Connected science learning最新文献_第3页

Creating Equity for Black Science Students 为黑人理科学生创造公平

Connected science learning

Pub Date : 2024-01-30 DOI: 10.1080/24758779.2023.2296746

Diane Marie Vrobel

引用次数: 0

Redesigning an Environmental Curriculum for Student Engagement 重新设计促进学生参与的环境课程

Connected science learning

Pub Date : 2024-01-30 DOI: 10.1080/24758779.2023.2300499

Anne Burke, Benjamin Boison, Magdalyn Knopp, Ayla Lawlor

引用次数: 0

Becoming Botanical Garden Educators: Using Flip to Engage High School Students in Botany 成为植物园教育工作者：利用翻转装置让高中生参与植物学学习

Connected science learning

Pub Date : 2024-01-29 DOI: 10.1080/24758779.2023.2292364

Alexander Eden

引用次数: 0

Heat Maps as a Fun and Instructive Way to Gauge Student Perceptions on Skill Development 热图作为一种有趣和有益的方式来衡量学生对技能发展的看法

Connected science learning

Pub Date : 2023-09-01 DOI: 10.1080/24758779.2023.12318611

Claudia McLaughlin Ludwig

Capturing student perspectives and growth in a quick, engaging way has long been a goal for many STEM educators. The STEM program, Systems Education Experiences (SEE), works directly with high school students and teachers in informal settings that feed into curriculum development for formal classrooms (Baliga Lab 2023; Day et al. 2021; Orellana et al. 2020; Ludwig et al. 2015; Ludwig and Baliga 2008). In this Brief, we share a fun, effective way of quickly gathering student perspectives on skill development over days, weeks, or months. This technique was first developed and tested in our online informal high school program, and is now being used in classrooms across 12 states (with the highest use respectively in Washington State, California, New Jersey, Oregon, Maryland, Texas, and Iowa) and eight countries.Keywords: High SchoolInformal EducationAssessmentComputer ScienceScience and Engineering PracticesTeaching Strategies ConclusionGuiding students through using heat maps as a data visualization tool—and as a way to track and reflect on their own skill development—is a meaningful educational activity. This activity led to a high amount of engagement, elevated student voice, and gave students a way of seeing how their input led to pedagogical shifts. There is potential for expanding this activity into a more rigorous assessment to be used in both high school and community college courses. Because this is highly adaptable and engaging, we encourage you to use our template or create your own for use in your setting!AcknowledgmentThank you Rachel Calder (of Institute for Systems Biology (ISB) and OMNY Health) who used her data analysis skills to create and launch the first heat map template. Thank you to teacher Elizabeth Rider (North Kitsap High School Poulsbo, Washington) for helping launch this online in 2020 with 42 students in our first round of testing. Thank you Dr. Becky Howsmon (Ballard High School in Seattle, Washington) and Barbara Steffens (ISB) for helping to build this assessment into our curriculum module Systems are Everywhere and to the entire team of students and teachers for creating the module (see the reference below). Thank you also to Dr. Becky Howsmon, Dr. Jennifer Eklund, and Caroline Kiehle (ISB) who shared this assessment with hundreds of teachers and broadened its use to formal high school classrooms and community colleges. Thank you to Miranda Johnson and Sara Calder, AmeriCorps fellows who use it with students in our informal programming currently and shared it at the 2023 NSTA conference in Atlanta, Georgia. And thank you especially to Dr. Nitin S. Baliga for founding this program within his systems biology lab group. Since 2003 his leadership and support have enabled the translation of STEM content and skills into hands-on learning for millions of students. This work was funded by the Boeing Foundation and by the National Science Foundation (DBI-1565166 & 2042948).Additional informationNotes on contributorsClaudia Mc

