case study questions now provide better scaffolding for students, and teachers are provided with an answer key to better support facilitation. “Living with Volcanoes” has the potential to be utilized in cross-disciplinary recruitment for both geoscience and archaeology, at the high school and introductory postsecondary level. This broader, interdisciplinary approach to curriculum development may be applied to other fields of geoscience that transcend common disciplinary boundaries.

- by Alison Jolley (AJ) and +1
- •
- Geoarchaeology, Middle School/Level Education, Earth and Space science education, Group work

In all the eras of known human civilization, the role of Astronomy and Space Science has been dominant. The fate of human beings was so much associated with the blessings of the skies that such topics became essential part of myth, legend, religion, philosophy, poetry and science in all the ages. Divine on one hand and most earthly on the other, these topics acclaimed paramount at all theological, philosophical, scientific and academic forums. Most of the modern developments are indebted in one or the other way to the developments in these areas. Irrespective of the importance of Astronomy and Space Science as individual subjects, their role in the development of intellect and academic enhancement cannot be ignored. Because of this, in developed countries it is managed to make these subjects part of the curricula as independent subjects. Otherwise, selected topics from these areas are included in the curricula of other related subjects. As is the case with most of the underdeveloped countries of the world, curricula in Pakistan too are deficient in this regard. This is most true in particular, at the school and college levels. There are various systems of schools and colleges in practice in Pakistan. Public sector schools and colleges are directly managed by the Federal or Provincial Governments through the respective ministries of education or through some Board of Governors. The other institutions are run by private sector organizations on commercial or welfare basis. Public sector institutions are required to follow the curricula suggested by the federal and provincial bodies established by the respective governments for this purpose. In addition, such institution has to follow the textbooks published by Federal and Provincial Textbook Boards established by the respective governments. Institutions under board of governors or private sector organizations are independent to follow alternative systems of education, curricula and textbooks. In this study we have revi- - ewed the curricula and the textbooks which are in use in public sector schools and colleges in Pakistan. We have considered Karachi the biggest city of Pakistan as the case study but the situation is not much different in the other parts of the country. It is found that Astronomy and Space Science as individual subjects are neither included at the school level nor at the college level. However, topics from Astronomy and Space Science are included in the text books as chapters or some such material is made part of a few of the chapters. In addition, it is tried to determine the extent of such topics and material in the school and college level textbooks suggested by the textbook boards in Karachi (Sindh Province). In this regard books at elementary, primary, middle, secondary and higher secondary levels are considered. It is found that at the school level the material related to Astronomy and space Science in all forms (literature, religion, general knowledge and science) is at the most 8% of the text material. The situation at the college level is not much better. In our view it is not more than 6%. Astronomy and Space Science not only fascinate and broaden the intellectual and mental canvas but provide a natural laboratory where great ideas and theories of physics and mathematics are tested. This has to be continued in future as well. The ideas like colonization, industrialization and humanization in space and on other planets and hopes for the betterment of humanity and mankind associate with these ideas confirm that The Future is in the Skies. The underdeveloped countries like Pakistan should not tolerate the situation as evident from this review. The contents of Astronomy and Space Science should be enhanced both at the school and college levels. In particular, at the college level a course on Astronomy and Space Science should be introduced in addition to the traditional courses on Physics and Mathematics.

- by Peter Willis
- •
- Earth and Space science education

Two books by French writer Jules Verne are among the most famous science fiction writings of the 19th century, namely “From the Earth to the Moon” (1865) and its sequel, “Around the Moon” (1870).
These books became famous not only because of the originality of their plot and the appeal that a journey within space has always had on mankind but also because of the plethora of Verne’s references on scientific matters that people of that era found fascinating. Indeed, the two books are full of references on physics, chemistry, biology, astronomy and selenography issues.
This paper focuses on the sequel and more specifically on the excerpts where the writer contradicts the common grounds of scientific knowledge of the time or even contradicts himself from one extract to the other.

