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  :: info for instructors :: academic standards ::

In recent years, the American school system has been undergoing a revision of curriculum guidelines, standards and benchmarks with an eye towards improving student performance, particularly in the areas of science, math, engineering and technology and the relationships between these areas. Research shows that the average American high school student places 12th in his/her understanding of complex science, math, engineering and technology concepts as compared to students in other countries globally.



Aimee Daigle and Steve Cooper - "Riverside Secondary"
British Columbia, Canada.


In addition, this program will allow teachers to "develop a framework of yearlong and short-term goals for students" by involving them in a project which will challenge them not only to solve short-term goals in construction of their hovercraft but also will provide a yearlong goal in the integration of science, mathematics and engineering into a single project which can then be put to the test in established HoverClub races. ( US National Science Education Standards: Teaching Standard A)

Another goal of the DiscoverHover program is to develop concurrently with the American curriculum-based program a global-based program utilizing curriculum standards for those countries which express specific desires to participate in the DiscoverHover program. As specific countries become involved, the core base program will be updated to reflect the current curriculum standards to which each country's educational system adheres. Eventually, the DiscoverHover program seeks to have available an on-demand program suitable to all nations of the world.

::: Meeting the Standards

The DiscoverHover Build-a-Hovercraft School Project involves a hands-on approach to education, which allows for the use of hovercraft and their underlying technologies as a medium for conveying science, math, engineering and technology concepts in a unique and innovative manner while creating an environment in which teachers and students work together as active learners. In addition, while students are engaged in learning about the scientific principles, concepts, math, engineering principles and technology involved in this project, teachers are working with their colleagues to expand their knowledge about science teaching in general, and engineering and technology teaching specifically. The curriculum materials, lesson plans, experiments and supporting materials provided in this program will allow teachers to "adapt and design curricula to meet the interests, knowledge, understanding, abilities, and experiences of their students."

In addition, this program will allow teachers to "develop a framework of yearlong and short-term goals for students" by involving them in a project which will challenge them not only to solve short-term goals in construction of their hovercraft but also will provide a yearlong goal in the integration of science, mathematics and engineering into a single project which will then be put to the test in the HoverWorld Expo 2004 Endurance Race at Canberra, Australia in December. (US National Science Education Standards: Teaching Standard A) (Unfortunately, HoverWorld Expo has been cancelled).

The DiscoverHover Build-a-Hovercraft School Project is very much a hands-on project, averaging 45 hours of construction time in addition to the supporting classroom activities. Some of these activities will provide a basis for observation, data collection, reflection, and analysis of firsthand events and phenomena. Other activities will encourage the critical analysis of secondary sources -- including media, books, and journals. During both the initial experimentation and analysis phase, as well as during the construction phase of this project, teachers will be afforded innumerable opportunities to "orchestrate discourse among students about scientific ideas" as well as "challenge students to accept and share responsibility for their own learning." Using the collaborative group structure, teachers will be able to encourage interdependency among group members, assisting students to work together in small groups so that all participate in sharing data and in developing the final project: a fully functioning hovercraft. Teachers can also give groups opportunities to make presentations of their work and to engage with their classmates in explaining, clarifying, and justifying what they have learned. This project will allow teachers to "focus and support inquiries while interacting with students." (US National Science Education Standards: Teaching Standard B)

During the course of this project, teachers will find many opportunities to "guide students in self-assessment." The program will also provide resource materials to aid teachers in the self-assessment process. By participating in this program, teachers will be afforded the chance to "use student data, observations of teaching, and interactions with colleagues to reflect on and improve teaching practice." This program will provide teachers with additional perspective on student learning, and aims to deepen each student's understanding of the program content and its applications. The interactions of teachers and students concerning evaluation criteria helps students understand the expectations for their work, as well as gives them experience in applying standards of scientific practice to their own and others' scientific efforts. The internalization of such standards is critical to student achievement in science. (US National Science Education Standards: Teaching Standard C)

Teachers, by practice and design, manage learning environments that provide students with the time, space, and resources needed for learning. Teachers will also find that setting up the project space and allocating resources within their own environment will "create a setting for student work that is flexible and supportive of science inquiry" as well as being able to "structure the time available so that students are able to engage in extended investigations." Safety is a fundamental concern in all experimental science. Teachers of science must know and apply the necessary safety regulations in the storage, use, and care of the materials used by students. In the US they adhere to safety rules and guidelines that are established by national organizations such as the American Chemical Society and the Occupational Safety and Health Administration, as well as by local and state regulatory agencies. Because of the nature of hovercraft construction, which is very hands-on and utilizes various chemicals and shop equipment, teachers will receive instructional materials which will aid them in " ensuring a safe working environment." The effective teaching of science, math, engineering and technology depends on the availability and organization of materials, equipment, media, and technology. An effective learning environment of this nature requires a broad range of basic scientific materials, as well as specific tools for particular topics and learning experiences. The goal of DiscoverHover is to provide a successful learning environment in which teachers will have "made the available science tools, materials, media, and technological resources accessible to students," and because this project and program are being provided by the DiscoverHover program, teachers will have "identified and used resources outside the school," thereby minimizing the overall costs to the supporting school system. (US National Science Education Standards: Teaching Standard D)

During the course of this project, the construction phase of the hovercraft becomes an extremely team-oriented endeavor, requiring a knack for both time and team management, as well as communication skills. Working collaboratively with others not only enhances the understanding of science, it also fosters the practice of many of the skills, attitudes, and values that characterize science. DiscoverHover has designed many of the activities for learning to require group work, not simply as an exercise, but as essential to the inquiry. By working with students in this manner, teachers will be able to "nurture collaboration among students." Effective communication requires a foundation of respect and trust among individuals. The ability to engage in the presentation of evidence, reasoned argument, and explanation comes from practice. The DiscoverHover program encourages informal discussion and structured science activities so that students are required to explain and justify their understanding, argue from data and defend their conclusions, and critically assess and challenge the scientific explanations of one another, thereby " facilitating ongoing formal and informal discussion based on a shared understanding of Rules of Scientific Discourse." (US National Science Education Standards: Teaching Standard E)

Teachers of science need to have a significant role in the process by which decisions are made concerning the allocation of time and resources to various subject areas. However, to assume this responsibility, schools and districts must provide teachers with the opportunity to be leaders. The DiscoverHover Build-a-Hovercraft School Project will afford teachers with the opportunity to assume a leadership role in their community by becoming involved in both a nationally and internationally recognized program.

::: Examples

As an example of the program's success, an examination of the prototype program is useful. During the 2002 World Hovercraft Championship, which was held in Terre Haute, Indiana in September of 2002, two competing high schools were selected as participants in this program.

These schools were North Vigo High School and South Vigo High School, located in Terre Haute, Indiana, USA. Six students from each school were selected to form a team. For the first two days, each team of six students worked on aspects of hovercraft construction. Following these two days, both teams were brought together to work cooperatively towards completion of said hovercraft. This program was followed closely by educators from numerous schools in the region that were looking to duplicate this style of program. In addition, participants from the 2002 World Hovercraft Championship, as well as the local public followed this program with great interest.

Despite foul weather and the occasional personality conflicts that invariably crop up in any type of program of this nature, the students were able to complete the project in four days and operate the hovercraft during the awards ceremony at the conclusion of the 2002 World Hovercraft Championship.

Subsequent work by the students at their own respective schools following the "Build a Hovercraft" program has demonstrated that the goal of this program was achieved; that being to foster a greater understanding of science and technology, to foster greater teamwork and cooperation among competitors and to promote science and mathematics among our youth.

 
 
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