以快速、吸引人的方式捕捉学生的观点和成长一直是许多STEM教育者的目标。STEM项目，系统教育体验(SEE)，直接与非正式环境中的高中学生和教师合作，为正式课堂的课程开发提供支持(Baliga Lab 2023;Day等人2021;Orellana et al. 2020;Ludwig et al. 2015;Ludwig and Baliga 2008)。在这篇简介中，我们分享了一种有趣、有效的方法，可以快速收集学生在几天、几周或几个月内对技能发展的看法。这项技术最初是在我们的在线非正式高中课程中开发和测试的，现在正在12个州(使用率最高的分别是华盛顿州、加利福尼亚州、新泽西州、俄勒冈州、马里兰州、德克萨斯州和爱荷华州)和8个国家的教室中使用。关键词:高中非正式教育评估计算机科学与工程实践教学策略结论利用热图作为数据可视化工具指导学生，并作为跟踪和反思学生自身技能发展的一种方式，是一种有意义的教育活动。这个活动带来了很高的参与度，提高了学生的声音，并让学生看到他们的投入是如何导致教学转变的。有可能将这一活动扩展为一种更严格的评估，用于高中和社区大学的课程。因为这是高度适应性和吸引力，我们鼓励您使用我们的模板或创建自己的使用在您的设置!感谢Rachel Calder(系统生物学研究所(ISB)和OMNY Health)，她使用她的数据分析技能创建并发布了第一个热图模板。感谢Elizabeth Rider老师(华盛顿州波尔斯波北基萨普高中)在2020年帮助42名学生在我们的第一轮测试中推出了这个在线测试。感谢Becky Howsmon博士(华盛顿州西雅图巴拉德高中)和Barbara Steffens (ISB)帮助我们将这个评估纳入我们的课程模块系统无处不在，并感谢整个学生和老师团队创建了这个模块(见下面的参考资料)。还要感谢Becky Howsmon博士、Jennifer Eklund博士和Caroline Kiehle博士(ISB)，他们与数百名教师分享了这份评估报告，并将其推广到正规高中课堂和社区大学。感谢美国服务队的米兰达·约翰逊和萨拉·考尔德，他们目前在我们的非正式项目中与学生们一起使用它，并在佐治亚州亚特兰大举行的2023年NSTA会议上分享了它。特别感谢Nitin S. Baliga博士在他的系统生物学实验室团队中创立了这个项目。自2003年以来，他的领导和支持使数百万学生能够将STEM内容和技能转化为实践学习。本研究由波音基金会和美国国家科学基金会(DBI-1565166 & 2042948)资助。作者简介:claudia McLaughlin Ludwig，医学博士。他是华盛顿州西雅图市系统生物学研究所Baliga实验室系统教育经验主任。她的专长包括弥合专业STEM研究与课堂之间的距离，同时扩大STEM的参与。

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引用次数: 0

What’s New in NSTA Journals for 2024? 2024年NSTA期刊有什么新动向?

Connected science learning

Pub Date : 2023-09-01 DOI: 10.1080/24758779.2023.12318604

Pete Lindeman

As you may have read, NSTA is partnering with Routledge/Taylor & Francis (T&F) to publish its five journals: Science & Children, Science Scope, The Science Teacher, Journal of College Science Teaching, and Connected Science Learning. Beginning in January 2024, NSTA’s journals will be hosted on the T&F Online platform. NSTA’s journals will be an excellent addition to T&F’s world-leading education journals portfolio and will receive dedicated support and attention to ensure their success. Keywords: Informal Education

正如你可能已经读到的，NSTA与劳特利奇/泰勒和弗朗西斯(T&F)合作出版了五种期刊:《科学与儿童》、《科学范围》、《科学教师》、《大学科学教学杂志》和《互联科学学习》。从2024年1月开始，NSTA的期刊将被托管在T&F Online平台上。NSTA的期刊将成为T&F世界领先的教育期刊组合的优秀补充，并将得到专门的支持和关注，以确保其成功。关键词:非正规教育

引用次数: 0

“Yours need to be more like mine!” What does competition look like in informal engineering design activities? “你的应该更像我的!”在非正式的工程设计活动中，竞争是什么样的?

