WorldWideScience

Sample records for bioremediation education science

  1. Bioremediation Education Science and Technology (BEST) Program Annual Report 1999

    Energy Technology Data Exchange (ETDEWEB)

    Hazen, Terry C.

    2000-07-01

    The Bioremediation, Education, Science and Technology (BEST) partnership provides a sustainable and contemporary approach to developing new bioremedial technologies for US Department of Defense (DoD) priority contaminants while increasing the representation of underrepresented minorities and women in an exciting new biotechnical field. This comprehensive and innovative bioremediation education program provides under-represented groups with a cross-disciplinary bioremediation cirruculum and financial support, coupled with relevant training experiences at advanced research laboratories and field sites. These programs are designed to provide a stream of highly trained minority and women professionals to meet national environmental needs.

  2. Bioremediation Education Science and Technology (BEST) Program Annual Report 1999; TOPICAL

    International Nuclear Information System (INIS)

    Hazen, Terry C.

    2000-01-01

    The Bioremediation, Education, Science and Technology (BEST) partnership provides a sustainable and contemporary approach to developing new bioremedial technologies for US Department of Defense (DoD) priority contaminants while increasing the representation of underrepresented minorities and women in an exciting new biotechnical field. This comprehensive and innovative bioremediation education program provides under-represented groups with a cross-disciplinary bioremediation cirruculum and financial support, coupled with relevant training experiences at advanced research laboratories and field sites. These programs are designed to provide a stream of highly trained minority and women professionals to meet national environmental needs

  3. Cleaning up with genomics: applying molecular biology to bioremediation.

    Science.gov (United States)

    Lovley, Derek R

    2003-10-01

    Bioremediation has the potential to restore contaminated environments inexpensively yet effectively, but a lack of information about the factors controlling the growth and metabolism of microorganisms in polluted environments often limits its implementation. However, rapid advances in the understanding of bioremediation are on the horizon. Researchers now have the ability to culture microorganisms that are important in bioremediation and can evaluate their physiology using a combination of genome-enabled experimental and modelling techniques. In addition, new environmental genomic techniques offer the possibility for similar studies on as-yet-uncultured organisms. Combining models that can predict the activity of microorganisms that are involved in bioremediation with existing geochemical and hydrological models should transform bioremediation from a largely empirical practice into a science.

  4. Comparative Demonstration of Active and Semi-Passive In Situ Bioremediation Approaches for Perchlorate Impacted Groundwater: Active In Situ Bioremediation Demonstration

    Science.gov (United States)

    2013-04-01

    http://www.itrcweb.org/Documents/PERC-1.pdf • ITRC Perchlorate Team. 2008. Remediation Technologies for Perchlorate Contamination in Water and Soil ...pdf • Solutions EIS. 2006. Protocol for Enhanced In Situ Bioremediation Using Emulsified Vegetable Oil . Prepared for ESTCP. May 2006. • http...Air Force. 2007. Protocol for In Situ Bioremediation of Chlorinated Solvents Using Edible Oil . Prepared for AFCEC - Environmental Science Division

  5. Proceedings of Japan-Germany Workshop of Bioremediation; Nichidoku bio remediation workshop hokokusho

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1995-12-04

    This is a proceedings of Japan-Germany Workshop on Bioremediation held on December 4 and 5, 1995. The keynote lectures include `Environmental preservation using biotechnology` by Prof. Karube of University of Tokyo, and `Environmental technology in Germany: status, achievements, and problems` by Prof. R.D.Schmid of University of Stuttgart. In the oral session, 7 papers are presented in the microbiological aspects of bioremediation, 10 papers in the environmental monitoring, and 6 papers in the engineering aspects of bioremediation. This workshop was sponsored by the German Federal Ministry for Education, Science and Technology, New Energy and Industrial Technology Development Organization, and Research Institute of Innovative Technology for the Earth. According to the lecture by Prof. Karube, key technologies for the environmental preservation include biotechnologies, such as the culture of fine algae with high CO2 concentration resistant properties using a solar light condenser, production of effective substances from CO2, and production of organic fertilizer from the sediments of lakes and sea. 19 refs., 12 figs., 3 tabs.

  6. Strategy for implementing a bioremediation project

    International Nuclear Information System (INIS)

    Memood, T.; Malik, S.A.; Kazmi, S.A.R.; Alam, T.

    2005-01-01

    Biodegradation, is the partial simplification or complete destruction of the molecular structure of environmental pollutants by physiological reactions catalyzed by microorganisms, by applying chemical and physiological assays to laboratory incubations of flasks containing pure culture of microorganism, mixed cultures or environmental. whereas Bioremediation is the intentional use of biodegradation process to eliminate environmental pollutants from sites where they have been released either intentionally or inadvertently, as documented most readily in laboratory assays to eliminate or reduce the concentration of environmental pollutants in field sites to levels that acceptable to site owners or Regulatory Agencies. The poster highlights the demonstration, how the diverse techniques derived from the Science of microbial contaminants from field sites., which is inherently multidisciplinary Bioremediation integrate the approaches, protocols, strategies and analysis from Microbiology, Molecular Biology, Hydrology, Soil Science, Physiology and Analytical Chemistry. (author)

  7. Soil bioremediation at CFB Trenton: evaluation of bioremediation processes

    International Nuclear Information System (INIS)

    Ouellette, L.; Cathum, S.; Avotins, J.; Kokars, V.; Cooper, D.

    1996-01-01

    Bioremediation processes and their application in the cleanup of contaminated soil, were discussed. The petroleum contaminated soil at CFB Trenton, was evaluated to determine which bioremediation process or combination of processes would be most effective. The following processes were considered: (1) white hot fungus, (2) Daramend proprietary process, (3) composting, (4) bioquest proprietary bioremediation processes, (5) Hobbs and Millar proprietary bioremediation process, and (6) farming. A brief summary of each of these options was included. The project was also used as an opportunity to train Latvian and Ukrainian specialists in Canadian field techniques and laboratory analyses. Preliminary data indicated that bioremediation is a viable method for treatment of contaminated soil. 18 refs., 3 figs

  8. Cometabolic bioremediation

    Energy Technology Data Exchange (ETDEWEB)

    Hazen, Terry C.

    2009-02-15

    Cometabolic bioremediation is probably the most under appreciated bioremediation strategy currently available. Cometabolism strategies stimulate only indigenous microbes with the ability to degrade the contaminant and cosubstrate e.g. methane, propane, toluene and others. This highly targeted stimulation insures that only those microbes that can degrade the contaminant are targeted, thus reducing amendment costs, well and formation plugging, etc. Cometabolic bioremediation has been used on some of the most recalcitrant contaminants, e.g. PCE, TCE, MTBE, TNT, dioxane, atrazine, etc. Methanotrophs have been demonstrated to produce methane monooxygense, an oxidase that can degrade over 300 compounds. Cometabolic bioremediation also has the advantage of being able to degrade contaminants to trace concentrations, since the biodegrader is not dependent on the contaminant for carbon or energy. Increasingly we are finding that in order to protect human health and the environment that we must remediate to lower and lower concentrations, especially for compounds like endocrine disrupters, thus cometabolism may be the best and maybe the only possibility that we have to bioremediate some contaminants.

  9. Natural and accelerated bioremediation research program plan

    International Nuclear Information System (INIS)

    1995-09-01

    This draft plan describes a ten-year program to develop the scientific understanding needed to harness and develop natural and enhanced biogeochemical processes to bioremediate contaminated soils, sediments and groundwater at DOE facilities. The Office of Health and Environmental Research (OHER) developed this program plan, with advice and assistance from DOE's Office of Environmental Management (EM). The program builds on OHER's tradition of sponsoring fundamental research in the life and environmental sciences and was motivated by OHER's and Office of Energy Research's (OER's) commitment to supporting DOE's environmental management mission and the belief that bioremediation is an important part of the solution to DOE's environmental problems

  10. Bioremediation of textile effluent polluted soil using kenaf ( Hibiscus ...

    African Journals Online (AJOL)

    Bioremediation of textile effluent polluted soil using kenaf ( Hibiscus cannabinus Linn.) and composted ... Journal of Applied Sciences and Environmental Management. Journal Home ... Twelve-litre plastic pots were filled with 10 kg soil.

  11. The development and application of engineered proteins for bioremediation

    Energy Technology Data Exchange (ETDEWEB)

    Trewhella, J. [ed.

    1995-09-26

    Clean up of the toxic legacy of the Cold War is projected to be the most expensive domestic project the nation has yet undertaken. Remediation of the Department of Energy and Department of Defense toxic waste sites alone are projected to cost {approximately}$1 trillion over a 20-30 year period. New, cost effective technologies are needed to attack this enormous problem. Los Alamos has put together a cross-divisional team of scientist to develop science based bioremediation technology to work toward this goal. In the team we have expertise in: (1) molecular, ecosystem and transport modeling; (2) genetic and protein engineering; (3) microbiology and microbial ecology; (4) structural biology; and (5) bioinorganic chemistry. This document summarizes talks at a workshop of different aspects of bioremediation technology including the following: Introducing novel function into a Heme enzyme: engineering by excavation; cytochrome P-450: ideal systems for bioremediation?; selection and development of bacterial strains for in situ remediation of cholorinated solvents; genetic analysis and preparation of toluene ortho-monooxygenase for field application in remediation of trichloroethylene; microbial ecology and diversity important to bioremediation; engineering haloalkane dehalogenase for bioremediation; enzymes for oxidative biodegradation; indigenous bacteria as hosts for engineered proteins; performance of indigenous bacterial, hosting engineered proteins in microbial communities.

  12. Natural and accelerated bioremediation research program plan

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1995-09-01

    This draft plan describes a ten-year program to develop the scientific understanding needed to harness and develop natural and enhanced biogeochemical processes to bioremediate contaminated soils, sediments and groundwater at DOE facilities. The Office of Health and Environmental Research (OHER) developed this program plan, with advice and assistance from DOE`s Office of Environmental Management (EM). The program builds on OHER`s tradition of sponsoring fundamental research in the life and environmental sciences and was motivated by OHER`s and Office of Energy Research`s (OER`s) commitment to supporting DOE`s environmental management mission and the belief that bioremediation is an important part of the solution to DOE`s environmental problems.

  13. Resonance – Journal of Science Education | Indian Academy of ...

    Indian Academy of Sciences (India)

    https://www.ias.ac.in/article/fulltext/reso/018/02/0156-0162. Keywords. Hydrilla verticillata; keystone species; invasive weeds; carbon sequestration; bioremediation; AVM disease. Author Affiliations. Stephen Sumithran1 P J Sanjeeva Raj. Department of Biological Sciences, Eastern Kentucky University Richmond, KY. 40475 ...

  14. Biodegradation and bioremediation

    DEFF Research Database (Denmark)

    Albrechtsen, H.-J.

    1996-01-01

    Anmeldelse af Alexander,M.: Biodegradation and bioremediation. Academic Press, Sandiego, USA, 1994......Anmeldelse af Alexander,M.: Biodegradation and bioremediation. Academic Press, Sandiego, USA, 1994...

  15. Bioremediation: A natural solution

    International Nuclear Information System (INIS)

    Hicks, B.N.; Caplan, J.A.