The aim of the work is to use the latest ICT techniques to create innovative educational products, attractive and easy to use. Our primary topics was Earth Sciences, Mineralogy, Volcanology, History and Mythology in a unique interdisciplinary approach (Maraffi & Sacerdoti, 2016). The acquisition of knowledge and enhancing skills at actual time requires different approaches, involving students as much as possible. In this perspective, the game seems to be a perfect vehicle, not a single stud but a cooperative one (Maraffi & Marinelli, 2016). GeoQuest is a Computer Class Role Playing Game to teach Earth Science and History. It involves all students using a patented system: the "teaching projector". This system allows the interaction of the class group use of smartphones and tablets, and it shows in real-time the game progress to the whole class (Sacerdoti & Maraffi, 2015). The educational technology is based on the idea to use language which is closer to pupils to improve the teaching/learning process; the laboratory must be considered not only as an equipped classroom, but also a close to the real work. In the our role-playing game the students, divided into several categories (physicist, chemists, disseminators, technicians, historians) have to follow a geological trail in order to discover the present and the past of th During the path, students have to pass some doors in teamwork; they allow assessment and represent the main sharing/disclosure moment. The doors allow to modulate the activities according to single lesson, te module. Main Objectives: 1. Working on PC by themselves, students could be even more alone: it needs a best fitting between ICT and cooperative learning. Role-playing helps students to reach their goals easily through cooperation; thi avoid the risk of loneliness of Inquiry Based Science Education, preserving entirely the educational value (Maraffi et al., 2016). 2. Science Research now is based on field expert interaction: the role-playing game categories reflect the necessary team to get their goal. 3. The several roles allow everyone to enhance their own skills. 4. The "teaching projector" allows students to comment and to evaluate the groups activities and route them, providing real-time corrections to everybody. 5. The playing categories represent all the aspects of the research areas: from scientists (physicists, chemists), to technicians, to disseminators and historians. The effective output of the project is guaranteed by the presence of paths with different levels; easier route contains the necessary dispensatory measures and allows the use of compensatory measures for a full Special Education Needs (SEN) students. Maraffi, S. & Marinelli, A. (2016): VALUQuest-A role playing game for skills assessment.

This paper explores the use of a new pedagogy, the rock art stability index (RASI), to engender deeper understanding of weathering science concepts by students. Owing to its dynamic nature, RASI represents a quintessential actor network for weathering science, because it links task in the landscape with an active material practice and an alternative materialistic world-view recently called for in positivistic science, to create place. Using concept maps as an assessment tool, 571 college undergraduate students and 13 junior high school integrated science students (ages 12–13) were evaluated for increased learning potential between pre- and post-field experiences. Further, this article demonstrates that when students use RASI to learn the fundamental complex science of weathering they make in-depth connections between weathering form and process not achieved through traditional, positivistic weathering pedagogy. We argue that RASI draws upon inherent actor networks which allow students to link weathering form and process to an animate conceptualization of landscape. Conceptualizing landscape as sentient actor networks removes weathering science disciplinary connections and their inherent pedagogic practices. Our focus in this paper is not to challenge weathering ontology and epistemology, but rather to argue that there is a need for a pedagogical paradigm shift in weathering science.

- by Casey D Allen and +1
- •
- Critical Theory, Social Theory, Geography, Physical Geography
- by Ye Mu
- •
- Earth and Space science education
- by Dale Chayes
- •
- Earth and Space science education
- by Giovanni Rotella
- •
- Geology, Geophysics, Structural Geology, Earth and Space science education
- by Moacyr Araujo
- •
- Environmental Science, Earth and Space science education
- by Erik Richard
- •
- Earth and Space science education
- by Caijun Xu
- •
- Earth and Space science education
- by Christoph Traxler
- •
- Earth and Space science education

When considering science fiction as a vehicle for artists and thought leaders to consider the nature of humanity, no better opportunity exists than to explore how humans react to extreme circumstances. Although much of science fiction is situated in the vast, emptiness of outer space, science fiction scenarios also exist on Earth under catastrophic circumstances. Natural phenomena, in particular, present some of the most extreme catastrophes because these are completely uncontrollable by humans. As examples of many possible events Earths natural systems can throw at the fabric of civilization and test the mettle of the strongest individuals, tsunamis and tidal waves can bring with them overwhelming devastation. As a result, relentless tsunamis and giant tidal waves are frequent catastrophic devices in science fiction. One then ponders to degree to which creators take artistic license when invoking tsunamis as compared to a scientific accurate representation. Upon reviewing a subset of instances of tsunamis in recent science fiction films, it is clear that there is significant separation between giant tidal wave walls of water portrayed in film as compared to the relentless reality of tsunamis filmed by actual survivors and victims on Earth, with both being terrifying events.

- by Tim Slater
- •
- Science Fiction, Earth and Space science education

A Space Development Plan for Latin America and the Caribbean

- by Ronnie Nader
- •
- Astronautics, Earth and Space science education, Latin America
- by Tom Hubble
- •
- Earth and Space science education, Earth Science Education
- by Yael Kali
- •
- Education, Learning and Teaching, Cognition, Earth and Space science education

This paper explores the use of a new pedagogy, the rock art stability index (RASI), to engender deeper understanding of weathering science concepts by students. Owing to its dynamic nature, RASI represents a quintessential actor network for weathering science, because it links task in the landscape with an active material practice and an alternative materialistic world-view recently called for in positivistic science, to create place. Using concept maps as an assessment tool, 571 college undergraduate students and 13 junior high school integrated science students (ages 12—13) were evaluated for increased learning potential between pre- and post-field experiences. Further, this article demonstrates that when students use RASI to learn the fundamental complex science of weathering they make in-depth connections between weathering form and process not achieved through traditional, positivistic weathering pedagogy. We argue that RASI draws upon inherent actor networks which allow studen...

- by Chris Lukinbeal
- •
- Critical Theory, Sociology, Social Theory, Geography