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El Sol nos Une a Todos

Evaluation Report

NASA, UC Berkeley, INAHOctober 2007

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Contents

• Background, Summary & Methodology 3

• Highlights & Insights: All Locations 8

• Recommendations 16

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Background & Methodology

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BackgroundThe Center for Science Education at the Space Sciences Laboratory, UC Berkeley has been

conducting a project, funded by NASA, to inspire Latino children, youth and adult population toexplore science and math through public programs that highlight aspects of Ancient Mayaastronomy and current NASA scientific knowledge.

General Objectives:

• To develop a program of archeo-astronomy with three components: scientific research,education, and public outreach.

• Through astronomical and archeological discoveries and knowledge emerging from severalArcheological sites, and through data, technology, and activities organized by the INAH, UCBerkeley, and NASA, the program will foster:

– Increased interest and engagement of children, youth, and the general public in science,mathematics, and sustainable technologies;

– Research, stewardship, and appreciation of the enduring knowledge and wisdom of long-resident indigenous cultures.

Specific Objectives:

• Strengthen an integrated concept of research, education, and public dissemination,encompassing science, art, technology, and all forms of cultural expression with astronomy at itscenter.

• Increase the appreciation and knowledge of children, youth, and the public regarding thelegacy of knowledge contributed over thousands of years by native peoples of the Americas inastronomy and indigenous science generally.

• Increase the appreciation and knowledge of children, youth, and the public regarding thelatest discoveries in astronomy, in particular about the Sun and its effect on the Earth and otherplanets in the solar system.

• Increase and facilitate broad access to science content within a cultural context.

This evaluation effort was conducted to assess the effectiveness of the project “We Are One Under theSun.” The project is a collaboration of the INAH (National Institute of Anthropology and History) in México,NASA, and UC Berkeley. The project was officially approved by the INAH’s Archeological Council inMéxico City on December 7, 2006.

The project has three components that include archeo-astronomy research, education, and publicoutreach. Through astronomical and archeological discoveries and knowledge emerging from severalArcheological sites, and through data, technology, and activities organized by the INAH, UC Berkeley,and NASA, the program fosters:

•Increased interest and engagement of children, youth, and the general public in science andtechnology.•Research, stewardship, and appreciation of the enduring knowledge and wisdom of long-residentindigenous cultures.

Another important goal of the project is to continuously improve the program through deeperexperiences and through evaluation, so that it can be adapted and implemented in other areas of theAmerican Continent for the benefit of the general public and, in particular, for the benefit of indigenouspeoples.

Over the past 2 years, the partnership has organized and implemented education and outreach eventssites in the Yucatán and Chiapas, México and in California, United States. Each country provides in-kindand other resources to support the program at their own locales, in the form of access to sites andvenues, participation of professionals (scientists and educators), and engagement and support ofparticipants. Project leaders and associated personnel have implemented a series of workshops,exhibitions, and programs for the public, etc., in Chiapas, the Yucatán, and at community venues andnational parks in the United States, which have served as prototypes for “We Are One Under the Sun.”

Project Summary

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Throughout the events, three themes are interwoven: astronomy of indigenous people local to the venueof the event; NASA astronomy; and the living indigenous culture. Methods foster hands-on, participatorypedagogies, accessible and engaging content, and use of local resources and venues.

This evaluation project assessed the impact of three education and public outreach events: (a) publictalks and student workshops in Mérida, Yucatán, in July 2007; (b) public talks, student workshops, andcultural events in the Archeological Site of Uxmal, Yucatán, in July 2007; and (c) public talks, familyworkshops, and cultural events at a community center in San Rafael, California in September, 2007.Project personnel included scientists, educators, and community leaders from a variety of institutions andcities including: Universidad Autónoma de Yucatán; Universidad Nacional Autónoma de México; NASAHeadquarters; UC Berkeley; Palenque, Mérida, etc. Participants represented mainstream and Mayancommunities in Mexico and in the United States (immigrant communities).

Future Plans

Our Project has been greatly strengthened through the support and official recognition of the INAH andof the University of California-Berkeley with support from NASA. Project collaborators will organize futureevents in additional archeological sites and national parks during key dates tied to astronomical eventssuch as equinoxes, solstices, and zenith and nadir passages, taking into account the lessons learned frompast projects and the results of this evaluation.

ContemporáneaContemporánea is a multicultural communications agency with an emphasis on informal educationprojects. Evaluation, assessment and research are the base of our strategies, grounded in a multicultural,multilingual approach.