Connected science learning

Pub Date : 2023-09-01 DOI: 10.1080/24758779.2023.12318605

ChangChia Liu, Dorothy Bennett

AbstractExplore competitive learning environments, children's competitive behaviors, and the influence of these behaviors on engaging children and families in engineering learning.Keywords: Informal EducationEngineeringInclusionScienceEngineering PracticesSTEM ConclusionThe purpose of this study is to explore the role that goal orientation can play in better understanding and conceptualizing children’s and their families' engagement with engineering design activities in informal learning environments. Our aim is to depict the diverse ways in which children engage with engineering design processes and practices and to highlight potential factors that may influence their experiences. The results indicate the complexity of children’s goal orientations and potential contextual factors that may influence their goal orientations and yield new insights for future researchers and educators to better support children and their families to engage with engineering in informal learning environments.Notes1. Some motivation researchers also conceptualized a mastery-avoidance goal orientation, suggesting a two-by-two matrix of goal orientations, namely performance-approach, performance-avoidance, mastery-approach, and mastery-avoidance. However, studies also indicated that the mastery-avoidance goal orientation may not be conceptually valid or empirically supported, especially for young children (for more information, please see comprehensive reviews by Kaplan and Maehr 2007, and CitationVandewalle et al. 2019). In addition, our prior study (CitationLiu and Bennett 2022) also showed that young children may not separate performance-approach and performance-avoidance goal orientations, and instead, had a general concept of performance goal orientation. In this study, we categorized children’s goal orientations into two simplified categories: performance and mastery goal orientation.Additional informationNotes on contributorsChangChia LiuChangChia Liu is a Senior Research Associate and Dorothy Bennett is the Director of Creative Pedagogy, both at the New York Hall of Science in Flushing, New York.Dorothy BennettChangChia Liu is a Senior Research Associate and Dorothy Bennett is the Director of Creative Pedagogy, both at the New York Hall of Science in Flushing, New York.

摘要探讨竞争性学习环境、儿童竞争性行为以及这些行为对儿童和家庭参与工程学习的影响。关键词:非正式教育工程包容科学工程实践stem结论本研究的目的是探讨目标导向在更好地理解和概念化儿童及其家庭在非正式学习环境中参与工程设计活动中的作用。我们的目标是描绘儿童参与工程设计过程和实践的各种方式，并强调可能影响他们体验的潜在因素。研究结果表明，儿童目标取向的复杂性和可能影响其目标取向的潜在背景因素，为未来的研究人员和教育工作者更好地支持儿童及其家庭在非正式学习环境中参与工程学习提供了新的见解。一些动机研究者还将掌握-回避目标取向概念化，提出了一个2乘2的目标取向矩阵，即绩效-趋近、绩效-回避、掌握-趋近和掌握-回避。然而，研究也表明，掌握-回避目标取向可能在概念上不有效，也没有经验支持，特别是对于幼儿(欲了解更多信息，请参阅Kaplan和Maehr 2007年的综合综述，以及CitationVandewalle等人2019年的综述)。此外，我们之前的研究(CitationLiu和Bennett 2022)也表明，幼儿可能不会区分绩效接近和绩效回避目标取向，而是对绩效目标取向有一个大致的概念。在本研究中，我们将儿童的目标取向简化为两类:表现目标取向和掌握目标取向。作者简介刘昌佳(changchia Liu)是位于纽约法拉盛的纽约科学馆的高级研究助理，多萝西·班尼特(Dorothy Bennett)是创意教育学主任。Dorothy Bennett刘长嘉是纽约法拉盛纽约科学馆的高级研究助理，Dorothy Bennett是创意教育学主任。

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引用次数: 0

Open Innovation Challenge to Mitigate Global Warming 减缓全球变暖的开放式创新挑战

Connected science learning

Pub Date : 2023-09-01 DOI: 10.1080/24758779.2023.12318609

Gillian M. Puttick, Brian Drayton, Santiago Gasca

AbstractLearn about an open innovation challenge where young people work in a collaborative problem-solving environment to develop methods to address climate change.Keywords: High SchoolInformal EducationClimate ChangeInquiryInterdisciplinary Science and Engineering PracticesTeaching Strategies AcknowledgmentThis study is based upon work supported by the National Science Foundation under Grant #11908117. Any opinions, findings, and conclusions or recommendations are those of the authors and do not necessarily reflect the views of the National Science Foundation.Supplemental materialsInnovate to Mitigate project website: innovatetomitigate.orgInnovate to Mitigate project student video submissions: https://www.terc.edu/innovatetomitigate/student-submissions/Innovate to Mitigate project publications accessible online:https://www.terc.edu/publications/innovate-to-mitigate-science-learning-in-an-open-innovation-challenge-for-high-school-students/https://www.terc.edu/publications/innovate-to-mitigate-learning-as-activity-in-a-team-of-high-school-students-addressing-a-climate-mitigation-challenge/https://www.terc.edu/wp-content/uploads/2022/03/ISLS-Crowdsourcing-2022-proceedings.pdfhttps://www.researchgate.net/publication/359539056_Innovate_to_Mitigate_Microgenesis_of_student_design_and_rationale_in_a_crowdsourcing_competition_to_mitigate_global_warmingInnovate to Mitigate project promotional 3-minute video: https://www.youtube.com/watch?v=i4Xvkd_E33oandt=2sAdditional informationNotes on contributorsGillian M. PuttickGillian M. Puttick is a senior scientist, Brian Drayton is a center co-director, and Santiago Gasca is a researcher, all at TERC in Cambridge, Massachusetts.Brian DraytonGillian M. Puttick is a senior scientist, Brian Drayton is a center co-director, and Santiago Gasca is a researcher, all at TERC in Cambridge, Massachusetts.Santiago GascaGillian M. Puttick is a senior scientist, Brian Drayton is a center co-director, and Santiago Gasca is a researcher, all at TERC in Cambridge, Massachusetts.