    1993-01-01

    Bioremediation is an attractive remediation alternative because most full-scale bioremediation projects involve cost-effective contaminant treatment on-site. Recently, large scale bioremediation projects have included cleanups of ocean tanker spills, land-based chemical spills, and leaking chemical and petroleum storage tanks. Contaminated matrices have included beaches, soils, groundwater, surface waters (i.e., pits, ponds, lagoons), process waste streams and grease traps. Bioremediation is especially cost-effective when both soil and groundwater matrices are impacted because one remediation treatment system can be design to treat both media simultaneously in place. The primary advantages of in situ bioremediation include: on-site destruction of contaminants; accelerated cleanup time; minimal disruption to operations; lower remediation costs; and reduction of future liability

  16. Globalisation and science education: Rethinking science education reforms

    Science.gov (United States)

    Carter, Lyn

    2005-05-01

    Like Lemke (J Res Sci Teach 38:296-316, 2001), I believe that science education has not looked enough at the impact of the changing theoretical and global landscape by which it is produced and shaped. Lemke makes a sound argument for science education to look beyond its own discourses toward those like cultural studies and politics, and to which I would add globalisation theory and relevant educational studies. Hence, in this study I draw together a range of investigations to argue that globalisation is indeed implicated in the discourses of science education, even if it remains underacknowledged and undertheorized. Establishing this relationship is important because it provides different frames of reference from which to investigate many of science education's current concerns, including those new forces that now have a direct impact on science classrooms. For example, one important question to investigate is the degree to which current science education improvement discourses are the consequences of quality research into science teaching and learning, or represent national and local responses to global economic restructuring and the imperatives of the supranational institutions that are largely beyond the control of science education. Developing globalisation as a theoretical construct to help formulate new questions and methods to examine these questions can provide science education with opportunities to expand the conceptual and analytical frameworks of much of its present and future scholarship.

  17. In situ groundwater bioremediation

    Energy Technology Data Exchange (ETDEWEB)

    Hazen, Terry C.

    2009-02-01

    In situ groundwater bioremediation of hydrocarbons has been used for more than 40 years. Most strategies involve biostimulation; however, recently bioaugmentation have been used for dehalorespiration. Aquifer and contaminant profiles are critical to determining the feasibility and strategy for in situ groundwater bioremediation. Hydraulic conductivity and redox conditions, including concentrations of terminal electron acceptors are critical to determine the feasibility and strategy for potential bioremediation applications. Conceptual models followed by characterization and subsequent numerical models are critical for efficient and cost effective bioremediation. Critical research needs in this area include better modeling and integration of remediation strategies with natural attenuation.

  18. Science teaching in science education

    Science.gov (United States)

    Callahan, Brendan E.; Dopico, Eduardo

    2016-06-01

    Reading the interesting article Discerning selective traditions in science education by Per Sund , which is published in this issue of CSSE, allows us to open the discussion on procedures for teaching science today. Clearly there is overlap between the teaching of science and other areas of knowledge. However, we must constantly develop new methods to teach and differentiate between science education and teaching science in response to the changing needs of our students, and we must analyze what role teachers and teacher educators play in both. We must continually examine the methods and concepts involved in developing pedagogical content knowledge in science teachers. Otherwise, the possibility that these routines, based on subjective traditions, prevent emerging processes of educational innovation. Modern science is an enormous field of knowledge in its own right, which is made more expansive when examined within the context of its place in society. We propose the need to design educative interactions around situations that involve science and society. Science education must provide students with all four dimensions of the cognitive process: factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge. We can observe in classrooms at all levels of education that students understand the concepts better when they have the opportunity to apply the scientific knowledge in a personally relevant way. When students find value in practical exercises and they are provided opportunities to reinterpret their experiences, greater learning gains are achieved. In this sense, a key aspect of educational innovation is the change in teaching methodology. We need new tools to respond to new problems. A shift in teacher education is needed to realize the rewards of situating science questions in a societal context and opening classroom doors to active methodologies in science education to promote meaningful learning through meaningful teaching.

  19. Bioremediation of oil spills

    International Nuclear Information System (INIS)

    Foght, J.M.; Westlake, D.W.S.

    1992-01-01

    In-situ bioremediation of crude oil spills relies on either the indigenous microbes at the polluted site, whose degradative abilities are accelerated by adding such agents as fertilizers or dispersants, or on introducing pollutant-degrading microbes into the site (possibly accompanied by stimulatory chemicals). The bioremediation method to be used at a specific site must be selected to be suitable for that site and its environmental conditions. The basic components of bioremediation are outlined and the background information needed to understand the chemical and biological limitations of the technique are presented. Specifically, the microbial community, the crude oil substrate composition, and biological limiting factors are discussed. Generalized examples of bioremediation applications are illustrated. 10 refs

  20. Bioremediation of fossil fuel contaminated soils

    International Nuclear Information System (INIS)

    Atlas, R.M.

    1991-01-01

    Bioremediation involves the use of microorganisms and their biodegradative capacity to remove pollutants. The byproducts of effective bioremediation, such as water and carbon dioxide, are nontoxic and can be accommodated without harm to the environment and living organisms. This paper reports that using bioremediation to remove pollutants has many advantages. This method is cheap, whereas physical methods for decontaminating the environment are extraordinarily expensive. Neither government nor private industry can afford the cost to clean up physically the nation's known toxic waste sites. Therefore, a renewed interest in bioremediation has developed. Whereas current technologies call for moving large quantities of toxic waste and its associated contaminated soil to incinerators, bioremediation can be done on site and requires simple equipment that is readily available. Bioremediation, though, is not the solution for all environmental pollution problems. Like other technologies, bioremediation has limitations

  1. Bioremediation of marine oil pollution

    International Nuclear Information System (INIS)

    Gutnick, D.L.

    1991-11-01

    An assessment is presented of the scientific and technological developments in the area of bioremediation and biodegradation of marine oil pollution. A number of allied technologies are also considered. The basic technology in bioremediation involves adding fertilizers to an oil spill to enhance the natural process of oil biodegradation. Bioremediation can be applied to open systems such as beach or land spills, or in closed and controlled environments such as storage containers, specially constructed or modified bioreactors, and cargo tanks. The major advantage of using closed environments is the opportunity to control the physical and nutritional parameters to optimize the rate of biodegradation. An evaluation of the state of the art of bioremediation in Canada is also included. Recommendations are made to involve the Canadian Transportation Development Centre in short-term research projects on bioremediation. These projects would include the use of a barge as a mobile bioreactor for the treatment of off-loaded oily waste products, the use of in-situ bioremediation to carry out extensive cleaning, degassing, and sludge remediation on board an oil tanker, and the use of a barge as a mobile bioreactor and facility for the bioremediation of bilges. 51 refs., 4 figs., 14 tabs

  2. Bioremediation of marine oil pollution

    Energy Technology Data Exchange (ETDEWEB)

    Gutnick, D L

    1991-11-01

    An assessment is presented of the scientific and technological developments in the area of bioremediation and biodegradation of marine oil pollution. A number of allied technologies are also considered. The basic technology in bioremediation involves adding fertilizers to an oil spill to enhance the natural process of oil biodegradation. Bioremediation can be applied to open systems such as beach or land spills, or in closed and controlled environments such as storage containers, specially constructed or modified bioreactors, and cargo tanks. The major advantage of using closed environments is the opportunity to control the physical and nutritional parameters to optimize the rate of biodegradation. An evaluation of the state of the art of bioremediation in Canada is also included. Recommendations are made to involve the Canadian Transportation Development Centre in short-term research projects on bioremediation. These projects would include the use of a barge as a mobile bioreactor for the treatment of off-loaded oily waste products, the use of in-situ bioremediation to carry out extensive cleaning, degassing, and sludge remediation on board an oil tanker, and the use of a barge as a mobile bioreactor and facility for the bioremediation of bilges. 51 refs., 4 figs., 14 tabs.

  3. Bioremediation of Toxic Heavy Metals: A Patent Review.

    Science.gov (United States)

    Verma, Neelam; Sharma, Rajni

    2017-01-01

    The global industrialization is fulfilling the demands of modern population at the cost of environmental exposure to various contaminants including heavy metals. These heavy metals affect water and soil quality. Moreover, these enter into the food chain and exhibit their lethal effects on the human health even when present at slightly higher concentration than required for normal metabolism. To the worst of their part, the heavy metals may become carcinogenic. Henceforth, the efficient removal of heavy metals is the demand of sustainable development. Remedy: Bioremediation is the 'green' imperative technique for the heavy metal removal without creating secondary metabolites in the ecosystem. The metabolic potential of several bacterial, algal, fungal as well as plant species has the efficiency to exterminate the heavy metals from the contaminated sites. Different strategies like bioaccumulation, biosorption, biotransformation, rhizofilteration, bioextraction and volatilization are employed for removal of heavy metals by the biological species. Bioremediation approach is presenting a splendid alternate for conventional expensive and inefficient methods for the heavy metal removal. The patents granted on the bioremediation of toxic heavy metals are summarized in the present manuscript which supported the applicability of bioremediation technique at commercial scale. However, the implementation of the present information and advanced research are mandatory to further explore the concealed potential of biological species to resume the originality of the environment. Copyright© Bentham Science Publishers; For any queries, please email at epub@benthamscience.org.

  4. Arctic bioremediation

    International Nuclear Information System (INIS)

    Lidell, B.V.; Smallbeck, D.R.; Ramert, P.C.

    1991-01-01

    Cleanup of oil and diesel spills on gravel pads in the Arctic has typically been accomplished by utilizing a water flushing technique to remove the gross contamination or excavating the spill area and placing the material into a lined pit, or a combination of both. Enhancing the biological degradation of hydrocarbon (bioremediation) by adding nutrients to the spill area has been demonstrated to be an effective cleanup tool in more temperate locations. However, this technique has never been considered for restoration in the Arctic because the process of microbial degradation of hydrocarbon in this area is very slow. The short growing season and apparent lack of nutrients in the gravel pads were thought to be detrimental to using bioremediation to cleanup Arctic oil spills. This paper discusses the potential to utilize bioremediation as an effective method to clean up hydrocarbon spills in the northern latitudes

  5. Contamination-remedying technology based on biotechnology. ; Bioremediation. Biotechnology wo mochiita osen shufuku gijutsu. ; Bioremediation

    Energy Technology Data Exchange (ETDEWEB)

    Nishimura, M [The Japan Research Institute, Ltd., Osaka (Japan)

    1993-08-01

    Bioremediation technology is outlined. The bioremediation technology is a contamination-remedying technology for the injurious chemical matter discharged in the environment to be made innocuous by utilizing the decomposing ability of microorganisms. That technology is characterized by its energywise economical performance, secondary waste which is not producible and remedy which is possible on site against the contamination. As a treatment system, that technology comprises solid phase bioremediation (The contaminated soil is purified in a soil treatment unit.), slurry phase bioremediation (The contaminated soil is made slurry and decomposed by microorganisms.) and in-situ bioremediation (The treatment is made by injecting nutrients and microorganisms underground.). As for how to use the microorganisms, there are two methods: One in which living groups of microorganisms are activated and the other in which microorganisms are artificially cultivated. As contaminants in the US, listed are organic solvent, wood preservative, high-molecular aromatic halide, agricultural chemical, military waste, heavy metal waste and radioactive waste. 11 refs., 5 figs., 1 tab.

  6. Bioremediation of oil contaminated soils

    International Nuclear Information System (INIS)

    Beeson, D.L.; Hogue, J.I.; Peterson, J.C.; Guerra, G.W.

