ED53G:
Best Practices in Meaningful and Authentic Science Outreach to Formal and Informal Audiences II


Session ID#: 8195

Session Description:
At a time when many states are considering the Next Generation Science Standards and other approaches to include the practice of science into their curricula, there continues to be a pressing need for more opportunities for formal and informal audiences to learn about the important role the Geosciences play in providing pathways for learning about the world and how we learn to understand it. 

The purpose of this session will be to present and discuss best practices in science-oriented K-12 outreach activities across the Geosciences.  Topics appropriate for this session include: best practices in connecting scientists to formal and informal outreach audiences; presentations on incorporating hands-on science learning in curricula; involving K-12 and informal audiences with authentic scientific data and inquiry; teaming scientists and educators to develop meaningful broader impacts; and the role of scientists in helping to implement educational initiatives like the Next Generation Science Standards (NGSS).
Primary Convener:  Todd D Ellis, Western Michigan University, Mallinson Institute for Science Education, Kalamazoo, MI, United States
Conveners:  Melissa A Burt1, Matthew A Rogers1 and Todd D Ellis2, (1)Colorado State University, Fort Collins, CO, United States(2)Western Michigan University, Mallinson Institute for Science Education, Kalamazoo, MI, United States
Chairs:  Todd D Ellis1, Matthew A Rogers2 and Melissa A Burt2, (1)Western Michigan University, Mallinson Institute for Science Education, Kalamazoo, MI, United States(2)Colorado State University, Fort Collins, CO, United States
OSPA Liaison:  Todd D Ellis, Western Michigan University, Mallinson Institute for Science Education, Kalamazoo, MI, United States
Index Terms:

0805 Elementary and secondary education [EDUCATION]
0815 Informal education [EDUCATION]
0830 Teacher training [EDUCATION]

Abstracts Submitted to this Session:

Improving The Perfect Storm: Overcoming Barriers To Climate Literacy (Invited) (62236)
Debra Tillinger, American Museum of Natural History, New York, NY, United States; Marymount Manhattan College, New York, NY, United States
Precipitation Education: Connecting Students and Teachers with the Science of NASA's GPM Mission (Invited) (63397)
Kristen Linn Kopp Weaver, Goddard Earth Sciences Technology and Research, Greenbelt, MD, United States
What can scientific practice look like in a classroom? Insights from scientists’ critique of high school students' climate change argumentation practice (82713)
Elizabeth Walsh, San Jose State University, San Jose, CA, United States and Veronica Cassone McGowan, University of Washington, College of Education, Seattle, WA, United States
A Model for Effective Professional Development of Formal Science Educators (81632)
Lora Bleacher1, Andrea P Jones2 and William M Farrell1, (1)NASA Goddard Space Flight Center, Greenbelt, MD, United States, (2)Planetary Science Institute Tucson, Tucson, AZ, United States
You Asked, We Answered! A Podcasting Series by Scientists for K-12 Teachers Through the Pennsylvania Earth Science Teachers Association (PAESTA) (68504)
Laura A Guertin, Penn State Brandywine, Earth Science, Media, PA, United States and Kathleen Tait, Julia R. Masterman Laboratory and Demonstration School, Philadelphia, PA, United States
Exploring the Sky: An Exploratory Study on the Effectiveness of Discourse in an Atmospheric Science Outreach Program (74346)
Kathryn Boyd, Cooperative Institute for Research in Environmental Sciences, Education & Outreach, Boulder, CO, United States, Meena Balgopal, Colorado State University, Fort Collins, CO, United States and Thomas Birner, CO State Univ-Atmospheric Sci, Fort Collins, CO, United States
Restoration Science in New York Harbor: It takes a (large, diverse and engaged) village (83891)
Robert Newton1, Lauren Birney2, Samuel Janis3, Meghan Groome4, Matthew Palmer1, Elisa Bone5, Judith M O'Neil6, Jonathan Hill2, William Dennison7, Peter Malinowski3, Lisa Kohne8, Michelle Molina8, Gaylen Moore9 and Nancy Woods10, (1)Columbia University of New York, Palisades, NY, United States, (2)Pace University New York, Education, New York, NY, United States, (3)New York Harbor School Foundation, New York, NY, United States, (4)New York Academy of Sciences, New York, NY, United States, (5)Ashore Consulting, Sidney, Australia, (6)University of Maryland Center (UMCES CBL) for Environmental Science Chesapeake Biological Laboratory, Solomons, MD, United States, (7)University of Maryland Center for Environmental Science, Cambridge, United States, (8)Smart Start ECS, Irvine, CA, United States, (9)Gaylen Moore Ass., New York, NY, United States, (10)New York City, Department of Education, New York, NY, United States
Building Pipelines for Information: Developing Partnerships Between Scientists, Educators, and Community Groups to Learn More About Hydraulic Fracturing in Colorado (84528)
Katya Anna Hafich1, Michael Hannigan2, Wynn Martens2, Jeanne E McDonald2, Daniel Knight2, Lisa S Gardiner3, Ashley Monika Collier-Oxandale2, Hannah Fletcher2 and Madeline Polmear2, (1)University of Colorado Boulder, Boulder, CO, United States, (2)University of Colorado at Boulder, Boulder, CO, United States, (3)University Corporation for Atmospheric Research, Boulder, CO, United States

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