Electronic Field Trips for Science Engagement: The Streaming Science Model

While institutions of higher education work to engage PK-12 youth in STEM (science, technology, engineering, and mathematics) concepts and careers via in-person programming, PK-12 teachers and students face many logistical and access constraints for physically traveling to sites off of school grounds during the school day. Throughout the years, electronic field trips (EFTs) have offered a digital way for schools to engage in meaningful ways with museums, parks, laboratories, and field research sites. In order for EFTs to be effective, they should be cost effective and created collaboratively with teachers, students, subject matter experts, and instructional design and communication professionals. Streaming Science is an online science communication platform that aimed to develop and implement an effective EFT model. Three Streaming Science live interactive EFTs webcasted online were piloted from various locations during 2017-2019 to test wireless internet connections, mobile technologies, STEM content, and impacts on students’ interest, attitudes, and learning. The model proved iPads and mobile applications in the field for web streaming were effective for connecting scientists with school audiences. In this professional development article, authors describe the Streaming Science EFT model, including recommendations for instructional design, the pre-production process, content development, teacher collaboration, student engagement, mobile hardware and software, and assessment

Electronic Field Trips for Science Engagement: The Streaming Science Model

While institutions of higher education work to engage PK-12 youth in STEM (science, technology, engineering, and mathematics) concepts and careers via in-person programming, PK-12 teachers and students face many logistical and access constraints for physically traveling to sites off of school grounds during the school day. Throughout the years, electronic field trips (EFTs) have offered a digital way for schools to engage in meaningful ways with museums, parks, laboratories, and field research sites. In order for EFTs to be effective, they should be cost effective and created collaboratively with teachers, students, subject matter experts, and instructional design and communication professionals. Streaming Science is an online science communication platform that aimed to develop and implement an effective EFT model. Three Streaming Science live interactive EFTs webcasted online were piloted from various locations during 2017-2019 to test wireless internet connections, mobile technologies, STEM content, and impacts on students’ interest, attitudes, and learning. The model proved iPads and mobile applications in the field for web streaming were effective for connecting scientists with school audiences. In this professional development article, authors describe the Streaming Science EFT model, including recommendations for instructional design, the pre-production process, content development, teacher collaboration, student engagement, mobile hardware and software, and assessment

Rocks Really Rock: electronic field trips via Web Google Earth can generate positive impacts in attitudes toward Earth sciences in middle- and high-school students

Earth sciences (ESs) are relevant to society and its relationship with the Earth system. However, ES education in K-12 environments in the United States faces several challenges, including limited exposure to ESs, lack of awareness of ES careers, and low ES literacy. International associations have recognized these challenges and recommended that Earth scientists improve the public's perception of the relevance of ES. In recent years, informal science communication and outreach platforms such as the Streaming Science model of electronic field trips (EFTs), which connect K-12 classrooms with science, engineering, technology, and mathematics (STEM) professionals, have gained popularity as an educational technology tool. EFTs are inexpensive, have spatiotemporal benefits, and have proven an effective informal science education pathway for introducing STEM content into formal classrooms to increase positive attitudes and interest in STEM careers. Nevertheless, EFTs in ES for K-12 environments have not been widely disseminated, and their impact on ES education has yet to be studied. This study presents the creation and implementation of an EFT in geology called “Rocks Really Rock: An Electronic Field Trip across Geological Time.” The program was implemented in seven schools in spring 2022. The EFT was built in Web Google Earth and had six stops that featured prerecorded videos recorded in different locations in Idaho (USA). The lead presenter or author used multimedia and science communication strategies such as storytelling to develop and teach concepts related to geological time, rock formation, and landscape-forming geological processes. The content aligned with four specific topics listed in the National Science Foundation's Earth Sciences Literacy Principles and intersected with the Next Generation Science Standards for middle-school classrooms. Participating students (n=120) completed a post-assessment after the program implementation to evaluate its impact. Results showed that the EFT positively impacted students' attitudes toward geology, geology careers, and perceptions of geology literacy. We identified the three main factors that determined a positive attitude change in K-12 students toward ES: (1) the use of videos and the Web Google Earth platform to create outreach materials for K-12 students, (2) the use of storytelling to craft the content of an EFT, and (3) the asynchronous interactions between teacher, student, and scientist. The results indicated a statistically significant positive change in attitudes toward geology, suggesting that participating in the EFT increased students' positive attitudes toward ES. These findings demonstrate the potential of expanding EFT to other ES fields and reaching middle- and high-school students. We suggest that EFTs are effective outreach tools that can address the challenges in ES education and that can be extended to other ES areas and distributed to students in middle, high, and home schools to support science educators in ES education.</p

Podcasts in Production: An Examination of Current and Best Practices for Agricultural and Natural Resource Podcast Producers

Little research has been done on the production and use of podcasts in the fields of food, agriculture, natural resource, or human sciences (FANRHS). Currently, there is limited information for best practices on creating an effective FANRHS podcast to reach a target public audience. The purpose of this study was to examine existing practices and experiences of FANRHS podcast producers. The findings of this study will be of interest to organizations, institutions, and individuals who currently produce or are interested in producing an educational or science-based podcast. This study provided foundational information on podcast creation and maintenance. Future research should explore optimal podcast formats and content design to influence listeners’ perception and knowledge level on FANRHS science topics

Informal Science Engagement via Extension Exhibits: A Pilot Evaluation of Adult State Fairgoers’ Experiences, Attitudes, and Learning at Raising Nebraska