    1994-01-01

    The Baldwin Waste Oil Site was an abandoned waste oil recycling facility located in Robstown, Nueces County, Texas. As part of their site assessment activities, the US Environmental Protection Agency (EPA) requested that the Ecology and Environment, Inc., Technical Assistance Team (TAT) investigate the feasibility of using in-situ bioremediation to remediate soils contaminated with oil and grease components, petroleum hydrocarbons, and volatile organic compounds. Bioremediation based on the land treatment concept was tested. The land treatment concept uses techniques to optimize indigenous microbial populations and bring them in contact with the contaminants. The study was designed to collect data upon which to base conclusions on the effectiveness of bioremediation, to demonstrate the effectiveness of bioremediation under field conditions, and to identify potential problems in implementing a full-scale project. Bioremediation effectiveness was monitored through total petroleum hydrocarbons (TPH) and Oil and Grease (O and G) analyses. Site specific treatment goals for the pilot project were concentrations of less than 1% for O and G and less than 10,000 mg/kg for TPH. Based on the reduction of TPH and O and G concentrations and the cost effectiveness of bioremediation based on the land treatment concept, full-scale in-situ bioremediation was initiated by the EPA at the Baldwin Waste Oil Site in February of 1993

  7. Natural and Accelerated Bioremediation Research (NABIR) Field Research Center (FRC) Management Plan

    Energy Technology Data Exchange (ETDEWEB)

    Watson, D.B.

    2002-02-28

    The Environmental Sciences Division at Oak Ridge National Laboratory has established a Field Research Center (FRC) to support the Natural and Accelerated Bioremediation Research (NABIR) Program on the U.S. Department of Energy (DOE) Oak Ridge Reservation in Oak Ridge, Tennessee for the DOE Headquarters Office of Biological and Environmental Research within the Office of Science.

  8. Bioremediation of soil and groundwater contaminated with stoddard solvent and mop oil using the PetroClean bioremediation system

    International Nuclear Information System (INIS)

    Schmitt, E.K.; Lieberman, M.T.; Caplan, J.A.; Blaes, D.; Keating, P.; Richards, W.

    1991-01-01

    This paper reports that Environmental Science and Engineering Inc. (ESE) was contracted by a confidential industrial client to perform a three-phased project. Phase I involved characterizing the site and delineating the extent of subsurface contamination. Phase II included biofeasibility and pilot-scale evaluations, determining remedial requirements, and designing the full-scale treatment system. Phase III involved implementing and operating the designed in situ bioremediation system (i.e., PetroClean 4000) to achieve site closure

  9. Arctic bioremediation

    International Nuclear Information System (INIS)

    Liddell, B.V.; Smallbeck, D.R.; Ramert, P.C.

    1991-01-01

    Cleanup of oil and diesel spills on gravel pads in the Arctic has typically been accomplished by utilizing a water flushing technique to remove the gross contamination or excavating the spill area and placing the material into a lined pit, or a combination of both. This paper discusses the potential to utilize bioremediation as an effective method to clean up hydrocarbon spills in the northern latitudes. Discussed are the results of a laboratory bioremediation study which simulated microbial degradation of hydrocarbon under arctic conditions

  10. Bioremediation protocols

    National Research Council Canada - National Science Library

    Sheehan, David

    1997-01-01

    ... . . .. .. . . . .. . . .. . . . . . .. . . . . . .. . . . .. . .. . . . . . . .. . . . .., . .. . . . . *... *.. . . . . . . .. . .. . . . . . . . .. .. .. . . . . . v IX PART I. OVERVIEW ., .,... . ,.. .. . . . . . . .. .. . . ., 7 1 Uses Emer of Bacteria Colleran in Bioremediation...

  11. Postremediation bioremediation

    International Nuclear Information System (INIS)

    Brown, R.A.; Hicks, P.M.; Hicks, R.J.; Leahy, M.C.

    1995-01-01

    In applying remediation technology, an important question is when to stop operations. Conventional wisdom states that each site has a limit of treatability. Beyond a point, the site conditions limit access to residual contaminants and, therefore, treatment effectiveness. In the treatment of petroleum hydrocarbons, the issue in ceasing remedial operations is not what is the limit of treatment, but what should be the limit of effort. Because hydrocarbons are inherently biodegradable, there is a point in remediation where natural or intrinsic bioremediation is adequate to complete the remedial process. This point is reached when the rate of residual carbon release is the limiting factor, not the rate of oxygen or nutrient supply. At such a point, the rate and degree of remediation is the same whether an active system is being applied or whether nothing is being actively done. This paper presents data from several bioremediation projects where active remediation was terminated above the desired closure levels. These site data illustrate that intrinsic bioremediation is as effective in site closure as continued active remediation

  12. Microbes safely, effectively bioremediate oil field pits

    International Nuclear Information System (INIS)

    Shaw, B.; Block, C.S.; Mills, C.H.

    1995-01-01

    Natural and augmented bioremediation provides a safe, environmental, fast, and effective solution for removing hydrocarbon stains from soil. In 1992, Amoco sponsored a study with six bioremediation companies, which evaluated 14 different techniques. From this study, Amoco continued using Environmental Protection Co.'s (EPC) microbes for bioremediating more than 145 sites near Farmington, NM. EPC's microbes proved effective on various types of hydrocarbon molecules found in petroleum stained soils from heavy crude and paraffin to volatiles such as BTEX (benzene, toluene, ethylbenzene, xylene) compounds. Controlled laboratory tests have shown that these microbes can digest the hydrocarbon molecules with or without free oxygen present. It is believed that this adaptation gives these microbes their resilience. The paper describes the bioremediation process, environmental advantages, in situ and ex situ bioremediation, goals of bioremediation, temperature effects, time, cost, and example sites that were treated

  13. Bioremediation protocols

    National Research Council Canada - National Science Library

    Sheehan, David

    1997-01-01

    ..., .. . . . . .. ,. . . .. . . . . . . . .. . . . . .. . . .. . .. 3 2 Granular Nina Sludge Christiansen, Consortia lndra for Bioremediation, M. Mathrani, and Birgitte K. Ahring . 23 PART II PROTOCOLS...

  14. Natural carriers in bioremediation: A review

    Directory of Open Access Journals (Sweden)

    Anna Dzionek

    2016-09-01

    Full Text Available Bioremediation of contaminated groundwater or soil is currently the cheapest and the least harmful method of removing xenobiotics from the environment. Immobilization of microorganisms capable of degrading specific contaminants significantly promotes bioremediation processes, reduces their costs, and also allows for the multiple use of biocatalysts. Among the developed methods of immobilization, adsorption on the surface is the most common method in bioremediation, due to the simplicity of the procedure and its non-toxicity. The choice of carrier is an essential element for successful bioremediation. It is also important to consider the type of process (in situ or ex situ, type of pollution, and properties of immobilized microorganisms. For these reasons, the article summarizes recent scientific reports about the use of natural carriers in bioremediation, including efficiency, the impact of the carrier on microorganisms and contamination, and the nature of the conducted research.

  15. Bioremediation of oil-contaminated sites

    Energy Technology Data Exchange (ETDEWEB)

    Balba, T. [Conestoga-Rovers and Associates, Calgary, AB (Canada)

    2003-07-01

    One of the most prevalent contaminants in subsurface soil and groundwater are petroleum hydrocarbons. This paper presented bioremediation of petroleum hydrocarbons as one of the most promising treatment technologies. Petroleum hydrocarbons are categorized into four simple fractions: saturates, aromatics, resins, and asphaltenes. Bioremediation refers to the treatment process whereby contaminants are metabolized into less toxic or nontoxic compounds by naturally occurring organisms. The various strategies include: use of constitutive enzymes, enzyme induction, co-metabolism, transfer of plasmids coding for certain metabolic pathways, and production of biosurfactants to enhance bioavailability of hydrophobic compounds. Three case studies were presented: (1) bioremediation of heavy oils in soil at a locomotive maintenance yard in California, involving a multi-step laboratory treatability study followed by a field demonstration achieving up to 94 per cent removal of TPH in less than 16 weeks, (2) bioremediation of light oils in soil at an oil refinery in Germany where a dual process was applied (excavation and in-situ treatment), achieving an 84 per cent reduction within 24 weeks, and (3) bioremediation of oil-contaminated desert soil in Kuwait which involved landfarming, composting piles, and bioventing soil piles, achieving an 80 per cent reduction within 12 months. 7 refs., 1 tab., 3 figs.

  16. Bioremediation in Germany: Markets, technologies, and leading companies

    International Nuclear Information System (INIS)

    Raphael, T.; Glass, D.J.

    1995-01-01

    Bioremediation has become an internationally accepted remediation tool. Commercial bioremediation activities take place in many European countries, but Germany and the Netherlands are the clear European leaders, with both having a long history of public and private sector activity in biological technologies. The German bioremediation market has been driven by government regulation, in particular the waste laws that apply to contaminated soils. The 1994 German market for bioremediation is estimated at $70 to 100 million (US $). There are at least 150 companies active in bioremediation in Germany, most of which practice bioremediation of hydrocarbon-contaminated soils, either in situ or ex situ. Because of their predominance in the current European market, German firms are well positioned to expand into those nations in the European Union (EU) currently lacking an environmental business infrastructure

  17. Towards a truer multicultural science education: how whiteness impacts science education

    Science.gov (United States)

    Le, Paul T.; Matias, Cheryl E.

    2018-03-01

    The hope for multicultural, culturally competent, and diverse perspectives in science education falls short if theoretical considerations of whiteness are not entertained. Since whiteness is characterized as a hegemonic racial dominance that has become so natural it is almost invisible, this paper identifies how whiteness operates in science education such that it falls short of its goal for cultural diversity. Because literature in science education has yet to fully entertain whiteness ideology, this paper offers one of the first theoretical postulations. Drawing from the fields of education, legal studies, and sociology, this paper employs critical whiteness studies as both a theoretical lens and an analytic tool to re-interpret how whiteness might impact science education. Doing so allows the field to reconsider benign, routine, or normative practices and protocol that may influence how future scientists of Color experience the field. In sum, we seek to have the field consider the theoretical frames of whiteness and how it might influence how we engage in science education such that our hope for diversity never fully materializes.

  18. Bioremediation of petroleum contaminated soil

    International Nuclear Information System (INIS)

    Autry, A.R.; Ellis, G.M.

    1992-01-01

    This paper reports on bioremediation, which offers a cost-competitive, effective remediation alternative for soil contaminated with petroleum products. These technologies involve using microorganisms to biologically degrade organic constituents in contaminated soil. All bioremediation applications must mitigate various environmental rate limiting factors so that the biodegradation rates for petroleum hydrocarbons are optimized in field-relevant situations. Traditional bioremediation applications include landfarming, bioreactors, and composting. A more recent bioremediation application that has proven successful involves excavation of contaminated soil. The process involves the placement of the soils into a powerscreen, where it is screened to remove rocks and larger debris. The screened soil is then conveyed to a ribbon blender, where it is mixed in batch with nutrient solution containing nitrogen, phosphorus, water, and surfactants. Each mixed soil batch is then placed in a curing pile, where it remains undisturbed for the remainder of the treatment process, during which time biodegradation by naturally occurring microorganisms, utilizing biochemical pathways mediated by enzymes, will occur

  19. Bioremediation--Why doesn't it work sometimes?

    International Nuclear Information System (INIS)

    Block, R.; Stroo, H.; Swett, G.H.

