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K. D. Borne (George Mason University)
I will review a few short examples of how NVO and large astronomy data-producting projects can enable inquiry-based science through the use of scientific data in the classroom. This will include a brief report from a successful NASA IDEAS grant, which funded a workshop for geography teachers in Native American schools. Examples of how data mining of large data collections has impacted some non-traditional learning environments will also be presented. Even in such non-astronomy classroom settings, the use of astronomy data offers stimulation for learning and can have amazing results.
Support for this work was provided in part by NSF through Cooperative Agreement AST0122449 to the Johns Hopkins University and through the NSF Cooperative Agreement to the LSST Corporation.
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Bulletin of the American Astronomical Society, 37 #4
© 2005. The American Astronomical Soceity.