Some of our clients include the California Academy of Sciences, Chabot Space and Science Center, theLegion of Honor museum, the de Young museum, the Contemporary Jewish Museum, etc. We alsoconduct research projects with corporate clients like New American Dimensions, focusing on Latinopopulations all around the United States and Mexico.

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• Program activities and evaluations were conducted during July in Uxmal and Merida, Mexicoand in early September in San Rafael, California. A summary of collected data is as follows:

Methodology

Date and place Program Activity Response Rate Method

July 14, Merida,Mexico

Talk for the generalpublic at localplanetarium. (Adults)

23 attended15 responded(65.21%)

Adults responded to survey afterattending lecture.

Sunday July 15,Uxmal, Mexico

Talks (5) for the generalpublic at archeologicalsite. (Adults)

110 attended, 33responded (30%)

Adults responded to survey afterattending at least one of fivelectures.

Sunday July 15,Uxmal, Mexico

Talk (1) for children andtour of the archeologicalsite

119 children59 responded(49.57%)

Children spent the morning andearly afternoon in this program.Children responded toquestionnaire after attendinglecture and site visit.

Sunday July 15,Uxmal, Mexico

Workshops for children 119 children54 responded(45.37%)

Continuation: Children completedsecond questionnaire aftercompleted workshops.

Tuesday July 17,Merida, Mexico

Talk (1) and workshopsfor children

29 children29 responded (100%)

Children responded to a singlequestionnaire that covered thelecture and the workshops

MondaySeptember 3,San Rafael, CA

Workshops for children 14 attended, 14responded (100%)

Children responded toquestionnaire after participating inworkshops.

MondaySeptember 3,San Rafael, CA

Talks (5) for the generalpublic. Adults

100 attended,42 responded (42%)

Adults responded to survey afterattending at least one of fivelectures.

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Highlights & InsightsAll Locations

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Ancient Astronomers…Future Scientists

IncreasedAccess toprograms

Interest in astronomy

Pursuit of studies& careers in

Math, science,and technology

Ancestral knowledge

of astronomy

Culture of science

In daily life

Pride inlegacy

Participation in future

programs

Maya Heritage

Yesterday TomorrowToday

Sense ofrelevance

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Evaluating the effectiveness of this program requires an intimate understanding of thepsychological “starting point” of the attendees. These programs were attended by a mix ofindigenous and mestizo people of varying ages, education levels and rural/urban sensibilities.These demographic differences are further compounded by variations in the expectationsparticipants had for the events. As a result, while reactions to these lectures and workshopswere very positive, there are some differences in their evaluations, perceptions of access,interest and resulting motivation. Fortunately, clear opportunities exist to address thesenuances and enhance this program’s impact.

Age

Gender

Education level

Countryof Origin Rural / Urban

Expectations

Prior Knowledge

Program Evaluation

PerceptionOf Access

Interest

Relevance &Motivation

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Expectations drive reactions to programs.

The programs in Uxmal were attended bychildren invited by their teachers during theirsummer vacation. Although the attendeesdid not know the specific details of the day,being invited by an educator inherentlycreated an expectation that the event wouldbe educational.

Conversely, in San Rafael, most children simplyattended with their parents. While they didnot know fully what to expect, attendeesknew the program included music andtraditional dances, creating an emphasis onthe cultural and artistic aspects of theprogram. This informal education offeringblends science, education, culture and artisticexpression into a holistic experience thatdemonstrates that science is part of everydaylife.

Expectations Program Evaluation

When presented in context as alearning activity, the program issatisfying and appreciated. In Uxmal,the children were fully engaged in theexperience and gave high ratings forthe workshop activities, particularly thetelescope and UV beads, describingthem as fun and interesting.Participants wanted to see even moregames (activities?) and expressedinterest in attending again in the future.

The “festival” format that was offered inSan Rafael was also highly appealing,but presented a unique challenge:attendees arrived with an expectationof arts and culture that may haveinhibited the learning components tosome extent. The result was anemphasis on the music and dancecomponents of the program. Settingclear expectations that this is anintegrated learning experience will helpparticipants get maximum value fromall elements of the program.Emphasize the overarching objective ofeducation in invitations.

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Perceptions of access increase with participation.

A primary objective of El Sol nos Une aTodos is to increase access to sciencecontent within a cultural context.Adult participants* varied widely in theirperception of personal opportunities tolearn about science and astronomy.Adults in urban settings (Merida, SanRafael) were significantly more likely toagree they had access to scienceeducation. In Uxmal, however, fewerthan one in five strongly agreed they hadthese same opportunities. Not surprisingas these participants tended to be fromrural towns near the site and had lowerlevels of education.