    1993-01-01

    Biological treatment has rapidly become the technology of choice for remediation of soils contaminated by petroleum constituents. Since the mid-1980s, bioremediation has been used at more than 100 locations to cost-effectively remediate hundreds of thousands of cubic yards of contaminated soil. However, despite the excellent track record of bioremediation, during the past few years bioremediation was not successful at several sites. The same type of contaminated soils has been treated successfully at numerous other sites. The treatment process was the same, but bioremediation was not effective. Testing identified other sites where bioremediation was unsuccessful for remediating petroleum constituents, and the factors that contributed to the failures were explored in greater depth. This article outlines a quick and inexpensive screening technique that allows one to determine whether bioremediation is practical and also provides an assessment of the time and cost factors. It involves four steps: (1) Site study; (2) Regulatory analysis; (3) Biological screening; (4) Treatability testing. The methodology can be reduced to a set of decision trees to simplify the screening process

  20. Walking softly : using bioremediation to reclaim sites leaves a smaller footprint than traditional dig-and-dump technologies

    Energy Technology Data Exchange (ETDEWEB)

    Collison, M.

    2006-10-15

    Recent developments in the bioremediation industry in Alberta were outlined. The market for bioremediation services in the United States alone is estimated to hit $1 billion by 2010 and has become a staple of the U.S. Environmental Protection Agency's emergency management practices in the event of an oil spill. Alberta Environment has recently updated its policies and guidance documents on contaminated sites management, and is planning a manual that will include best bioremediation practices. Advances in the science and technology of bioremediation and a rise in environmental awareness have contributed to the sector's growth in recent years. In the past, oil companies in Alberta typically reclaimed sites by digging up contaminated soil and trucking it to landfills. Recent techniques developed by industry and bioremediation experts now mean that soil profiles can remain undisturbed, and biological treatment amendments are often introduced into the fractures to destroy contaminants where they lie. The National Research Council's Biotechnology Research Institute (NRC-BRI) is now conducting research to identify and profile unknown micro-organisms to improve conditions for the breakdown of toxins. Bioremediation techniques are also being used in urban redevelopment. It was concluded that while the environmental industry is regulatory-driven, many oil and mining companies are deciding to invest in remediation instead of waiting until a later date. A list of new bioremediation partnerships with industry, government and municipalities was also provided. 2 figs.

  1. Walking softly : using bioremediation to reclaim sites leaves a smaller footprint than traditional dig-and-dump technologies

    International Nuclear Information System (INIS)

    Collison, M.

    2006-01-01

    Recent developments in the bioremediation industry in Alberta were outlined. The market for bioremediation services in the United States alone is estimated to hit $1 billion by 2010 and has become a staple of the U.S. Environmental Protection Agency's emergency management practices in the event of an oil spill. Alberta Environment has recently updated its policies and guidance documents on contaminated sites management, and is planning a manual that will include best bioremediation practices. Advances in the science and technology of bioremediation and a rise in environmental awareness have contributed to the sector's growth in recent years. In the past, oil companies in Alberta typically reclaimed sites by digging up contaminated soil and trucking it to landfills. Recent techniques developed by industry and bioremediation experts now mean that soil profiles can remain undisturbed, and biological treatment amendments are often introduced into the fractures to destroy contaminants where they lie. The National Research Council's Biotechnology Research Institute (NRC-BRI) is now conducting research to identify and profile unknown micro-organisms to improve conditions for the breakdown of toxins. Bioremediation techniques are also being used in urban redevelopment. It was concluded that while the environmental industry is regulatory-driven, many oil and mining companies are deciding to invest in remediation instead of waiting until a later date. A list of new bioremediation partnerships with industry, government and municipalities was also provided. 2 figs

  2. Ex situ bioremediation of oil-contaminated soil.

    Science.gov (United States)

    Lin, Ta-Chen; Pan, Po-Tsen; Cheng, Sheng-Shung

    2010-04-15

    An innovative bioprocess method, Systematic Environmental Molecular Bioremediation Technology (SEMBT) that combines bioaugmentation and biostimulation with a molecular monitoring microarray biochip, was developed as an integrated bioremediation technology to treat S- and T-series biopiles by using the landfarming operation and reseeding process to enhance the bioremediation efficiency. After 28 days of the bioremediation process, diesel oil (TPH(C10-C28)) and fuel oil (TPH(C10-C40)) were degraded up to approximately 70% and 63% respectively in the S-series biopiles. When the bioaugmentation and biostimulation were applied in the beginning of bioremediation, the microbial concentration increased from approximately 10(5) to 10(6) CFU/g dry soil along with the TPH biodegradation. Analysis of microbial diversity in the contaminated soils by microarray biochips revealed that Acinetobacter sp. and Pseudomonas aeruginosa were the predominant groups in indigenous consortia, while the augmented consortia were Gordonia alkanivorans and Rhodococcus erythropolis in both series of biopiles during bioremediation. Microbial respiration as influenced by the microbial activity reflected directly the active microbial population and indirectly the biodegradation of TPH. Field experimental results showed that the residual TPH concentration in the complex biopile was reduced to less than 500 mg TPH/kg dry soil. The above results demonstrated that the SEMBT technology is a feasible alternative to bioremediate the oil-contaminated soil. Crown Copyright 2009. Published by Elsevier B.V. All rights reserved.

  3. Microbial bioremediation of Uranium: an overview

    International Nuclear Information System (INIS)

    Acharya, Celin

    2015-01-01

    Uranium contamination is a worldwide problem. Preventing uranium contamination in the environment is quite challenging and requires a thorough understanding of the microbiological, ecological and biogeochemical features of the contaminated sites. Bioremediation of uranium is largely dependent on reducing its bioavailability in the environment. In situ bioremediation of uranium by microbial processes has been shown to be effective for immobilizing uranium in contaminated sites. Such microbial processes are important components of biogeochemical cycles and regulate the mobility and fate of uranium in the environment. It is therefore vital to advance our understanding of the uranium-microbe interactions to develop suitable bioremediation strategies for uranium contaminated sites. This article focuses on the fundamental mechanisms adopted by various microbes to mitigate uranium toxicity which could be utilized for developing various approaches for uranium bioremediation. (author)

  4. Science education through informal education

    Science.gov (United States)

    Kim, Mijung; Dopico, Eduardo

    2016-06-01

    To develop the pedagogic efficiency of informal education in science teaching, promoting a close cooperation between institutions is suggested by Monteiro, Janerine, de Carvalho, and Martins. In their article, they point out effective examples of how teachers and educators work together to develop programs and activities at informal education places such as science museums. Their study explored and discussed the viability and relevancy of school visits to museums and possibilities to enhance the connection between students' visits in informal contexts and their learning in schools. Given that students learn science by crossing the boundaries of formal and informal learning contexts, it is critical to examine ways of integrated and collaborative approach to develop scientific literacy to help students think, act and communicate as members of problem solving communities. In this forum, we suggest the importance of students' lifeworld contexts in informal learning places as continuum of Monteiro, Janerine, de Carvalho, and Martins' discussion on enhancing the effectiveness of informal learning places in science education.

  5. Does science education need the history of science?

    Science.gov (United States)

    Gooday, Graeme; Lynch, John M; Wilson, Kenneth G; Barsky, Constance K

    2008-06-01

    This essay argues that science education can gain from close engagement with the history of science both in the training of prospective vocational scientists and in educating the broader public about the nature of science. First it shows how historicizing science in the classroom can improve the pedagogical experience of science students and might even help them turn into more effective professional practitioners of science. Then it examines how historians of science can support the scientific education of the general public at a time when debates over "intelligent design" are raising major questions over the kind of science that ought to be available to children in their school curricula. It concludes by considering further work that might be undertaken to show how history of science could be of more general educational interest and utility, well beyond the closed academic domains in which historians of science typically operate.

  6. Bioremediation of contaminated sites

    International Nuclear Information System (INIS)

    Schneider, C.

    1996-01-01

    By volatilizing aromatic compounds through aeration, landfarming is a recognized approach to the bioremediation of hydrocarbon contaminated soil. With this method, the soil is cultivated and aided with fertilizer amendment to provide a nutrient source for the microbial population involved in the degradation of hydrocarbons. The effectiveness of bioremediation will depend on several factors, including topographic features, soil properties, and biochemistry. Since bioremediation is inhibited by anaerobic conditions, sites that are sloped or have trenches to collect runoff water are preferable. As for soil properties, the percentage of sand should not be too high, but aeration is essential to avoid anaerobic conditions. Addition of straw is generally beneficial, and fertilizers with nitrogen, phosphorous and potassium will help degrading hydrocarbons. Temperature, pH, and salt content are also important factors since they facilitate microbial activity. 3 refs

  7. Career education attitudes and practices of K-12 science educators

    Science.gov (United States)

    Smith, Walter S.

    A random sample of 400 K-12 science educators who were members of the National Science Teachers Association were surveyed regarding their attitude toward and practice of career education in their science teaching. These science teachers rejected a narrowly vocational view, favoring instead a conception of career education which included self-perception, values analysis, and vocational skills objectives. The science educators affirmed the importance of career education for a student's education, asserted career education ought to be taught in their existing science courses, and expressed a willingness to do so. Fewer than one-third of the science teachers, however, reported incorporating career education at least on a weekly basis in their science lessons. The major impediment to including more career education in science teaching was seen to be their lack of knowledge of methods and materials relevant to science career education, rather than objections from students, parents, or administrators; their unwillingness; or their evaluation of career education as unimportant. Thus, in order to improve this aspect of science teaching, science teachers need more concrete information about science career education applications.

  8. Fermilab Friends for Science Education | Welcome

    Science.gov (United States)

    Fermilab Friends for Science Education FFSE Home About Us Join Us Support Us Contact Us Fermilab Friends for Science Education photo Fermilab Friends for Science Education supports innovative science education programs at Fermilab. Its mission is to: Enhance the quality of precollege science education in

  9. Getting results in bioremediation

    International Nuclear Information System (INIS)

    Konzuk, Julie

    2014-01-01

    Bioremediation can be a sustainable, low-cost solution for many contaminated sites, but it is important to know which sites are suitable and be aware of common pitfalls. Chlorinated solvents, lighter petroleum hydrocarbons, non-aqueous phase liquids have all be demonstrated to be readily biodegradable. However, the success of enhanced in situ bioremediation (EISB) depends on the successful growth and establishment of a viable, mature microbial community. Low or high pH groundwater, or high concentrations of some chemicals can inhibit microbial activity.

  10. Games in Science Education

    DEFF Research Database (Denmark)

    Magnussen, Rikke

    2014-01-01

    , 2007). Some of these newer formats are developed in partnerships between research and education institutions and game developers and are based on learning theory as well as game design methods. Games well suited for creating narrative framework or simulations where students gain first-hand experience......This paper presents a categorisation of science game formats in relation to the educational possibilities or limitations they offer in science education. This includes discussion of new types of science game formats and gamification of science. Teaching with the use of games and simulations...... in science education dates back to the 1970s and early 80s were the potentials of games and simulations was discussed extensively as the new teaching tool ( Ellington et al. , 1981). In the early 90s the first ITC -based games for exploration of science and technical subjects was developed (Egenfeldt...

