|
|
 |
|
|
|
|
|
08.01.2010
An overview of climate literacy and the principles of literacy developed by NOAA, the Natonal Academy of Sciences, and multiple partners.
MORE >>
|
|
|
08.01.2010
Variety of resources including lesson plans to assist K-12 educators in meeting Alaska's science standards and addressing standards for culturally-relevant education.
MORE >>
|
|
05.25.2010
Last March, Amy Holt Cline of COSEE-OS and UNH, along with Perrin Chick of the Seacoast Science Center in Rye, NH and Author/Illustrator Karen Romano Young, presented the connections between art and ocean science using COSEE-OS online tools. This presentation included background on why art and science are naturally connected and should be taught together to help create more innovative and creative thinkers.
Before the presentation, questions were sent to the National Marine Education List Serve, called Scuttlebutt, to find out what ways educators have been using art to teach marine science topics in their classrooms or work places. Over fifty responses were collected and were assembled into a concept map. The map is interactive in that a description of the text is found when the cursor rolls over each circle to learn more.
MORE >>
|
|
05.12.2010
Frequently asked questions and answers about crude oil. Responses prepared by Dr. Sharon Walker, Director of Education and Outreach at the Institute for Marine Mammal Studies and COSEE Central Gulf of Mexico PI.
MORE >>
|
|
05.11.2010
While some teachers enjoy their summer vacations by spending time with family, playing tennis, and sleeping in, over 200 science, mathematics, and technology teachers have participated in real-world industry experiences through the Industry–Education Partnership (IEP) program at Mississippi State University.
MORE >>
|
|
05.11.2010
This bibliography was compiled by the NSF-funded COSEE Diversity Working Group and provides an overview of resources (organizations, policy documents, research studies, intervention studies, etc.) that relate to broadening participation in the sciences.
MORE >>
|
|
04.25.2010
The Centers for Ocean Sciences Education Excellence (COSEE) is a national network with the collective mission to engage scientists and educators and transform ocean science education. The network is comprised of twelve centers that are either regional or thematci in focus. As a thematic center, COSEE Ocean Sytems has worked to create and develop a suite of interactive tools that can be used to enhance ocean and climate literacy by emphasizing the connections between the ocean and the Earth's climate system.
In two linked applications - The Ocean Climate Interactive (OCI) and the Concept Map Builder (CMB) - concept mapping is used as a foundation for learners to make connections between fundamental concepts in ocean and climate science. These cost-free online tools have been incrementally developed, tested, and refined through a series of teacher/scientist professional development workshops to maximize their efficacy.
MORE >>
|
|
04.10.2010
COSEE West partnered with COSEE Coastal Trends to present an Ocean Observing Systems (OOS) based curricula and hands-on activities workshop to enable K-12 teachers and informal educators to use real-time or near real-time OOS data. For the past two years, COSEE West has hosted a week long OOS summer workshop for teachers and informal educators in which several scientists presented ocean science content related to their work which uses or contributes to OOS online data.
MORE >>
|
|
04.10.2010
The Centers for Ocean Sciences Education Excellence-Ocean Systems (COSEE-OS) aims to bring ocean literacy and current scientific content into both formal classrooms and informal education settings across the country. As part of a COSEE-OS grant that builds on the success of an interdisciplinary, semester-long class offered by the University of Maine, the University of New Hampshire has developed a new academic collaboration between the Departments of Education and Earth Sciences. Ongoing during spring semester 2010, the novel Exploring Informal Science Education Through Ocean Inquiry course explores the potential an ocean context offers for teaching a range of science topics. This program integrates fundamental concepts with “big picture” connections and resources in a highly flexible and engaging delivery system.
MORE >>
|
|
04.09.2010
Ocean Inquiry Project (OIP), a non-profit organization in Puget Sound, WA, delivers inquiry-style marine science education using a hands-on curriculum while gathering research-quality data in Puget Sound for scientific partners. A collaboration between COSEE Ocean Learning Communities and OIP is bringing together ocean researchers, volunteers from environmental organizations, informal educators, and local youth groups for day-long field-research learning experiences on Puget Sound. These field experiences strive to give the diverse participant groups a better appreciation for the process of science, how oceanographic data is collected, and an increased understanding of the Puget Sound ecosystem and the role humans play in the ecosystem’s health
This collaboration has benefited the non-scientists and scientists alike. In this presentation, we will discuss our approach, and provide examples of the successes and challenges encountered during this collaboration.
MORE >>
|
|
04.09.2010
Graduate students often enter marine sciences with disparate backgrounds and experiences. Understanding biological oceanography, because of multiple interactions among organisms and with the environment, can be daunting to new graduate students. We use concept mapping as a tool to allow students to better integrate information and turn it into knowledge by explicitly visualizing ideas.
MORE >>
|
|
03.30.2010
The Center for Ocean Sciences Education Excellence Central Gulf of Mexico has implemented a five-day Teacher Scientist Institute in several states each year during its first and second grant periods. These Institutes are designed to be similar in format and provide abundant opportunities for scientists and teachers to work together, learn each others’ cultures, and develop a relationship for future work together.
