Teachers are searching for new venues through which they may meet stringent professional development requirements. Under competitive funding from NASA's (National Aeronautics and Space Administration) Office of Education and the NASA Explorer Schools Project, U.S. Satellite Laboratory, Inc. created a series of live, online, interactive short-courses. In this case study, a mixed methods analysis of a variety of data sources reveals that diverse educators from a variety of classroom contexts view the short-courses as a useful professional development tool, both as a vehicle for a teacher's own professional growth and for classroom applications. Teachers were particularly interested in the ability to participate in a collaborative community of practice with other educators, instructors, and scientists from across the country, and they found the flexible design of the professional development to be useful. This short-course design offers promise for future professional development opportunities.
NASA-Sponsored Project 3D-VIEW [Virtual Interactive Environmental Worlds] is a lower middle school curriculum aimed at using 3D stereo technologies to enhance students' understanding of science concepts. In Project 3D-VIEW, ten to twelve-year-old students use 3D stereo technologies, including stereophotographs, 3D-animations, 3D illustrations, and 3D interactive tools, to visualize concepts such as plate tectonics, the composition of the atmosphere, biological succession, and erosion. This mixed methods case study provides an overview of the project's successful use of 3D technologies, as evidenced by student test scores as well as a qualitative analysis of student focus groups and interviews with teachers and administrators. The findings indicate that using 3D technologies within a context of standards and research-based curriculum design can improve student engagement as well as performance on standardized tests.
NASA-Sponsored Project 3D-VIEW [Virtual Interactive Environmental Worlds] is a lower middle school curriculum aimed at using 3D stereo technologies to enhance students’ understanding of science concepts. In Project 3D-VIEW, ten to twelve-year-old students use 3D stereo technologies, including stereophotographs, 3D-animations, 3D illustrations, and 3D interactive tools, to visualize concepts such as plate tectonics, the composition of the atmosphere, biological succession, and erosion. This mixed methods case study provides an overview of the project’s successful use of 3D technologies, as evidenced by student test scores as well as a qualitative analysis of student focus groups and interviews with teachers and administrators. The findings indicate that using 3D technologies within a context of standards and research-based curriculum design can improve student engagement as well as performance on standardized tests.
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