  11. Bioremediation of Bunker C

    International Nuclear Information System (INIS)

    Emery, D.D.

    1992-01-01

    In the states of Washington and Oregon, the highest priority for waste management is now given to recycling, reuse and permanent solutions as opposed to landfill disposal. Bioremediation is recognized as a treatment of choice over other technologies that do not provide permanent solutions. From a business point of view, it is usually the most cost-effective. Bioremediation works extremely well for most common hydrocarbons including aviation fuel, heating oil and diesel oil. Bunker C, a high boiling point distillate, is the most recalcitrant hydrocarbon for treatment and is the topic of this paper. Bunker C lives up to its reputation of being a very recalcitrant hydrocarbon to biodegrade. The authors have demonstrated, however, that the soil matrix standards at industrial sites in Washington and Oregon can be achieved using new bioremediation techniques. These techniques are necessary over those typically used to biodegrade jet fuel, heating oil and diesel oil. These extra steps have been developed for our own use in our treatability laboratory

  12. Bioremediation of bunker C

    International Nuclear Information System (INIS)

    Emery, D.D.

    1992-01-01

    Bioremediation works extremely well for most common hydrocarbons including aviation fuel, heating oil and diesel oil. Bunker C, a high boiling point distillate, is the most recalcitrant hydrocarbon for treatment and is the topic of this paper. Bioremediation, Inc. has had an opportunity to perform two projects involving soil contaminated with bunker C. One was at a bulk terminal site which involved predominantly diesel, but also had bunker C contamination; the other was a paper-mill site which had exclusively bunker C contamination. This paper will address the authors' experiences at the paper-mill site. Bunker C lives up to its reputation of being a very recalcitrant hydrocarbon to biodegrade. They have demonstrated, however, that the soil matrix standards at industrial sites in Washington and Oregon can be achieved using new bioremediation techniques. These techniques are necessary over those typically used to biodegrade jet fuel, heating oil and diesel oil. These extra steps, as discussed later, have been developed for their own use in their treatability laboratory

  13. Soil and brownfield bioremediation.

    Science.gov (United States)

    Megharaj, Mallavarapu; Naidu, Ravi

    2017-09-01

    Soil contamination with petroleum hydrocarbons, persistent organic pollutants, halogenated organic chemicals and toxic metal(loid)s is a serious global problem affecting the human and ecological health. Over the past half-century, the technological and industrial advancements have led to the creation of a large number of brownfields, most of these located in the centre of dense cities all over the world. Restoring these sites and regeneration of urban areas in a sustainable way for beneficial uses is a key priority for all industrialized nations. Bioremediation is considered a safe economical, efficient and sustainable technology for restoring the contaminated sites. This brief review presents an overview of bioremediation technologies in the context of sustainability, their applications and limitations in the reclamation of contaminated sites with an emphasis on brownfields. Also, the use of integrated approaches using the combination of chemical oxidation and bioremediation for persistent organic pollutants is discussed. © 2017 The Authors. Microbial Biotechnology published by John Wiley & Sons Ltd and Society for Applied Microbiology.

  14. Bioremediation, regulatory agencies and public acceptance of this technology

    International Nuclear Information System (INIS)

    Westlake, D. W. S.

    1997-01-01

    The technology of bioremediation, i.e. the utilization of microorganisms to degrade environmental pollutants, the dangers and consequences inherent in the large-scale use of microbial organisms in such processes, and the role of regulatory agencies in the utilization and exploitation of bioremediation technologies, were discussed. Factors influencing public acceptance of bioremediation as a satisfactory tool for cleaning up the environment vis-a-vis other existing and potential rehabilitation techniques were also reviewed. The ambiguity of regulatory agencies in the matter of bioremediation was noted. For example, there are many regulatory hurdles relative to the testing, use and approval of transgenic microorganisms for use in bioremediation. On the other hand, the use and release of engineered plants is considered merely another form of hybrid and their endorsement is proceeding rapidly. With regard to public acceptance, the author considered bioremediation technology as too recent, with not enough successful applications to attract public attention. Although the evidence suggests that bioremediation is environmentally safe, the efficacy, reliability and predictability of the various technologies have yet to be demonstrated. 25 refs

  15. DNAPL Bioremediation-RTDF. Innovative Technology Summary Report

    International Nuclear Information System (INIS)

    None

    2002-01-01

    The Bioremediation Working Group of the Remediation Technologies Development Forum is a consortium including General Electric, Beak International, Ciba-Geigy, Dow, DuPont, ICI Americas, Novartis, Zeneca, DOE, the U.S. Air Force and the EPA. Each partner in the consortium brings expertise as well as resources to conduct studies on the effectiveness of bioremediation in degrading contaminants in soil. Reactive Transport in Three Dimensions (RT3D) software is based on the premise that bioremediation processes can be designed and controlled like other chemical processes and is now being using for natural attenuation evaluation at several government and industrial chlorinated ethenes contaminated sites. Users simply enter the site-specific information to simulate the contaminant plume in the ground water and can then evaluate various bioremediation options

  16. Globalization and Science Education

    Science.gov (United States)

    Bencze, J. Lawrence; Carter, Lyn; Chiu, Mei-Hung; Duit, Reinders; Martin, Sonya; Siry, Christina; Krajcik, Joseph; Shin, Namsoo; Choi, Kyunghee; Lee, Hyunju; Kim, Sung-Won

    2013-06-01

    Processes of globalization have played a major role in economic and cultural change worldwide. More recently, there is a growing literature on rethinking science education research and development from the perspective of globalization. This paper provides a critical overview of the state and future development of science education research from the perspective of globalization. Two facets are given major attention. First, the further development of science education as an international research domain is critically analyzed. It seems that there is a predominance of researchers stemming from countries in which English is the native language or at least a major working language. Second, the significance of rethinking the currently dominant variants of science instruction from the perspectives of economic and cultural globalization is given major attention. On the one hand, it is argued that processes concerning globalization of science education as a research domain need to take into account the richness of the different cultures of science education around the world. At the same time, it is essential to develop ways of science instruction that make students aware of the various advantages, challenges and problems of international economic and cultural globalization.

  17. Petroleum biodegradation and oil spill bioremediation

    International Nuclear Information System (INIS)

    Atlas, R.M.

    1995-01-01

    Hydrocarbon-utilizing microorganisms are ubiquitously distributed in the marine environment following oil spills. These microorganisms naturally biodegrade numerous contaminating petroleum hydrocarbons, thereby cleansing the oceans of oil pullutants. Bioremediation, which is accomplished by adding exogenous microbial populations or stimulating indigenous ones, attempts to raise the rates of degradation found naturally to significantly higher rates. Seeding with oil degraders has not been demonstrated to be effective, but addition of nitrogenous fertilizers has been shown to increase rates of petroleum biodegradation. In the case of the Exxon Valdez spill, the largest and most thoroughly studied application of bioremediation, the application of fertilizer (slow release or oleophilic) increased rates of biodegradation 3-5 times. Because of the patchiness of oil, an internally conserved compound, hopane, was critical for demonstrating the efficacy of bioremediation. Multiple regression models showed that the effectiveness of bioremediation depended upon the amount of nitrogen delivered, the concentration of oil, and time. (author)

  18. Bioremediation of marine oil pollution

    Energy Technology Data Exchange (ETDEWEB)

    Gutnick, D L

    1991-01-01

    This report presents an assessment of the scientific and technological developments in the area of bioremediation and biodegradation of marine oil pollution, as well as a number of allied technologies. Many of the topics discussed are presented in a summary of a workshop on bioremediation of marine oil pollution. The summary includes an overview of the formal presentations as well as the results of the working groups.

  19. Is Religious Education Compatible with Science Education?

    Science.gov (United States)

    Mahner, Martin; Bunge, Mario

    1996-01-01

    Addresses the problem of the compatibility of science and religion, and its bearing on science and religious education, challenges the popular view that science and religion are compatible or complementary. Discusses differences at the doctrinal, metaphysical, methodological, and attitudinal levels. Argues that religious education should be kept…

  20. Science Teaching in Science Education

    Science.gov (United States)

    Callahan, Brendan E.; Dopico, Eduardo

    2016-01-01

    Reading the interesting article "Discerning selective traditions in science education" by Per Sund, which is published in this issue of "CSSE," allows us to open the discussion on procedures for teaching science today. Clearly there is overlap between the teaching of science and other areas of knowledge. However, we must…

  1. Soil mesocosm studies on atrazine bioremediation.

    Science.gov (United States)

    Sagarkar, Sneha; Nousiainen, Aura; Shaligram, Shraddha; Björklöf, Katarina; Lindström, Kristina; Jørgensen, Kirsten S; Kapley, Atya

    2014-06-15

    Accumulation of pesticides in the environment causes serious issues of contamination and toxicity. Bioremediation is an ecologically sound method to manage soil pollution, but the bottleneck here, is the successful scale-up of lab-scale experiments to field applications. This study demonstrates pilot-scale bioremediation in tropical soil using atrazine as model pollutant. Mimicking field conditions, three different bioremediation strategies for atrazine degradation were explored. 100 kg soil mesocosms were set-up, with or without atrazine application history. Natural attenuation and enhanced bioremediation were tested, where augmentation with an atrazine degrading consortium demonstrated best pollutant removal. 90% atrazine degradation was observed in six days in soil previously exposed to atrazine, while soil without history of atrazine use, needed 15 days to remove the same amount of amended atrazine. The bacterial consortium comprised of 3 novel bacterial strains with different genetic atrazine degrading potential. The progress of bioremediation was monitored by measuring the levels of atrazine and its intermediate, cyanuric acid. Genes from the atrazine degradation pathway, namely, atzA, atzB, atzD, trzN and trzD were quantified in all mesocosms for 60 days. The highest abundance of all target genes was observed on the 6th day of treatment. trzD was observed in the bioaugmented mesocosms only. The bacterial community profile in all mesocosms was monitored by LH-PCR over a period of two months. Results indicate that the communities changed rapidly after inoculation, but there was no drastic change in microbial community profile after 1 month. Results indicated that efficient bioremediation of atrazine using a microbial consortium could be successfully up-scaled to pilot scale. Copyright © 2014 Elsevier Ltd. All rights reserved.

  2. Case study: Bioremediation in the Aleutian Islands

    International Nuclear Information System (INIS)

    Steward, K.J.; Laford, H.D.

    1995-01-01

    This case study describes the design, construction, and operation of a bioremediation pile on Adak Island, which is located in the Aleutian Island chain. Approximately 1,900 m 3 of petroleum-contaminated soil were placed in the bioremediation pile. The natural bioremediation process was enhanced by an oxygen and nutrient addition system to stimulate microbial activity. Despite the harsh weather on the island, after the first 6 months of operation, laboratory analyses of soil samples indicated a significant (80%) reduction in diesel concentrations

  3. Safety Education and Science.

    Science.gov (United States)

    Ralph, Richard

    1980-01-01

    Safety education in the science classroom is discussed, including the beginning of safe management, attitudes toward safety education, laboratory assistants, chemical and health regulation, safety aids, and a case study of a high school science laboratory. Suggestions for safety codes for science teachers, student behavior, and laboratory…

  4. Intrinsic bioremediation of landfills interim report

    International Nuclear Information System (INIS)

    Brigmon, R.L.; Fliermans, C.B.