MORE >>
|
|
03.29.2010
The eleven Centers of Ocean Sciences Education Excellence engage in the professional development of educators using several "best practices" models. Central to these programs is the active participation of ocean scientists. This document provides a description of and recommendations for following COSEE effective practices in educator professional development as identified by research on teaching and learning and individual Center evaluation data. The professional development models for improving the communication of science concepts as tested by COSEE Centers are based on these effective practices.
MORE >>
|
|
03.29.2010
Strategic Business Plan for the years 2010-2014. Includes mission, values, vision, key goals and outcomes, and an explanation of acronyms.
MORE >>
|
|
03.29.2010
In October 2005, several national organizations published a list of 7 Essential Principles and 44 Fundamental Concepts that currently define Ocean Science Literacy. This definition is the result of discussions among 100 scientists and educators, and serves as a national standard for ocean science education. This guide contains the Essential Principles and Fundamental Concepts and other information on ocean literacy and presents a vision of an ocean-literate society. A practical resource for educators, it outlines the knowledge required to be considered ocean literate in accordance with the National Science Education Standards
MORE >>
|
|
03.29.2010
The COSEE Priority Recommendations Document represents a final report submitted to The Division of Ocean Sciences, National Science Foundation in July 2001. This 69-page "Background Document" is based on the COSEE Final Report of the May 2000 Workshop attended by approximately 75 individuals from throughout this country with interests and expertise in ocean sciences research and education.
MORE >>
|
|
03.29.2010
This document recommends strategies for the National Science Foundation and other Federal agencies to use in a nationally coordinated effort to improve and promote Ocean Sciences education.
MORE >>
|
|
03.29.2010
External and internal components of evaluation work.
MORE >>
|
|
03.26.2010
Contributed by COSEE-OS staff, this article addresses research and development of concept mapping techniques and related multimedia software by COSEE-OS. These tools, developed over the past three years, help scientists see and graphically display relationships among the concepts in their field, and help them communicate those concepts clearly and logically to educators and other scientists.
MORE >>
|
|
03.24.2010
Since 2005, COSEE-OS has been creating & testing models of collaboration, particularly with respect to reaching rural and inland audiences, engaging ocean researchers, and creating transferable activities for classroom education. In this presentation, we:
- Summarize strides made by COSEE-OS in reaching rural and inland audiences.
- Describe how COSEE-OS has increased the capacity of scientists to efficiently translate their research into compelling and relevant content for various audiences by helping them deconstruct knowledge into concepts for construction of concept maps.
- Conduct two transferable activities, one from our recent publication "Teaching Physical Concepts in Oceanography: An Inquiry Based Approach" entitled "Effects of Temperature & Salinity on Density & Stratification" and one based on two Science Daily articles illustrating transferability between ocean science content and standard physical science and terrestrial ecological concepts.
MORE >>
|
|
03.15.2010
To support the COSEE mission of engaging scientists and educators to transform ocean science education, COSEE NOW team members have been conducting an annual online scientist survey since 2004 (most recently with the aid of ASLO). This presentation by Chris Parsons, the COSEE NOW evaluator and principal of Word Craft, offers a summary of six years of results on ocean scientists’ involvement in, practices and needs related to education and outreach.
MORE >>
|
|
03.15.2010
Oceans of opportunities offered through COSEE Center Partners for teachers and students.
MORE >>
|
|
03.12.2010
"Give a man a fish and you feed him for a day. Teach a man to fish and you feed him for a lifetime" – Chinese Proverb.
Can we teach scientists to "fish" for their audiences from all walks of life, and enjoy the experience so much that they contribute to informal education for a lifetime? Using cutting-edge multimedia tools and a novel workshop model, COSEE-OS is helping scientists better communicate with the public by working with informal science educators.
MORE >>
|
|
03.04.2010
In the past year, COSEE-OS has run a series of model workshops that bring together teams of researchers and educators in order to synergistically improve communication of complex science topics using concept mapping and web-based tools. On January 29, 2010, at the University of Maine’s Darling Marine Center, a new pilot workshop was launched that challenged scientists and graduate students (as well as a few postdoctoral researchers) to open new lines of communication at the academic level.
MORE >>
|
|
03.03.2010
Error is a given when trying to communicate the relationships among complicated science concepts. Communication research has identified at least 11 sources of error that the scientist needs to minimize: error due to the sender, encoding, the message, the channel of communication, the receiver, decoding, the audience, the physical environment, the social environment, the political and economic environment, and/or time.
COSEE-OS has developed a professional development model for scientists and online tools to minimize these eleven sources of error (not eliminate them because that is not an achievable goal). Particular attention is paid to minimizing the encoding and decoding sources of error through the use of online concept mapping tools which graphically communicate the scientist's logic of how they think, non-linearly, about the relationships among their various concepts of interest.
MORE >>
|
|
|
|
|
|
|
|
|
|