Adults in Merida and San Rafael haveaccess to a wider array of learningopportunities, including museums,lectures and other public services, andthey know it. Attending theseprograms had virtually no impact onperceptions of access for adults inMerida and San Rafael. Roughly 75%of these participants agreed that theyhad opportunities to learn aboutscience and astronomy…before andafter attending the lecture.

In Uxmal, however, there was anatmosphere of eagerness among theseparticipants, only half of whom agreedthey had these opportunities.Attending this program appears tohave shifted their perceptionspositively. After listening to the lecture,nearly 3/4ths now agree they havechannels for learning about science.Take advantage of this dramatic shift inperception and encourage attendeesto tell children in their families andcommunities about these previouslyunknown programs.

Uncertain of Access Opportunities Exist!

*Not asked in children’s questionnaires.

Access is essential! For most,access is interwoven withinterest and relevance. Whileit is difficult to tease out therelationship between thesevariables, it is clear that theabsence of one limits theother. Children with limitedaccess to science educationare less likely to develop aninterest and pursue it further.

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Bridge new concepts to existing knowledge.

Participants in all locations, many ofwhom were self-reported Maya, hadfundamental knowledge of science,astronomy and the accomplishments ofthe Ancient Maya.

Most knew that the Maya studiedastronomy, and used this knowledge forreligious, ceremonial, and agriculturalpurposes. Many knew that the Mayaapplied their advanced math andscience knowledge to create pyramidsand temples that are listed amongunesco’s world heritage sites.

Most had basic scientific knowledge ofthe sun and the solar system, includingthe names and positions of the planets,movement of the Earth, and physicalphenomena like eclipses and auroraborealis.

These topics were learned in familiar,comfortable environments, at school andat home.

Participants say these events added totheir knowledge of the Ancient Maya,science and astronomy. They mentionlearning something new about:

– Inca and Maya culture, MachuPicchu and Chichen Itza.

– Proportion and distance of the sunand planets.

– Detailed characteristics of the sun(age, composition, temperatureand phenomena like solar wind).

– The importance of the sun ineveryday life and as a source ofsustainable energy.

– Pluto’s de-classification as a planet.

Approximately 1/4th of children whoattended felt that all the informationpresented was new, but the majorityagreed that there were some thingsthey already knew. This foundationalknowledge is critical because it canprovide context and comfort forchildren approaching new (and oftenintimidating) concepts in math andscience. These events were successfulat linking new concepts to participants’existing knowledge base.

“The solarclock was

fun becauseI learnedsomethingmore thanwhat Ialreadyknew.” –Uxmal

workshops

Baseline Knowledge New Learning

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A cultural heritage of science and astronomy.

Nearly 100% of adults and children whoattended these events agreed thatastronomy is part of Mayan cultural legacy.Furthermore, nearly all adults agreed thatlectures and events like these are the bestway to learn about the scientific legacy ofthe Maya.The differences in program format betweenlocations may have affected howpersonally this theme was interpreted bychildren:

Strengthen perceptions of personal Mayanheritage by emphasizing culture andscientific legacy in lectures and workshops.

“The Mayan culturecomes from

studying the stars.Our ancestors weregood astronomers.”

-San Rafael

Inherited Legacy Personal Relevance

Many credited their ancestors fortoday’s successes in math, science,astronomy, and agriculture. Farmore than simply creating theMayan calendar, severalcommented that their ancestorsleft a legacy that directly shapestoday’s culture and Yucatanlifestyle.

Adult participantshad a rich sense ofthe cultural andscientific legacyleft to them bytheir ancestors,using “we” and“our” frequentlywhen answeringquestions aboutthe Ancient Maya.

–In Uxmal, 87% of childrenagreed they understood thelink between the Maya site visitand the lecture. Someexperienced this as a personalconnection, expressing aninterest in learning more aboutUxmal and their Maya roots inastronomy.

–For children in Merida andSan Rafael, where there wasno site visit, the focus was onnew scientific learning. Theculture-science link was not aspronounced.

Science ofmy ancestors

Science forme today

ScienceI know

NewScience

“This legacy iswhy we are

mathematicians.We invented the

zero.”

– San Rafael

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Curiosity can become sustained interest.

Half or more of our respondents saidthey attended because they like tolearn new things or are interested inscience and astronomy.

Children, particularly those in Uxmal,went voluntarily and were unlikely tosay “my parents made me come.”Two-thirds of adults in San Rafaelwere repeat visitors and hadattended one or more of theprevious events (April or October).