    1997-01-01

    Intrinsic bioremediation is a risk management option that relies on natural biological and physical processes to contain the spread of contamination from a source. Evidence is presented in this report that intrinsic bioremediation is occurring at the Sanitary Landfill is fundamental to support incorportion into a Corrective Action Plan (CAP)

  5. Intrinsic bioremediation of landfills interim report

    Energy Technology Data Exchange (ETDEWEB)

    Brigmon, R.L. [Westinghouse Savannah River Company, Aiken, SC (United States); Fliermans, C.B.

    1997-07-14

    Intrinsic bioremediation is a risk management option that relies on natural biological and physical processes to contain the spread of contamination from a source. Evidence is presented in this report that intrinsic bioremediation is occurring at the Sanitary Landfill is fundamental to support incorportion into a Corrective Action Plan (CAP).

  6. Bioremediation of soils

    International Nuclear Information System (INIS)

    Woodward, D.

    1991-01-01

    Bioremediation of hydrocarbon contaminated soils has evolved from the refinery land treatment units of thirty years ago to the modern slurry reactors of today. Modifications in the process include engineering controls designed to prevent the migration of hydrocarbons into the unsaturated zone, the saturated zone and groundwater, and the atmosphere. Engineering innovations in the area of composting and bioaugmentation that have focused on further process control and the acceleration of the treatment process will form the basis for future improvements in bioremediation technology. Case studies for established methods that have survived this development process and continue to be used as cost effective biological treatments like engineered land farms, soil heap treatment and in situ treatment will be discussed

  7. Is Christian Education Compatible With Science Education?

    Science.gov (United States)

    Martin, Michael

    Science education and Christian education are not compatible if by Christian education one means teaching someone to be a Christian. One goal of science education is to give students factual knowledge. Even when there is no actual conflict of this knowledge with the dogmas of Christianity, there exists the potential for conflict. Another goal of science education is to teach students to have the propensity to be sensitive to evidence: to hold beliefs tentatively in light of evidence and to reject these beliefs in the light of new evidence if rejection is warranted by this evidence. This propensity conflicts with one way in which beliefs are often taught in Christian education: namely as fundamental dogmas, rather than as subject to revision in the light of the evidence.

  8. Comparison of Natural and Engineered Chlorophenol Bioremediation Enzymes

    Science.gov (United States)

    2015-02-26

    herein addresses the urgent need to incorporate biological strategies into environmental restoration efforts ( bioremediation ) that focus on the catalytic... Bioremediation Enzymes The views, opinions and/or findings contained in this report are those of the author(s) and should not contrued as an official Department...Army Research Office P.O. Box 12211 Research Triangle Park, NC 27709-2211 dehaloperoxidase, bioremediation , halophenol, Amphitrite ornata, marine

  9. Environmental bioremediation technologies

    Energy Technology Data Exchange (ETDEWEB)

    Singh, S.N.; Tripathi, R.D. (eds.) [National Botanical Research Institute, Lucknow (India). Ecotoxicology and Bioremediation

    2007-07-01

    The rapid expansion and increasing sophistication of various industries in the past century has remarkably increased the amount and complexity of toxic waste effluents, which may be bioremediated by suitable plants and microbes, either natural occurring or tailor-made for the specific purpose. This technology is termed as bioremediation. Bioremediation is an eco- friendly, cost-effective and natural technology targeted to remove heavy metals, radionuclides, xenobiotic compounds, organic waste, pesticides etc. from contaminated sites or industrial discharges through biological means. Since this technology is used in in-situ conditions, it does not physically disturb the site unlike conventional methods i.e. chemical or mechanical methods. In this technology, higher plants or microbes are used alone or in combination for phytoextraction of heavy metals from metal contaminated sites. Through microbial interventions, either the metals are immobilized or mobilized through redox conversions at contaminated sites. If mobilized, metal accumulating plants are put in place to accumulate metals in their body. Thereafter, metal-loaded plants are harvested and incinerated to reduce the volume of waste and then disposed off as hazardous materials or used for recovery of precious metals, if possible. In case of immobilization, metals are no longer available to be toxic to organisms. (orig.)

  10. Efficacy monitoring of in situ fuel bioremediation

    International Nuclear Information System (INIS)

    Mueller, J.; Borchert, S.; Heard, C.

    1996-01-01

    The wide-scale, multiple-purpose use of fossil fuels throughout the industrialized world has resulted in the inadvertent contamination of myriad environments. Given the scope and magnitude of these environmental contamination problems, bioremediation often represents the only practical and economically feasible solution. This is especially true when depth of contamination, magnitude of the problem, and nature of contaminated material preclude other remedial actions, short of the no-response alternative. From the perspective, the effective, safe and scientifically valid use of in situ bioremediation technologies requires cost-efficient and effective implementation strategies in combination with unequivocal approaches for monitoring efficacy of performance. Accordingly, with support from the SERDP program, the authors are field-testing advanced in situ bioremediation strategies and new approaches in efficacy monitoring that employ techniques instable carbon and nitrogen isotope biogeochemistry. One field demonstration has been initiated at the NEX site in Port Hueneme, CA (US Navy's National Test Site). The objectives are: (1) to use stable isotopes as a biogeochemical monitoring tool for in situ bioremediation of refined petroleum (i.e., BTEX), and (2) to use vertical groundwater circulation technology to effect in situ chemical containment and enhanced in situ bioremediation

  11. Emerging technologies in bioremediation: constraints and opportunities.

    Science.gov (United States)

    Rayu, Smriti; Karpouzas, Dimitrios G; Singh, Brajesh K

    2012-11-01

    Intensive industrialisation, inadequate disposal, large-scale manufacturing activities and leaks of organic compounds have resulted in long-term persistent sources of contamination of soil and groundwater. This is a major environmental, policy and health issue because of adverse effects of contaminants on humans and ecosystems. Current technologies for remediation of contaminated sites include chemical and physical remediation, incineration and bioremediation. With recent advancements, bioremediation offers an environmentally friendly, economically viable and socially acceptable option to remove contaminants from the environment. Three main approaches of bioremediation include use of microbes, plants and enzymatic remediation. All three approaches have been used with some success but are limited by various confounding factors. In this paper, we provide a brief overview on the approaches, their limitations and highlights emerging technologies that have potential to revolutionise the enzymatic and plant-based bioremediation approaches.

  12. Bioremediation of Petroleum Hydrocarbon Contaminated Sites

    Energy Technology Data Exchange (ETDEWEB)

    Fallgren, Paul

    2009-03-30

    Bioremediation has been widely applied in the restoration of petroleum hydrocarbon-contaminated. Parameters that may affect the rate and efficiency of biodegradation include temperature, moisture, salinity, nutrient availability, microbial species, and type and concentration of contaminants. Other factors can also affect the success of the bioremediation treatment of contaminants, such as climatic conditions, soil type, soil permeability, contaminant distribution and concentration, and drainage. Western Research Institute in conjunction with TechLink Environmental, Inc. and the U.S. Department of Energy conducted laboratory studies to evaluate major parameters that contribute to the bioremediation of petroleum-contaminated drill cuttings using land farming and to develop a biotreatment cell to expedite biodegradation of hydrocarbons. Physical characteristics such as soil texture, hydraulic conductivity, and water retention were determined for the petroleum hydrocarbon contaminated soil. Soil texture was determined to be loamy sand to sand, and high hydraulic conductivity and low water retention was observed. Temperature appeared to have the greatest influence on biodegradation rates where high temperatures (>50 C) favored biodegradation. High nitrogen content in the form of ammonium enhanced biodegradation as well did the presence of water near field water holding capacity. Urea was not a good source of nitrogen and has detrimental effects for bioremediation for this site soil. Artificial sea water had little effect on biodegradation rates, but biodegradation rates decreased after increasing the concentrations of salts. Biotreatment cell (biocell) tests demonstrated hydrocarbon biodegradation can be enhanced substantially when utilizing a leachate recirculation design where a 72% reduction of hydrocarbon concentration was observed with a 72-h period at a treatment temperature of 50 C. Overall, this study demonstrates the investigation of the effects of

  13. Making Philosophy of Science Education Practical for Science Teachers

    Science.gov (United States)

    Janssen, F. J. J. M.; van Berkel, B.

    2015-04-01

    Philosophy of science education can play a vital role in the preparation and professional development of science teachers. In order to fulfill this role a philosophy of science education should be made practical for teachers. First, multiple and inherently incomplete philosophies on the teacher and teaching on what, how and why should be integrated. In this paper we describe our philosophy of science education (ASSET approach) which is composed of bounded rationalism as a guideline for understanding teachers' practical reasoning, liberal education underlying the why of teaching, scientific perspectivism as guideline for the what and educational social constructivism as guiding choices about the how of science education. Integration of multiple philosophies into a coherent philosophy of science education is necessary but not sufficient to make it practical for teachers. Philosophies are still formulated at a too abstract level to guide teachers' practical reasoning. For this purpose, a heuristic model must be developed on an intermediate level of abstraction that will provide teachers with a bridge between these abstract ideas and their specific teaching situation. We have developed and validated such a heuristic model, the CLASS model in order to complement our ASSET approach. We illustrate how science teachers use the ASSET approach and the CLASS model to make choices about the what, the how and the why of science teaching.

  14. Romanticism and Romantic Science: Their Contribution to Science Education

    Science.gov (United States)

    Hadzigeorgiou, Yannis; Schulz, Roland

    2014-01-01

    The unique contributions of romanticism and romantic science have been generally ignored or undervalued in history and philosophy of science studies and science education. Although more recent research in history of science has come to delineate the value of both topics for the development of modern science, their merit for the educational field…

  15. Science education and everyday action

    Science.gov (United States)

    McCann, Wendy Renee Sherman

    2001-07-01

    This dissertation addresses three related tasks and issues in the larger field of science education. The first is to review of the several uses of "everydayness" at play in the science education literature, and in the education and social science literatures more generally. Four broad iterations of everydayness were found in science education, and these were traced and analyzed to develop their similarities, and contradictions. It was concluded that despite tendencies in science education research to suppose a fundamental demarcation either between professional science and everyday life, or between schools and everyday life, all social affairs, including professional science and activity in schools, are continuous with everyday life, and consist fundamentally in everyday, ordinary mundane actions which are ordered and organized by the participants to those social activities and occasions. The second task for this dissertation was to conduct a naturalistic, descriptive study of undergraduate-level physics laboratory activities from the analytic perspective of ethnomethodology. The study findings are presented as closely-detailed analysis of the students' methods of following their instructions and 'fitting' their observed results to a known scientific concept or principle during the enactment of their classroom laboratory activities. Based on the descriptions of students' practical work in following instructions and 'fitting'. The characterization of school science labs as an "experiment-demonstration hybrid" is developed. The third task of this dissertation was to synthesize the literature review and field study findings in order to clarify what science educators could productively mean by "everydayness", and to suggest what understandings of science education the study of everyday action recommends. It is argued that the significance of the 'experiment-demo hybrid' characterization must be seen in terms of an alternate program for science education research, which

  16. Preparing informal science educators perspectives from science communication and education

    CERN Document Server

    2017-01-01

    This book provides a diverse look at various aspects of preparing informal science educators. Much has been published about the importance of preparing formal classroom educators, but little has been written about the importance, need, and best practices for training professionals who teach in aquariums, camps, parks, museums, etc. The reader will find that as a collective the chapters of the book are well-related and paint a clear picture that there are varying ways to approach informal educator preparation, but all are important. The volume is divided into five topics: Defining Informal Science Education, Professional Development, Designing Programs, Zone of Reflexivity: The Space Between Formal and Informal Educators, and Public Communication. The authors have written chapters for practitioners, researchers and those who are interested in assessment and evaluation, formal and informal educator preparation, gender equity, place-based education, professional development, program design, reflective practice, ...

