iGlobe and the Massachusetts Institute of Technology (MIT) receive STTR grant award from the National Science Foundation (NSF) IIP Division of Industrial Innovation and Partnerships.
STTR Phase I: Overcoming the Flat View - Teaching Climate with an Interactive Spherical Display
Project ABSTRACT: This STTR project leverages a commercial/university partnership to develop a vehicle for education and public outreach on climate and climate change. With the increasing awareness and confusion about climate change and the severity of predicted impacts, it has become critical that we educate students at all levels to give them a real understanding of climate data and climate models. Likewise, outreach efforts are vitally needed, both to interest students in learning more about climate science and to engage the general public. This project will provide compelling methods for educators and their students to explore deeply what the data and state of the art models tell us about climate changes, both natural and anthropogenic, as well as to illustrate climate processes with simple models that can be used for "what if" scenarios. The goal is not a series of canned lessons, but rather an open-ended means for teaching the material with the ability to dig deeper into the information in response to student questions.
We are currently soliciting LETTERS OF INTEREST FROM K-12 public and private schools to participate in project research.
Project ABSTRACT: This STTR project leverages a commercial/university partnership to develop a vehicle for education and public outreach on climate and climate change. With the increasing awareness and confusion about climate change and the severity of predicted impacts, it has become critical that we educate students at all levels to give them a real understanding of climate data and climate models. Likewise, outreach efforts are vitally needed, both to interest students in learning more about climate science and to engage the general public. This project will provide compelling methods for educators and their students to explore deeply what the data and state of the art models tell us about climate changes, both natural and anthropogenic, as well as to illustrate climate processes with simple models that can be used for "what if" scenarios. The goal is not a series of canned lessons, but rather an open-ended means for teaching the material with the ability to dig deeper into the information in response to student questions.
We are currently soliciting LETTERS OF INTEREST FROM K-12 public and private schools to participate in project research.
SEE DVG INSTRUCTIONAL TECHNOLOGY TESTIMONIALS BELOW
NASA GRANT RESEARCH OBJECTIVES
SolarQuest™ aims to create an Action Research Learning Community defined as an intentional community of teachers, students and researchers collectively engaged in scientific inquiry on the impacts of anthropogenic climate change on Earth’s Biosphere and human populations. Teachers and students will focus on measuring the anthropogenic carbon emissions of the world’s 27 Megacities, including New York City and Los Angeles, and assessing Earth’s capacity for carbon sequestration.
ITEST GRANT RESEARCH OBJECTIVES
Action Research is a participatory research methodology founded on Constructivism, a theory of learning that argues that humans generate knowledge and meaning from an interaction between their experiences and their ideas. Constructivist learners come to learning situations with knowledge gained from previous experience and construct new learning experiences – and new knowledge – through action-based scientific inquiry.
According to a one year study of 1,400 K-12 students conducted by the People’s Republic of China Institute of Educational Technologies, the use of DVG technologies in the classroom increased student comprehension by 16%. Our research seeks to validate the outcomes of this study and to assess students’ attitudinal change toward STEM education and careers.
TESTIMONIAL
SolarQuest™ aims to create an Action Research Learning Community defined as an intentional community of teachers, students and researchers collectively engaged in scientific inquiry on the impacts of anthropogenic climate change on Earth’s Biosphere and human populations. Teachers and students will focus on measuring the anthropogenic carbon emissions of the world’s 27 Megacities, including New York City and Los Angeles, and assessing Earth’s capacity for carbon sequestration.
ITEST GRANT RESEARCH OBJECTIVES
Action Research is a participatory research methodology founded on Constructivism, a theory of learning that argues that humans generate knowledge and meaning from an interaction between their experiences and their ideas. Constructivist learners come to learning situations with knowledge gained from previous experience and construct new learning experiences – and new knowledge – through action-based scientific inquiry.
According to a one year study of 1,400 K-12 students conducted by the People’s Republic of China Institute of Educational Technologies, the use of DVG technologies in the classroom increased student comprehension by 16%. Our research seeks to validate the outcomes of this study and to assess students’ attitudinal change toward STEM education and careers.
TESTIMONIAL
Dr. Qiang Liu, Director, Instructional Technology Institute, Ministry of Education, People's Republic of China
TESTIMONIAL
TESTIMONIAL
Anna Lisa Cochran, Teacher (6th Grade), Ancient History