摘要了解开放式创新挑战，年轻人在协作解决问题的环境中开发应对气候变化的方法。关键词:高中非正规教育气候变化探究跨学科科学与工程实践教学策略致谢本研究基于国家科学基金资助项目#11908117的工作。任何观点、发现、结论或建议都是作者的观点，并不一定反映美国国家科学基金会的观点。补充材料创新缓解项目网站:innovatetomitigate. org创新缓解项目学生视频提交:https://www.terc.edu/innovatetomitigate/student-submissions/Innovate减轻项目出版物的可访问性在线:https://www.terc.edu/publications/innovate-to-mitigate-science-learning-in-an-open-innovation-challenge-for-high-school-students/https: / / www.terc.edu/publications/innovate-to-mitigate-learning-as-activity-in-a-team-of-high-school-students-addressing-a-climate-mitigation-challenge/https: / / www.terc.edu/wp - content/uploads/2022/03/isls众包- 2022 proceedings.pdfhttps: / / www.researchgate.net/publication/359539056_Innovate_to_Mitigate_Microgenesis_of_student_design_and_rationale_in_a_crogillian M. Puttick gillian M. Puttick是马萨诸塞州剑桥市TERC的资深科学家，Brian Drayton是中心联合主任，Santiago Gasca是研究员。tongillian M. Puttick是资深科学家，Brian Drayton是中心联合主任，Santiago Gasca是研究员，他们都在马萨诸塞州剑桥市的TERC工作。cagillian M. Puttick是资深科学家，Brian Drayton是中心联合主任，Santiago Gasca是研究员，他们都在马萨诸塞州剑桥市的TERC工作。

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引用次数: 0

Transition to Virtual Judging for In-Person Elementary School Science Fairs 小学科学展览向虚拟评判的过渡

Connected science learning

Pub Date : 2023-09-01 DOI: 10.1080/24758779.2023.12318606

Amanda Horn

“You work for Brookhaven National Laboratory? I was there in second grade when I won the science fair!” This interaction where strangers recognize the logo for Brookhaven National Laboratory (BNL) has become a regular occurrence. As one of the science fair coordinators, I have always enjoyed these encounters. Many of these participants are well into their adulthood by the time I cross paths with them, but they still recall the excitement of visiting the laboratory, sharing their project with the community, and joining the other participants on stage during the awards ceremony.Keywords: ElementaryInformal EducationAdministrationInquiryResearchScience and Engineering PracticesSTEM ConclusionThe lasting impact and influence of the BNL Science Fair will continue for the students, families, teachers, and schools that participate. The transition to virtual judging has allowed us to recruit volunteer judges from any location and provide a more engaging in-person experience for students and their families. Opportunities such as this provide students with avenues to showcase their research, learn from their peers, engage with the scientific and engineering community, as well as learn about the research conducted at BNL. Results of the BNL Science Fair can be accessed here: Elementary Science Fair Competition.Additional informationNotes on contributorsAmanda HornAmanda Horn, PhD, is an Educational Programs Administrator at Brookhaven National Laboratory - Office of Educational Programs in Upton, New York.

