Understanding science is:

Understanding science is:

Much easier*

131 (10.4%)

Much more important*

385 (30.7%)

Somewhat easier

495 (39.4%)

Somewhat more important

513 (40.8%)

About the same

533 (42.4%)

About the same

541 (27.1%)

Somewhat harder

80 ( 0.4%)

Somewhat less important

14 (1.1%)

Much harder

22 ( 1.8%)

Much less important

3 (0.2%)

Probability of reading about science in the future

Probability of voting for candidates favoring support for scientific research

Much higher*

258 (20.5%)

Much higher*

303 (24.1%)

Somewhat higher

593 (47.2%)

Somewhat higher

478 (38.0%)

About the same

375 (29.8%)

About the same

445 (35.4%)

Somewhat lower

17 ( 1.4%)

Somewhat lower

19 (1.5%)

Much lower

14 ( 1.1%)

Much lower

12 (1.0%)

* Number of students expressing this opinion after a one semester introductory astronomy course.

StScI also participates in (1) a summer workshop for science teachers that is expected to have about 300 participants from across the nation in 1990, (2) enrichment programs for scientifically-interested high school students from under-represented minorities, and (3) production of a 32-part instructional television series for middle schools, with broadcast in Maryland and elsewhere to begin in fall 1990.

SPICA at the Center for Astrophysics is an unusually highly-leveraged project whose participants, secondary school teachers, in turn present workshops for elementary and junior high teachers in their home districts.

The National Radio Astronomy Observatory (NRAO) in cooperation with West Virginia University operates a summer workshop for high school teachers, whose funding for 1990 is being taken over by the Claude Worthington Benedum Foundation from NSF.

The Naval Research Laboratory (NRL) and six other Washington-area research institutions provide opportunities for about 100 high school students a year to get involved in astronomical research. Most go on to careers in science and engineering.

More than 500 Starlab portable planetariums (16-foot inflatable domes from Learning Technologies, Cambridge, Massachusetts) have reached some five million school children (mostly in the earlier grades, and including many inner city and disadvantaged kids)

At the Thacher School Summer Science Program, about 1000 students over the past 30 years have worked on an astronomical research project (determining asteroid orbits from photographs and mastering the necessary associated math and physics). All participants go on to college. About 37 percent of the pre-1985 graduates are now working in science and medicine, and 34 percent in engineering, mathematics, and computer science (including the founder of Lotus Development Corporation).

Haystack Observatory has a similarly-successful summer internship for middle school students and the University of Illinois has one for high school students.

Six inner-city San Antonio schools are pioneering a junior-level year of high school science consisting of astronomy and marine biology as part of Project 2061. The real surprise is that most of the students have chosen to take another year of science as an elective in their senior years.

Project STAR (Science Through its Astronomical Roots), one of the most extensive NSF-funded

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