Since 1993, BBSR has offered Bermuda's school children the opportunity to experience real-life science
expeditions to remote sites around the globe… without ever leaving the island. As Bermuda's students embark on their 13th JASON Project
expedition during the 2005-2006 school year, it is the perfect time to examine the impact this program has had on the island's schools and to consider new possibilities for the future. As with every
institution, the JASON Foundation for Education has evolved considerably over the years. What began in 1989 as Dr. Robert Ballard's brainchild – a tool to engage young minds in science – has grown into the
largest and most successful supplementary educational program in existence. Through the innovation of "telepresence," the concept of using advanced technologies to take large numbers of students on virtual
international expeditions, JASON reaches millions of children every year. And for Bermuda's students, JASON remains their primary connection to the real world of science. Science classes are a source of
fear and dread for many students, especially those who struggle with traditional teaching methods. The success of the JASON Project has been its ability to convince students that science is not just an
abstract or confusing class, but a relevant and exciting range of topics led by real people. JASON has shown local children that there is a world of knowledge, opportunity and intrigue awaiting them, and
that this world is at their doorstep right here in Bermuda. Last year's
Disappearing Wetlands
expedition was no exception, and in fact struck a real nerve with teachers and students alike. While themes that focus on coral reefs or the ocean may seem at first to be more appropriate for Bermuda, the wetland theme sparked great interest among local students.
A JASON scientist and student Argonaut set up their
field equipment for a Disappearing Wetlands experiment. |
|
I first realized how important this topic would be during BBSR's annual teacher workshops
last November. Our guest speaker was Joseph Furbert, Trainee Conservation Officer and a very experienced team member at the Department of Conservation Services. Mr. Furbert
has spent many years investigating the remains of the once-healthy system of wetlands around the island. During his lecture he shared fascinating historical notes about
Pembroke Marsh, along with statistics on the general health, or lack thereof, of wetlands in Bermuda. Teachers were so fascinated by his talk and alarmed at the loss of these
critical habitats that the question-and-answer period had to be extended by more than 30 minutes. Several of the participants accepted our challenge to adopt their nearest wetland, and their
students have been studying, cleaning and protecting valuable pond and marsh areas. The awareness these projects foster is as valuable, I believe, as the practical tasks they performed.
Unfortunately, the most commonly cited concern on BBSR's teacher workshop evaluations is that, although they love the ideas and curriculum elements JASON offers, educators
cannot see a way of incorporating anything more into an already full curriculum. This is not a unique concern: it seems that every school district in the United States suffers a similar
problem, and JASON teachers from Florida to Washington State are also struggling to find time for JASON. One solution several teachers have implemented is to form after-school JASON clubs. This
method offers several advantages, including more time devoted specifically to JASON, a flexible format, and a group of keen students who are passionate about the topic. For Disappearing Wetlands
, teachers used these clubs to investigate their adopted wetlands and explore a range of experiments that reinforce concepts in physical and life sciences.
Despite the success stories, however, the challenges facing science teachers remain the same: pressures of limited time, resources and energy. This is why current changes within
the JASON Foundation are vitally important. After many years of similar expedition formats, JASON is now making major adjustments in order to keep participating teachers
and students hooked, and to reach those who have not yet been able to make use of the JASON curriculum. Specifically, these changes mean expanded offerings and new formats for everything from
curriculum materials to the Argonaut program to means of receiving broadcasts. One example – one that will benefit Bermuda's committed wetlands teachers – is that
expeditions will no longer cover just one school year. Many teachers have lamented putting so much effort into one topic, such as wetland habitats, only to abandon it in favor
of a new destination the following year. In future, they will have the opportunity to continue their current expedition, with all online resources, for up to three years.
In addition, there are plans afoot to make all past curriculum elements available via a searchable internet database. The scope of such a resource will be incredible, as it will
draw on 16 years of content-rich material. As JASON Bermuda blasts off into outer space for the 2005-2006 expedition, Mysteries of Earth and Mars, teachers will be able to draw
from an ever-increasing pool of easily accessible online resources.Another dramatic change is the redesign of the JASON Argonaut program. The old model
involved an international group of 24 students spending two weeks at the expedition site, interacting with the host researchers and appearing live during satellite broadcasts – a
life-changing experience for the lucky few who were selected. The program is now evolving into a range of diverse experiences for the chosen students. This year, they will attend
three Argonaut sessions: a pre-expedition meeting to bond with the other students; a mini-expedition this fall to prerecord broadcast content; and a post-broadcast debriefing
and wrap up. In the short term, these changes have meant fewer students are able to participate, a blow for many keen applicants in Bermuda and abroad. The big picture,
though, is that Bermuda may once again be a contender as an expedition site, as it was in 1998, and the possibilities for local student and teacher involvement will be considerable.
So with growth has come transition, and as JASON has grown and developed the model has changed as well. The JASON Project signifies intrigue, curiosity and innovation, and
the future of the program seems to hold an abundance of these elements. As we look ahead to the Mysteries of Earth and Mars expedition, I too am curious and excited about
what lies ahead for Bermuda's teachers and students. |