  17. Using and Developing Measurement Instruments in Science Education: A Rasch Modeling Approach. Science & Engineering Education Sources

    Science.gov (United States)

    Liu, Xiufeng

    2010-01-01

    This book meets a demand in the science education community for a comprehensive and introductory measurement book in science education. It describes measurement instruments reported in refereed science education research journals, and introduces the Rasch modeling approach to developing measurement instruments in common science assessment domains,…

  18. Endophytic microorganisms--promising applications in bioremediation of greenhouse gases.

    Science.gov (United States)

    Stępniewska, Z; Kuźniar, A

    2013-11-01

    Bioremediation is a technique that uses microbial metabolism to remove pollutants. Various techniques and strategies of bioremediation (e.g., phytoremediation enhanced by endophytic microorganisms, rhizoremediation) can mainly be used to remove hazardous waste from the biosphere. During the last decade, this specific technique has emerged as a potential cleanup tool only for metal pollutants. This situation has changed recently as a possibility has appeared for bioremediation of other pollutants, for instance, volatile organic compounds, crude oils, and radionuclides. The mechanisms of bioremediation depend on the mobility, solubility, degradability, and bioavailability of contaminants. Biodegradation of pollutions is associated with microbial growth and metabolism, i.e., factors that have an impact on the process. Moreover, these factors have a great influence on degradation. As a result, recognition of natural microbial processes is indispensable for understanding the mechanisms of effective bioremediation. In this review, we have emphasized the occurrence of endophytic microorganisms and colonization of plants by endophytes. In addition, the role of enhanced bioremediation by endophytic bacteria and especially of phytoremediation is presented.

  19. Arctic bioremediation -- A case study

    International Nuclear Information System (INIS)

    Smallbeck, D.R.; Ramert, P.C.; Liddell, B.V.

    1994-01-01

    This paper discusses the use of bioremediation as an effective method to clean up diesel-range hydrocarbon spills in northern latitudes. The results of a laboratory study of microbial degradation of hydrocarbons under simulated arctic conditions showed that bioremediation can be effective in cold climates and led to the implementation of a large-scale field program. The results of 3 years of field testing have led to a significant reduction in diesel-range hydrocarbon concentrations in the contaminated area

  20. Microbial hydrocarbon degradation - bioremediation of oil spills

    Energy Technology Data Exchange (ETDEWEB)

    Atlas, R M [Louisville Univ., KY (United States). Dept. of Biology

    1991-01-01

    Bioremediation has become a major method employed in restoration of oil-polluted environments that makes use of natural microbial biodegradative activities. Bioremediation of petroleum pollutants overcomes the factors limiting rates of microbial hydrocarbon biodegradation. Often this involves using the enzymatic capabilities of the indigenous hydrocarbon-degrading microbial populations and modifying environmental factors, particularly concentrations of molecular oxygen, fixed forms of nitrogen and phosphate to achieve enhanced rates of hydrocarbon biodegradation. Biodegradation of oily sludges and bioremediation of oil-contaminated sites has been achieved by oxygen addition-e.g. by tilling soils in landfarming and by adding hydrogen peroxide or pumping oxygen into oiled aquifers along with addition of nitrogen- and phosphorous-containing fertilizers. The success of seeding oil spills with microbial preparations is ambiguous. Successful bioremediation of a major marine oil spill has been achieved based upon addition of nitrogen and phosphorus fertilizers. (author).

  1. Treatment of a mud pit by bioremediation.

    Science.gov (United States)

    Avdalović, Jelena; Đurić, Aleksandra; Miletić, Srdjan; Ilić, Mila; Milić, Jelena; Vrvić, Miroslav M

    2016-08-01

    The mud generated from oil and natural gas drilling, presents a considerable ecological problem. There are still insufficient remedies for the removal and minimization of these very stable emulsions. Existing technologies that are in use, more or less successfully, treat about 20% of generated waste drilling mud, while the rest is temporarily deposited in so-called mud pits. This study investigated in situ bioremediation of a mud pit. The bioremediation technology used in this case was based on the use of naturally occurring microorganisms, isolated from the contaminated site, which were capable of using the contaminating substances as nutrients. The bioremediation was stimulated through repeated inoculation with a zymogenous microbial consortium, along with mixing, watering and biostimulation. Application of these bioremediation techniques reduced the concentration of total petroleum hydrocarbons from 32.2 to 1.5 g kg(-1) (95% degradation) during six months of treatment. © The Author(s) 2016.

  2. Science-Technology-Society (STS): A New Paradigm in Science Education

    Science.gov (United States)

    Mansour, Nasser

    2009-01-01

    Changes in the past two decades of goals for science education in schools have induced new orientations in science education worldwide. One of the emerging complementary approaches was the science-technology-society (STS) movement. STS has been called the current megatrend in science education. Others have called it a paradigm shift for the field…

  3. Crowdfunding for Elementary Science Educators

    Science.gov (United States)

    Reese, Jessica; Miller, Kurtz

    2017-01-01

    The inadequate funding of science education in many school districts, particularly in underserved areas, is preventing elementary science educators from realizing the full potential of the "Next Generation Science Standards" ("NGSS"). Yet many elementary science teachers may be unaware that millions of dollars per year are…

  4. Exploring social networks of municipal science education stakeholders in Danish Science Municipalities

    DEFF Research Database (Denmark)

    von der Fehr, Ane

    development in the science and technology industry. Therefore, much effort has been invested to improve science education. The importance of school external stakeholders in development of education has been an increasingly emphasised, also in the field of science education. This has led to a growing focus......Science education development is a field of many interests and a key interest is recruitment of students who wish to pursue an education in science. This is an urgent societal demand in Denmark as well as internationally, since highly skilled science graduates are needed for the continuous...... involved in science education development. These municipal science education networks (MSE networks) were identified as important for development of science education in the SM project. Therefore, it was a key interest to explore these networks in order to investigate how the central stakeholders affected...

  5. Perceived barriers to online education by radiologic science educators.

    Science.gov (United States)

    Kowalczyk, Nina K

    2014-01-01

    Radiologic science programs continue to adopt the use of blended online education in their curricula, with an increase in the use of online courses since 2009. However, perceived barriers to the use of online education formats persist in the radiologic science education community. An electronic survey was conducted to explore the current status of online education in the radiologic sciences and to identify barriers to providing online courses. A random sample of 373 educators from radiography, radiation therapy, and nuclear medicine technology educational programs accredited by the Joint Review Committee on Education in Radiologic Technology and Joint Review Committee on Educational Programs in Nuclear Medicine Technology was chosen to participate in this study. A qualitative analysis of self-identified barriers to online teaching was conducted. Three common themes emerged: information technology (IT) training and support barriers, student-related barriers, and institutional barriers. Online education is not prevalent in the radiologic sciences, in part because of the need for the clinical application of radiologic science course content, but online course activity has increased substantially in radiologic science education, and blended or hybrid course designs can effectively provide opportunities for student-centered learning. Further development is needed to increase faculty IT self-efficacy and to educate faculty regarding pedagogical methods appropriate for online course delivery. To create an excellent online learning environment, educators must move beyond technology issues and focus on providing quality educational experiences for students.

  6. Scientists Interacting With University Science Educators

    Science.gov (United States)

    Spector, B. S.

    2004-12-01

    Scientists with limited time to devote to educating the public about their work will get the greatest multiplier effect for their investment of time by successfully interacting with university science educators. These university professors are the smallest and least publicized group of professionals in the chain of people working to create science literate citizens. They connect to all aspects of formal and informal education, influencing everything from what and how youngsters and adults learn science to legislative rulings. They commonly teach methods of teaching science to undergraduates aspiring to teach in K-12 settings and experienced teachers. They serve as agents for change to improve science education inside schools and at the state level K-16, including what science content courses are acceptable for teacher licensure. University science educators are most often housed in a College of Education or Department of Education. Significant differences in culture exist in the world in which marine scientists function and that in which university science educators function, even when they are in the same university. Subsequently, communication and building relationships between the groups is often difficult. Barriers stem from not understanding each other's roles and responsibilities; and different reward systems, assumptions about teaching and learning, use of language, approaches to research, etc. This presentation will provide suggestions to mitigate the barriers and enable scientists to leverage the multiplier effect saving much time and energy while ensuring the authenticity of their message is maintained. Likelihood that a scientist's message will retain its authenticity stems from criteria for a university science education position. These professors have undergraduate degrees in a natural science (e.g., biology, chemistry, physics, geology), and usually a master's degree in one of the sciences, a combination of natural sciences, or a master's including

  7. Assessment in Science Education

    Science.gov (United States)

    Rustaman, N. Y.

    2017-09-01

    An analyses study focusing on scientific reasoning literacy was conducted to strengthen the stressing on assessment in science by combining the important of the nature of science and assessment as references, higher order thinking and scientific skills in assessing science learning as well. Having background in developing science process skills test items, inquiry in its many form, scientific and STEM literacy, it is believed that inquiry based learning should first be implemented among science educators and science learners before STEM education can successfully be developed among science teachers, prospective teachers, and students at all levels. After studying thoroughly a number of science researchers through their works, a model of scientific reasoning was proposed, and also simple rubrics and some examples of the test items were introduced in this article. As it is only the beginning, further studies will still be needed in the future with the involvement of prospective science teachers who have interests in assessment, either on authentic assessment or in test items development. In balance usage of alternative assessment rubrics, as well as valid and reliable test items (standard) will be needed in accelerating STEM education in Indonesia.

  8. Bioremediating silty soil contaminated by phenanthrene, pyrene ...

    African Journals Online (AJOL)

    ... followed in the order of their increasing molecular weight. The synergy of the bacterial isolates and the biosurfactant produced from B. vulgaris agrowaste could be used in environmental bioremediation of PAHs even in silty soil. Keywords: Benz(a)anthracene, benzo(a)pyrene, bioremediation, biosurfactant, Beta vulgaris, ...

  9. States' attitudes on the use of bioremediation

    International Nuclear Information System (INIS)

    Devine, K.; Graham, L.L.

    1995-01-01

    Results from a telephone survey of state government program coordinators and representatives from companies performing full-scale bioremediation shows differences among states in the use and degree of acceptance of bioremediation for environmental cleanup. The survey also found that states vary in the potential future direction of regulatory activity concerning bioremediation. The survey focused primarily on underground storage tank (UST) cleanups. Diminishing state UST cleanup funds have provided the impetus for many states to consider alternative cost-effective measures in order to continue with cleanups. In recent years, more than 30 states have either implemented programs that consider the cost-effectiveness of various cleanup measures, or are considering adoption of programs that are founded on risk-based corrective action. Less than a dozen states were considered as having made significant strides in innovative technology utilization. Forums whereby state groups can exchange ideas and experiences associated with the practical application of bioremediation will facilitate this nationwide movement towards cost-effective cleanup

  10. Predicting bioremediation of hydrocarbons: Laboratory to field scale

    International Nuclear Information System (INIS)

    Diplock, E.E.; Mardlin, D.P.; Killham, K.S.; Paton, G.I.