“你在布鲁克海文国家实验室工作?”我在二年级的时候赢得了科学竞赛!”陌生人认出布鲁克海文国家实验室(Brookhaven National Laboratory, BNL)的标志，这种互动已经成为一种常态。作为科学博览会的协调人之一，我一直很享受这样的邂逅。当我遇到他们的时候，他们中的许多人已经成年了，但他们仍然记得参观实验室，与社区分享他们的项目，以及在颁奖典礼上与其他参与者一起上台时的兴奋。关键词:小学非正规教育管理探究研究科学与工程实践stem结论BNL科学博览会对参与的学生、家庭、教师和学校的持久影响和影响将继续。向虚拟裁判的过渡使我们能够从任何地方招募志愿裁判，并为学生及其家人提供更有吸引力的亲身体验。像这样的机会为学生提供了展示他们的研究，向同龄人学习，与科学和工程社区接触以及了解BNL进行的研究的途径。BNL科学博览会的结果可以在这里访问:小学科学博览会比赛。关于贡献者的说明:anda Horn博士是位于纽约厄普顿的布鲁克海文国家实验室教育项目办公室的教育项目管理员。

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引用次数: 0

The GLOBE Student Research Symposia (SRS): Engaging Youth around the Country in an Environmental Research Community 全球学生研究专题讨论会(SRS):吸引全国各地的青年参与环境研究社区

Connected science learning

Pub Date : 2023-09-01 DOI: 10.1080/24758779.2023.12318608

Eleanor M. Jaffee, Jennifer Bourgeault, Haley Wicklein, Alicia Carlson

AbstractLearn how students conduct and present about research projects at GLOBE Symposia.Keywords: Middle SchoolHigh SchoolInformal EducationEnvironmental ScienceInclusionScience and Engineering Practices AcknowledgmentsThis material is based upon work supported by NASA (Grant no. 80NSSC18K0135) and Youth Learning As Citizen Environmental Scientists. The GLOBE Student Research Symposia were initially funded by the NSF (Grant No. 1546713). Any opinions, findings, conclusions, and recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the NSF, NASA, or Youth Learning As Citizen Environmental Scientists.Digital ResourcesGLOBE SRS news storiesGLOBE SRS scientist reviewer formGLOBE SRS peer reviewer formGLOBE SRS student research posters and reportsGLOBE SRS student resourcesGLOBE SRS student resource: steps in the scientific processGLOBE SRS educator resourcesGLOBE SRS video YouTube playlistGLOBE Partner listNotes1. “Economically disadvantaged” is defined by each state and typically involves individual or household eligibility for federal assistance programs. Different states include different federal assistance programs in their criteria for identifying economically disadvantaged students (Blagg and Gutierrez 2021).2. We acknowledge the limitations of these categories to represent the range of regional and cultural identities comprising them, which may differ in their representation in STEM. See for example Bhatti (2021).3. Paired samples t-tests, all significant at p < .001.4. Selected items from the Science Learning Activation Lab Engagement Survey (CitationChung et al. 2016).Additional informationNotes on contributorsEleanor M. JaffeeEleanor M. Jaffee is the Owner and Principal Consultant at Insights Evaluation LLC in Manchester, New Hampshire, the External Evaluator for the GLOBE U.S. Coordination Office. Jennifer Bourgeault is the U.S. Country Coordinator, Haley Wicklein is the Assistant U.S. Country Coordinator, and Alicia Carlson is the Outreach Lead, all at the GLOBE U.S. Coordination Office at the University of New Hampshire in Durham, New Hampshire.Jennifer BourgeaultEleanor M. Jaffee is the Owner and Principal Consultant at Insights Evaluation LLC in Manchester, New Hampshire, the External Evaluator for the GLOBE U.S. Coordination Office. Jennifer Bourgeault is the U.S. Country Coordinator, Haley Wicklein is the Assistant U.S. Country Coordinator, and Alicia Carlson is the Outreach Lead, all at the GLOBE U.S. Coordination Office at the University of New Hampshire in Durham, New Hampshire.Haley WickleinEleanor M. Jaffee is the Owner and Principal Consultant at Insights Evaluation LLC in Manchester, New Hampshire, the External Evaluator for the GLOBE U.S. Coordination Office. Jennifer Bourgeault is the U.S. Country Coordinator, Haley Wicklein is the Assistant U.S. Country Coordinator, and Alicia Carlson is the Outreach Lead, all at the GLOBE U.S. Coordination Office at the University

