Experiential archaeology: Is virtual time travel possible?

Advances in computing hardware coupled with its software counterparts have, for the past decades, influenced to a greater extent both the workflow of archaeologists and their interpretation of archaeological data. On the leisurely periphery, the synergy that arises between entertainment demands and commercial driven developments of interactive 3D (i3D) computer games has pushed these technologies beyond the expectations of the Virtual Reality (VR) community. This phenomenal growth in useable technology and its proportionate decrease in price have benefited the applicability of VR which in turn, have made it more accessible for researchers wishing to harness its benefits. The last 10 years have seen a steady increase in the use of VR technology to restore, preserve, reconstruct, recreate, and visualise ancient sites, monuments and artefacts. But, is technology ready for virtual time travel (VTT)? This article examines the possibility of experiential archaeology in voltage and silicon with the aim of formulating a strategy for VTT.     

The prediction of drought: a meteorological perspective

Prospects for drought prediction up to a few seasons in advance seem a bit brighter than a decade ago. This is due in part to advances in the numerical modelling of the coupled atmosphere-ocean-land surface system, and is particularly true for the tropics, where a better understanding of the relationship between sea surface temperature anomalies and interannual climate variability has emerged. On longer time-scales, efforts to predict runs of predominantly dry years or multi-year trends in precipitation will continue to be hazardous and highly controversial until the controlling processes are better understood.     

Youth science expertise,environmental identity,and agency in climate action filmmaking

Abstract

The Green Ninja Film Academy (GENIE) is an interdisciplinary curriculum development project that examines the efficacy of combining climate science concepts and practices with digital storytelling for middle school youth. We present findings from iterative enactments of this design-based research project in 2017 (N?=?296) and 2018 (N?=?539). On average, youth increased scores on assessments of science content and practices while demonstrating competencies in filmmaking and science explanations. Further, an inverse correlation was seen between initial identification with the environment and change in environmental identification throughout the unit. Results suggest that integration of creative filmmaking into a climate science curriculum aligned to the Next Generation Science Standards can increase engagement and science proficiency particularly for youth who initially show less engagement in environmental science.     

The effectiveness of take-home science kits at the elementary level

A major reason for the lack of scientific and technological literacy in this country is the lack of emphasis on high-quality science education at the elementary school level. The National Science Board Commission on Precollege Education in Mathematics, Science, and Technology states in its report (1983) that formal study of science must be reinforced by a wide range of activities outside the school. Learning in the home appears to be an excellent way to enhance elementary school science programs. Students who study with their parents or whose parents are involved in school activities achieve more in school. This study describes and presents evaluation data for a program that encourages elementary school students and their parents to study science topics in a hands-on, inquiry fashion in their own homes. The analyses of the data indicate that the program is viewed very positively by both the students and their parents, that there are gender and grade-level differences in the students, and that the program seems to be more effective for girls, a group at risk for continuing in science.