Posts tagged ‘science’

December 2nd, 2012

MicroGlobalScope Inspires Kids to want to Learn Authentically

Science House Foundation MicroGlobalScope grantee and collaborator Jerry Pavlon-Blum of New York City’s Gateway School describes how our MicroGlobalScope program is changing the lives of his students. In this moving video, Jerry describes how connecting with kids around the world provides surprise incentives for his students, many of whom have social and learning disabilities.

Jerry is also transforming the way that kids think of science. After the science module, Jerry had the students take the microscope to their drama and literature class to think about science as more integrated into their lives. He tells the story of how the kids were so inspired by the integration of art and science that they made a play out of their microscopy discoveries.

Art and Science are augmenting the learning experiences of these kids.

We are thrilled to be collaborating with Jerry and the important work he is doing to take kids on their own terms and help them reach their potential.

June 28th, 2012

Profile: Dr. Ana Carolina Zeri on Why She Became a Scientist


  Dr. Ana Carolina Zeri describes her work at LNBio and gives a tour of the Synchrotron lab.

The mission of Science House Foundation is to get kids around the world excited about science and to spark their imaginations. Part of how we work to accomplish this mission of inspiring and imagination-sparking is through storytelling: sharing the stories of why and how adults, especially women, choose to become scientists.

We regularly profile scientists, students and teachers around the world whose stories represent the mission and spirit of Science House Foundation. The story of Dr. Ana Carolina Zeri is a Brazilian biochemist who directs an open lab at LNBio, Brazil’s national biosciences laboratory.

When we first met Ana she told us the moving story of how and why she became a scientist, and  we in turn felt compelled to share it with the world. Her story is one of perseverance, inspiration and drive. As a woman raised in a small town in Brazil, the expectation for Ana was that she stay home, work for the family, and not attend college. Yet she found a way.

October 26th, 2011

Interview: Jim Brazell on STEM Education and Innovation

What skills do students need for a 21st Century Workforce? How is STEM education meeting the needs of these demands? Are high schools and colleges collaborating well enough to provide a continuum of education for US students? What skills will students need to be a part of a globally collaborative community of workers? How can we get more kids and schools interested in Science? What is the role of design and the arts?

Science House Foundation begins a new podcast series today. Over the next few months we will feature interviews with innovators, educators, scientists, researchers, entrepreneurs, artists and designers around the world attempting to address these pressing questions.

Jim Brazell speaking about STEM Innovation

We begin our series with a conversation with technology and STEM education innovator Jim Brazell. Jim is a technology forecaster, strategist, and public speaker focusing on innovation and transformation.

When I first met Jim in 2009, he was one of the first people to argue that we need to add an “A” for “Arts education” to the increasingly popular STEM acronym, which stands for “Science, Technology, Engineering and Mathematics.” He also made a parallel argument that STEM education was our “Sputnik Moment,” the time for the US to rise to its next great challenge: Science and Arts education. Since then, Jim has worked tirelessly through speeches, books and essays to address this point. And he has added a new element: Design.

I spoke to Jim about the future of STEM education, robots, educating teachers, and how to create a culture of innovation in education in this installment of the Science House Foundation podcast series.

Science House Foundation: A Conversation with Jim Brazell about Innovation in STEM Education by ScienceHouseFdn

In a recent article for the League for Innovation in the Community College, Jim takes an applied approach to exploring how the arts can lead to innovation in science education. In his article, “Multiple Perspectives on 21st Century Skills, STEM, the Arts, and Educational Innovation—Voices of Change from the Trenches of P-20 Professional Development” he tells part of his story through a Haiku workshop he took his teachers and students through.

Between 2007 and 2010, Jim delivered over 100 speeches to audiences ranging from the 2009 inaugural NSF High Impact Technology Exchange Conference (Educating America’s Technical Workforce) to the International Conference on Technology Policy and Innovation on energy policy in Norway in 2008 and solutions to the financial crisis in Portugal in 2009. Since 2005, Jim has served as a volunteer to the Defense Learning Strategies Consortium, NSF Automotive Manufacturing Technical Education Collaborative, Texas STEM Action Committee (TBEC), Information Technology and Security Academy, San Antonio-Austin Nano-Bio-Tech Summit, and the San Antonio Cyber Security Action Team.

Included below are additional resources to some of Jim’s other presentations, which he has given us permission to post on this site.

The Art of the Future
The League: “Multiple Perspectives on 21st Century Skills, STEM, the Arts, and Educational Innovation—Voices of Change from the Trenches of P-20 Professional Development


June 14th, 2011

Grantee enjoys math’s ‘delicious flavor’

Juan Carlos Ortiz Rhoton with his "tasty" math books. (Image posted with permission from the Ortiz Rhoton family.)

Juan Carlos Ortiz Rhoton from Guadalajara, Mexico loves math as much as he loves food!  He got in touch with Science House Foundation to thank us for supporting the Art of Problem Solving, Worldwide Online Olympiad Training, known as WOOT. With the gentleman’s gracious permission, excerpts of his letter have been posted below along with the story of his new skills and magnificent experience.

Art of Problem Solving is a natural fit for Juan Carlos. The organization works to help develop math skills through online coursework, games and curriculum development. WOOT is their preparation and testing program that brings together many of the best students from around the world to learn their “Olympiad problem solving skills”.

After completing WOOT, grantee Juan Carlos (pictured above) wrote us an eloquent and intriguing letter to share the math equations he solved and to thank the Science House Foundation for supporting his in participation.

Wrote Juan Carlos:

I realized how much I had to learn, that the process was long, life lasting I could say. But aside from Math, I also learned to find the process very “tasty”, it was like not only “eating” Math to get full, but to enjoy its delicious flavor while eating it. …The joy of learning became meaningful and therefore, my level of resilience increased.

I enjoyed all the problems in WOOT, whether I solved them or not, because they taught me something. I think my favorite problem from all those that I solved in WOOT, though not by far, is problem number 5. It is challenging, though not very much. I didn’t solve it in the test it came in (called Practice Olympiad), but I found it wonderful when I solved it afterwards. (EDITOR’S NOTE: If you want to take a chance at solving problem 5, see below for the problem and a special note from Juan Carlos).

Thank you all, Science House Foundation Team, for helping students achieve a deeper level of understanding how the world works.

Juan Carlos, thank YOU! You (and the many young people around the world with whom you share an interest in math) are the reason why Science House Foundation was created. The effort that you are willing to make to create a future for this planet that includes a fine citizen like yourself is why we work together at Science House Foundation each day. It makes us happy to see you succeed.

And for those of you who have patiently waited for problem 5…pencils ready!

Without further delay:

“Let P be the set of all primes, and M be a subset of P containing at least three elements. For any proper subset A of M, all of the prime factors of the number (∏p€Ap) – 1 (the product of all elements of A minus 1) are in M. Prove that M=P.”

A note from Juan Carlos:

I find this problem interesting because it is fun. I used all the techniques I like and find useful. Seeing small cases (like proving that 2, 3, 5, 7 and 11 are in M) is useful and gives hindsight of the problem.

Proving that M is infinite is a natural step and is also useful. That was a difficult part. The proof seemed to come naturally, although it took some time. The last part, proving M=P, is the one I didn’t prove in the test (3 hrs. for 3 problems). It needs the Pigeonhole Principle to be completely solved, but I found out after the time limit.

I am attaching both, the official solution which is given to us 2 weeks after the submission deadline (first 2 pages), and my own (pages 3 and 4).