摘要了解学生如何在GLOBE研讨会上进行和展示研究项目。关键词:初中高中非正式教育环境科学包容性科学与工程实践致谢本材料基于美国国家航空航天局(NASA)资助的工作。80NSSC18K0135)和青年作为公民环境科学家的学习。GLOBE学生研究研讨会最初由美国国家科学基金会(NSF)资助(批准号1546713)。本材料中表达的任何观点、发现、结论和建议都是作者的观点，并不一定反映NSF、NASA或青年作为公民环境科学家学习的观点。数字资源全球SRS新闻报道全球SRS科学家审稿人全球SRS同行审稿人全球SRS学生研究海报和报告全球SRS学生资源全球SRS学生资源:科学过程中的步骤全球SRS教育者资源全球SRS视频YouTube播放列表全球SRS合作伙伴列表注1。“经济弱势”由各州定义，通常涉及个人或家庭获得联邦援助计划的资格。不同的州在确定经济困难学生的标准中包括不同的联邦援助计划(Blagg和Gutierrez 2021)。我们承认，这些类别在代表组成它们的区域和文化身份方面存在局限性，在STEM中的代表性可能有所不同。参见Bhatti(2021)。配对样本t检验，p < 0.001.4显著。选自科学学习激活实验室参与调查(CitationChung et al. 2016)。作者eleanor M. Jaffee是位于新罕布什尔州曼彻斯特的Insights Evaluation LLC的所有者和首席顾问，同时也是GLOBE美国协调办公室的外部评估员。Jennifer Bourgeault是美国国家协调员，Haley Wicklein是美国国家助理协调员，Alicia Carlson是外联负责人，他们都在位于新罕布什尔州达勒姆市的新罕布什尔大学的GLOBE美国协调办公室工作。Jennifer BourgeaultEleanor M. Jaffee是位于新罕布什尔州曼彻斯特的Insights Evaluation LLC的所有者和首席顾问，也是GLOBE美国协调办公室的外部评估员。Jennifer Bourgeault是美国国家协调员，Haley Wicklein是美国国家助理协调员，Alicia Carlson是外联负责人，他们都在位于新罕布什尔州达勒姆市的新罕布什尔大学的GLOBE美国协调办公室工作。Haley WickleinEleanor M. Jaffee是位于新罕布什尔州曼彻斯特的Insights Evaluation LLC的所有者和首席顾问，也是GLOBE美国协调办公室的外部评估员。Jennifer Bourgeault是美国国家协调员，Haley Wicklein是美国国家助理协调员，Alicia Carlson是外联负责人，他们都在位于新罕布什尔州达勒姆市的新罕布什尔大学的GLOBE美国协调办公室工作。Alicia CarlsonEleanor M. Jaffee是位于新罕布什尔州曼彻斯特的Insights Evaluation LLC的所有者和首席顾问，也是GLOBE美国协调办公室的外部评估员。Jennifer Bourgeault是美国国家协调员，Haley Wicklein是美国国家助理协调员，Alicia Carlson是外联负责人，他们都在位于新罕布什尔州达勒姆市的新罕布什尔大学的GLOBE美国协调办公室工作。

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引用次数: 0

Making Connections During the Upcoming Solar Eclipse “Double-Header” 在即将到来的日食“双头”期间建立联系

Connected science learning

Pub Date : 2023-09-01 DOI: 10.1080/24758779.2023.12318612

Dennis Schatz

We all relish the occasions when we can make connections between what happens in school, at home, and in the community. Fortunately, two wonderful teachable celestial events will occur during the coming months in North America, with plenty of time to plan for making these connections.Keywords: Informal EducationEarthSpace Science Additional informationNotes on contributorsDennis SchatzDennis Schatz (schatz@pacsci.org) is Senior Fellow at the Institute for Learning Innovation, a past president of NSTA, and the inaugural Field Editor of Connected Science Learning. He lives in Seattle, Washington. He is a leader in the Solar Eclipse Task Force of the American Astronomical Society and in the Solar Eclipse Activities for Libraries (SEAL) project to distribute 5 million solar-viewing glasses (and information) for the upcoming eclipses through 10,000 public libraries, funded by the Gordon and Betty Moore Foundation.

我们都喜欢在学校、家里和社区发生的事情之间建立联系。幸运的是，在接下来的几个月里，北美将发生两个奇妙的天体事件，有足够的时间来计划这些联系。关键词:非正式教育地球空间科学附加信息撰稿人说明dennis Schatz dennis Schatz (schatz@pacsci.org)是学习创新研究所的高级研究员，美国国家科学技术协会前任主席，互联科学学习的首任领域编辑。他住在华盛顿州的西雅图。他是美国天文学会日食任务小组和图书馆日食活动(SEAL)项目的负责人，该项目由戈登和贝蒂摩尔基金会资助，通过10,000个公共图书馆分发500万副太阳观测眼镜(和信息)，用于即将到来的日食。

引用次数: 0