NCSA Mosaic bridges the gap

Blair's class is taking part in what could be called, with little exaggeration, a revolution in science education--an approach to learning that gives children the same tools and data available to scientists. In short, an approach that allows children to be scientists. This is exactly what NCSA's Education Group hopes to accomplish: to bridge the gap between classroom science and the kinds of scientific research done by professional mathematicians and scientists [see access, Spring 1994].

"Building a good bridge not only requires a basic roadbed, but--if it is to handle large amounts of traffic--a support system in the form of cables and trestles as well," says Bob Panoff, member of the Education Group and SuperQuest '94 instructor. "In our effort to bridge the gap between education and science, we have built a support system in the education courses and workshops we offer to teachers. These have undergone a tremendous increase in popularity since last summer."

According to Panoff, major factors for increased interest in the courses and workshops are the installation of ISDN lines (Integrated Services Digital Network lines, high-speed network connections) in some local schools [see access, Fall 1993] and the statewide and national interest in networking due to the NII.

NCSA Mosaic is one of the newest tools helping to bridge the gap.

While students could theoretically access any of the weather data with a network connection through a Gopher server, NCSA Mosaic, which is essentially hypercard on a global scale, allows the teacher to design a document appropriate for the classroom. With NCSA Mosaic, the teacher can select data or images available on the Internet s/he wants the students to access, and add context around that information. For example, a student may click on an icon to view a satellite image from the Weather Machine and another to view data on pressure systems. Another click brings up text written by the teacher explaining the relevance of pressure systems or the methods used to generate satellite images; click again, and the student views an archived video depicting a winter storm.

"By focusing on current data, the teacher can highlight the relevance of different concepts and why they are important in forecasting," says Crockett. The possibilities for making science come alive are great, according to Crockett: "If a current satellite image shows a front coming through your area and you look out the window and see a clearly defined boundary between clear blue sky and fast moving clouds, your understanding of frontal systems becomes much more relevant."

Back to what's blowin' in the wind?
Forward to collaborative visualization in the classroom

access / Summer 1994 / NCSA