Science communication and informal science education collide in the context of Extension state fair exhibits for engaging public audiences in critical agricultural and natural resource issues impacting people’s daily lives. A need exists to employ systematic communication and education theory and techniques to effectively deliver scientific information in informal learning spaces. In an effort to apply and expand systematic instructional design thinking and research in informal science learning, this study piloted a touchscreen iPad survey evaluation (n= 93; ages 19-66) of adult state fairgoers’ demographics, experiences, attitudes, and learning during their visit to a 25,000 square-foot facility featuring an Extension museum-quality exhibit at the Nebraska State Fair in 2016. The exhibit included content such as farmers’ and ranchers’ stories, food security, soil quality, and water flow via natural landscapes and irrigation. Survey results included fairgoers’ demographics and backgrounds, as well as insights into favorite exhibit features, attitudes toward agricultural and environmental issues, and exhibit experience and attitude differences between visitors with agricultural backgrounds versus non-agricultural backgrounds. Results showed respondents were predominantly Caucasian with ties to agriculture, preferred physical and electronic engagement pieces of the exhibit compared to static text panels, and expressed slight changes in attitudes about agriculture with larger shifts in attitudes about the role of science in agriculture. Recommendations include systematically developing Extension informal learning efforts and exhibits such as the one in this study by conducting needs assessments and evaluations, as well as expanding exhibit locations, access, and topics to reach more diverse demographics

Leveraging Skype in the Classroom for Science Communication: A Streaming Science – Scientist Online Approach

A growing need exists to identify, implement, and research alternative methods to communicate with, educate, and engage youth about science, in order to increase science literacy and knowledge of future societal decision-makers. Electronic field trips (EFTs) are one channel of non-formal communication and education that have been introduced in agricultural and natural resources to reach youth audiences with science-based information in real-time. EFTs can be conducted in several different ways due to the proliferation of video production and web-streaming technologies. The following professional development article offers science communication professionals and scientists a detailed model and specific steps to develop and host an EFT via the Skype in the Classroom platform. The outlined model builds off of prior application and research from the Streaming Science online science communication platform and offers a secondary model for effective EFT implementation and research. The authors describe the establishment of an online science communication network, the development of the Streaming Science: Scientist Online format, content creation, the production team structure, and mobile production hardware and software. Scientist Online EFT program outcomes in terms of participation are noted, as well as student outcomes in the form of excerpts to demonstrate student engagement are shared

Acetyl-cholinesterase Inhibition by Extracts and Isolated Flavones from Linaria reflexa Desf. (Scrophulariaceae):

Extracts, linariin, isolinariin A and B obtained from Linaria reflexa Desf. (Scrophulariaceae) were tested for acetylcholinesterase inhibition activity using Ellman's method. A dose-response relationship was observed for all extracts and isolated compounds. Flavones exhibited IC50 values ranging from 0.27 μM to 0.30 μM. The structure-activity relationship was briefly discussed

Exploring the Problems Experienced by Learners in a MOOC Implementing Active Learning Pedagogies

Although Massive Open Online Courses (MOOCs) have been reported as an effective educational tool offering numerous opportunities in online learning, the high dropout rates and the lack of learners' motivation are factors concerning researchers and instructors. The one-size-fits-all instructional approach that most courses follow, failing to address the individual needs of learners, has been seen as their weakest point. Recent efforts focus on the inclusion of active learning pedagogies in MOOCs to stimulate the interaction among the participants and to keep them engaged. However, taking into account that in these massive contexts the learners face several issues while trying to keep up with the course, the incorporation of active learning strategies may introduce additional problems to the learning process. This study explores the problems that learners experienced in a MOOC implementing collaboration and gamification strategies. As the results reveal, the introduction of collaborative learning activities can generate additional problems to learners and for that reason, a careful design and a proper scaffolding is needed in an early stage to overcome the problems that will occur. No significant problems were reported regarding the implementation of gamification elements

Fluidic haptic interface for mechano-tactile feedback

Notable advancements have been achieved in providing amputees with sensation through invasive and non-invasive haptic feedback systems such as mechano-, vibro-, electrotactile and hybrid systems. Purely mechanical-driven feedback approaches, however, have been little explored. In this paper, we now created a haptic feedback system that does not require any external power source (such as batteries) or other electronic components. The system is low-cost, lightweight, adaptable and robust against external impact (such as water). Hence, it will be sustainable in many aspects. We have made use of latest multimaterial 3D printing technology (Stratasys Objet500 Connex3) being able to fabricate a soft sensor and a mechano-tactile feedback actuator made of a rubber (TangoBlack Plus) and plastic (VeroClear) material. When forces are applied to the fingertip sensor, fluidic pressure inside the system acts on the membrane of the feedback actuator resulting in mechano-tactile sensation. We present the design, fabrication and validation of the proposed haptic feedback system. Our ∅7 mm feedback actuator is able to transmit a force range between 0.2 N (the median touch threshold) and 2.1 N (the maximum force transmitted by the feedback actuator at a 3 mm indentation) corresponding to force range exerted to the fingertip sensor of 1.2 − 18.49 N

Chemical Composition of and Inhibition of Angiotensin-Converting Enzyme by Senecio samnitum huet

Abstract Extracts of Senecio samnitum Huet and derived methyl ester of chlorogenic acid have been shown to inhibit angiotensin-converting enzyme (ACE) by using an in vitro bioassay based on the enzymatic cleavage of the chromophore-fluorophore labeled substrate dansyltriglycine into dansylglycine, which is quantitatively measured by high-performance liquid chromatography (HPLC). GC=MS and NMR identified compounds present within the studied S. samnitum extracts. The most effective fraction was obtained in ethyl acetate, which gave 52.56 AE 0.23% (SD) inhibition at 300 mg=ml. The major constituent of this fraction, the methyl ester of chlorogenic acid, showed significant ACE inhibition of 56.78 AE 0.25% at a concentration of 82.5 mg=ml