After attending these events, children and adultsindicated a high level of interest in attendingfuture programs. Roughly 9 in 10 agreed theywant to learn more about astronomy and thesolar system.

Young children often have difficulty articulatingreasons for their opinions, but these respondents,when asked why they wanted to learn moreabout astronomy, offered the following:

– Being able to explain it to others– This knowledge could help them in school– Being able to use this knowledge in

everyday tasks, like determining the time.– Alternative sources of energy and

conservation.– That astronomy is an important subject.

“I’d like to bean astronomer

and learnabout the sunand the stars.”

–Uxmalworkshops

Meridan=15*

Uxmaln=33

SanRafaeln=42

Interest inlearning moreabout scienceand astronomy

High, Flat High,Increased

Med-High,Increased

Agree thatscience and

astronomy arefor everyone,

even me.

Very High,Decreased

High,Increased

Med-High,Increased

Interest Motivation

*Caution: Small base size. Results are not statistically significant.

Besides the rational andfunctional aspects of theprogram’s experience, it isimportant to consider alsothe emotional aspects,since those might have arelationship with themotivation to learn moreabout science/ attend aprogram like this one

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Recommendations

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Program Leader Recommendations

• Program Leaders in all locations were extremely positive about El Solnos Une a Todos, saying the program was well-received and relevantto their constituents. Leaders credit the program for being a holistic,and highly accessible opportunity that is matched well to thecommunity members who participate.

• The unique value of this program, some say, is that it provides avalidation of the ancient Maya culture, which some feel gets lost ordownplayed in comparison to contemporary /modern science.

• Leaders are careful to point out that this program does not purport togenerate future astronomers, but that it is successful in responding tothe community’s interest and need to access science andastronomy content in an interactive and educational format.

• That being said, program leaders did recommend that efforts bemade to follow up with participants to track over time the effect, ifany, of the program. Specifically, leaders suggested re-contactingparticipants at a later date to determine interest levels in the field ofscience and astronomy.

• To create additional synergies and reinforce learning, leaders inUxmal and Merida also recommended creating program elementsthat are aligned with or complement school curriculum.

Six programleaders wereinterviewed fortheir perspectiveson the program’sstrengths as wellas opportunitiesfor even greatersuccess.

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Program Recommendations

• Set expectations for those attending that the program is anintegrated learning experience. Students indicate they enjoylearning in general and specifically about astronomy and science,but San Rafael participants appear to have glossed over scientificand educational elements in favor of cultural and artistic aspects(dance and music). With accurate context and expectations (suchas those set in Uxmal) students appear to embrace the learningopportunity.

• Explore ways to connect the lecture topics and workshops evenfurther. Workshops are not limited to children any more than thelectures are limited to adults. Since both groups are participating inall elements, creating clear connections between them will helpreinforce learning. These connections will likely be unique to eachlocation and program, but consider creating parallels in content,format or scheduling of activities and lectures.

• The program in Uxmal was particularly effective in demonstrating thescience-culture legacy of the Maya. Explore opportunities to createthis same level of message impact in other program locations thatdo not benefit from having an archaeological site nearby.

Goal 1: Strengthen anintegrated concept ofresearch, education,and publicdissemination,encompassing science,art, technology, and allforms of culturalexpression withastronomy at its center.

Goal 2: Increase theappreciation andknowledge of children,youth, and the publicregarding the legacy ofknowledge contributedover thousands of yearsby native peoples of theAmericas in astronomyand indigenous sciencegenerally.

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Program Recommendations

Goal 3: Increase theappreciation andknowledge of children,youth, and the publicregarding the latestdiscoveries inastronomy, in particularabout the Sun and itseffect on the Earth andother planets in thesolar system.

Goal 4: Increase andfacilitate broad accessto science contentwithin a culturalcontext.

• Explore opportunities to include additional highly interactiveworkshops for children, who acknowledge that workshops thatrequire their active participation help them learn in a fun, easy way.

• Leverage parents’ interest in science and astronomy to 1) raiseawareness in families and communities and 2) to support or reinforcetheir children’s growing interest in these fields. Invite parents topartner with the program and become advocates of the scientificlegacy of the Maya.

• Work to increase perceived access to workshops and programs.Consider ‘tell a friend’ programs, attendee databases, additionalgrassroots community initiatives to get the word out – emphasizingthe programs are free.

• Recognize that strong gender stereotypes and traditionalexpectations may inhibit and discourage Latino girls from pursuingmath, science or astronomy. Consider targeted lectures, workshops,programs or messaging specifically for young girls.