    2009-01-01

    There are strong drivers to increasingly adopt bioremediation as an effective technique for risk reduction of hydrocarbon impacted soils. Researchers often rely solely on chemical data to assess bioremediation efficiently, without making use of the numerous biological techniques for assessing microbial performance. Where used, laboratory experiments must be effectively extrapolated to the field scale. The aim of this research was to test laboratory derived data and move to the field scale. In this research, the remediation of over thirty hydrocarbon sites was studied in the laboratory using a range of analytical techniques. At elevated concentrations, the rate of degradation was best described by respiration and the total hydrocarbon concentration in soil. The number of bacterial degraders and heterotrophs as well as quantification of the bioavailable fraction allowed an estimation of how bioremediation would progress. The response of microbial biosensors proved a useful predictor of bioremediation in the absence of other microbial data. Field-scale trials on average took three times as long to reach the same endpoint as the laboratory trial. It is essential that practitioners justify the nature and frequency of sampling when managing remediation projects and estimations can be made using laboratory derived data. The value of bioremediation will be realised when those that practice the technology can offer transparent lines of evidence to explain their decisions. - Detailed biological, chemical and physical characterisation reduces uncertainty in predicting bioremediation.

  11. Bioremediation of oil spills

    International Nuclear Information System (INIS)

    Lynn, J.

    2001-01-01

    The conversion of oil to environmentally benign chemicals such as water and carbon dioxide by 'hydrocarbon-eating' bacteria is described. The emphasis is on a new process to selectively increase the population of 'oil eating' bacteria, a development that became the foundation for the second-generation bioremediation accelerator, Inipol EAP-22. Second-generation bioremediation products focus on providing nitrogen and phosphorus, chemicals that are not present in crude oil in readily available form, but are essential for the synthesis of proteins, nucleic acids, phospholipids and the energy metabolism of the bacteria. Providing these chemicals in the proper amounts encourages the preferential growth of oil-degrading microbes already present in the local biomass, thus overcoming the major limiting factor for biodegradation. These second-generation bioremediation products also have strong oleophilic properties engineered into them, to assure that the nutrients essential for the bacteria are in contact with the oil. The first major test for second-generation bioremediation accelerators came with the clean-up of the oil spill from the Exxon Valdez, a disaster that contaminated more than 120 kilometres of Alaskan beaches along the shores of Prince William Sound. The Inipol EAP-22 successfully held the nutrients in contact with the oil for the duration of the treatment period, despite constant exposure to the washing action of the surf and occasional heavy rainstorms. Today, the accelerator is routinely used in cleaning up all types of ordinary spills including diesel fuel spills along railway right-of-ways, truck yards and refinery sludge. Conditions under which the application of the accelerator is likely to be most successful are described

  12. Ethiopian Journal of Education and Sciences

    African Journals Online (AJOL)

    The Ethiopian Journal of Education and Sciences focuses on publishing articles relating to education and sciences. It publishes ... The objective is to create forum for researchers in education and sciences. ... AJOL African Journals Online.

  13. Augmented Reality for Science Education

    DEFF Research Database (Denmark)

    Brandt, Harald; Nielsen, Birgitte Lund; Georgsen, Marianne

    Augmented reality (AR) holds great promise as a learning tool. So far, however, most research has looked at the technology itself – and AR has been used primarily for commercial purposes. As a learning tool, AR supports an inquiry-based approach to science education with a high level of student...... involvement. The AR-sci-project (Augmented Reality for SCIence education) addresses the issue of applying augmented reality in developing innovative science education and enhancing the quality of science teaching and learning....

  14. Bioremediation of hydrocarbon contaminated surface water, groundwater, and soils

    International Nuclear Information System (INIS)

    Piotrowski, M.R.

    1991-01-01

    Bioremediation is currently receiving considerable attention as a remediation option for sites contaminated with hazardous organic compounds. There is an enormous amount of interest in bioremediation, and numerous journals now publish research articles concerning some aspect of the remediation approach. A review of the literature indicates that two basic forms of bioremediation are currently being practiced: the microbiological approach and the microbial ecology approach. Each form has its advocates and detractors, and the microbiological approach is generally advocated by most of the firms that practice bioremediation. In this paper, the merits and disadvantages of these forms are reviewed and a conceptual approach is presented for assessing which form may be most useful for a particular contaminant situation. I conclude that the microbial ecology form of bioremediation may be the most useful for the majority of contaminant situations, and I will present two case histories in support of this hypothesis

  15. Technical Basis for Assessing Uranium Bioremediation Performance

    International Nuclear Information System (INIS)

    PE Long; SB Yabusaki; PD Meyer; CJ Murray; AL N'Guessan

    2008-01-01

    In situ bioremediation of uranium holds significant promise for effective stabilization of U(VI) from groundwater at reduced cost compared to conventional pump and treat. This promise is unlikely to be realized unless researchers and practitioners successfully predict and demonstrate the long-term effectiveness of uranium bioremediation protocols. Field research to date has focused on both proof of principle and a mechanistic level of understanding. Current practice typically involves an engineering approach using proprietary amendments that focuses mainly on monitoring U(VI) concentration for a limited time period. Given the complexity of uranium biogeochemistry and uranium secondary minerals, and the lack of documented case studies, a systematic monitoring approach using multiple performance indicators is needed. This document provides an overview of uranium bioremediation, summarizes design considerations, and identifies and prioritizes field performance indicators for the application of uranium bioremediation. The performance indicators provided as part of this document are based on current biogeochemical understanding of uranium and will enable practitioners to monitor the performance of their system and make a strong case to clients, regulators, and the public that the future performance of the system can be assured and changes in performance addressed as needed. The performance indicators established by this document and the information gained by using these indicators do add to the cost of uranium bioremediation. However, they are vital to the long-term success of the application of uranium bioremediation and provide a significant assurance that regulatory goals will be met. The document also emphasizes the need for systematic development of key information from bench scale tests and pilot scales tests prior to full-scale implementation

  16. Technical Basis for Assessing Uranium Bioremediation Performance

    Energy Technology Data Exchange (ETDEWEB)

    PE Long; SB Yabusaki; PD Meyer; CJ Murray; AL N’Guessan

    2008-04-01

    In situ bioremediation of uranium holds significant promise for effective stabilization of U(VI) from groundwater at reduced cost compared to conventional pump and treat. This promise is unlikely to be realized unless researchers and practitioners successfully predict and demonstrate the long-term effectiveness of uranium bioremediation protocols. Field research to date has focused on both proof of principle and a mechanistic level of understanding. Current practice typically involves an engineering approach using proprietary amendments that focuses mainly on monitoring U(VI) concentration for a limited time period. Given the complexity of uranium biogeochemistry and uranium secondary minerals, and the lack of documented case studies, a systematic monitoring approach using multiple performance indicators is needed. This document provides an overview of uranium bioremediation, summarizes design considerations, and identifies and prioritizes field performance indicators for the application of uranium bioremediation. The performance indicators provided as part of this document are based on current biogeochemical understanding of uranium and will enable practitioners to monitor the performance of their system and make a strong case to clients, regulators, and the public that the future performance of the system can be assured and changes in performance addressed as needed. The performance indicators established by this document and the information gained by using these indicators do add to the cost of uranium bioremediation. However, they are vital to the long-term success of the application of uranium bioremediation and provide a significant assurance that regulatory goals will be met. The document also emphasizes the need for systematic development of key information from bench scale tests and pilot scales tests prior to full-scale implementation.

  17. Graduate Experience in Science Education: the development of a science education course for biomedical science graduate students.

    Science.gov (United States)

    Markowitz, Dina G; DuPré, Michael J

    2007-01-01

    The University of Rochester's Graduate Experience in Science Education (GESE) course familiarizes biomedical science graduate students interested in pursuing academic career tracks with a fundamental understanding of some of the theory, principles, and concepts of science education. This one-semester elective course provides graduate students with practical teaching and communication skills to help them better relate science content to, and increase their confidence in, their own teaching abilities. The 2-h weekly sessions include an introduction to cognitive hierarchies, learning styles, and multiple intelligences; modeling and coaching some practical aspects of science education pedagogy; lesson-planning skills; an introduction to instructional methods such as case studies and problem-based learning; and use of computer-based instructional technologies. It is hoped that the early development of knowledge and skills about teaching and learning will encourage graduate students to continue their growth as educators throughout their careers. This article summarizes the GESE course and presents evidence on the effectiveness of this course in providing graduate students with information about teaching and learning that they will use throughout their careers.

  18. Bioremediation of oil-contaminated soils: A recipe for success

    Energy Technology Data Exchange (ETDEWEB)

    Wittenbach, S.A.

    1995-12-31

    Bioremediation of land crude oil and lube oil spills is an effective and economical option. Other options include road spreading (where permitted), thermal desorption, and off-site disposal. The challenge for environment and operations managers is to select the best approach for each remediation site. Costs and liability for off-site disposal are ever increasing. Kerr-McGee`s extensive field research in eastern and western Texas provides the data to support bioremediation as a legitimate and valid option. Both practical and economical bioremediation as a legitimate and valid option. Both practical and economical, bioremediation also offers a lower risk of, for example, Superfund clean-up exposure than off-site disposal.

  19. Chemometric assessment of enhanced bioremediation of oil contaminated soils

    DEFF Research Database (Denmark)

    Soleimani, Mohsen; Farhoudi, Majid; Christensen, Jan H.

    2013-01-01

    Bioremediation is a promising technique for reclamation of oil polluted soils. In this study, six methods for enhancing bioremediation were tested on oil contaminated soils from three refinery areas in Iran (Isfahan, Arak, and Tehran). The methods included bacterial enrichment, planting...... relative removal of isoprenoids (e.g. norpristane, pristane and phytane). It is concluded that the CHEMSIC method is a valuable tool for assessing bioremediation efficiency....

  20. Science and Society - Problems, issues and dilemmas in science education

    CERN Multimedia

    2001-01-01

    Next in CERN's series of Science and Society speakers is Jonathan Osborne, Senior Lecturer in Science Education at King's College London. On Thursday 26 April, Dr Osborne will speak in the CERN main auditorium about current issues in science education in the light of an ever more science-based society. Jonathan Osborne, Senior Lecturer in Science Education at King's College London. Does science deserve a place at the curriculum high table of each student or is it just a gateway to a set of limited career options in science and technology? This question leads us to an important change in our ideas of what science education has been so far and what it must be. Basic knowledge of science and technology has traditionally been considered as just a starting point for those who wanted to build up a career in scientific research. But nowadays, the processes of science, the analysis of risks and benefits, and a knowledge of the social practices of science are necessary for every citizen. This new way of looking at s...

  1. Fermilab Education Office: Science Adventures

    Science.gov (United States)

    Search The Education Office: Science Adventures Adventure Catalog Search for Adventures Calendar Class Facebook Group. Contact: Science Adventures Registrar, Education Office Fermilab, MS 777, P.O. Box 500 it again." Opportunities for Instructors The Education Office has openings for instructors who

  2. Science Education: The New Humanity?

    Science.gov (United States)

    Douglas, John H.

    1973-01-01

    Summarizes science education trends, problems, and controversies at the elementary, secondary, and higher education levels beginning with the Physical Science Study Committee course, and discusses the present status concerning the application of the Fourth Revolution to the education system. (CC)

  3. Science Education: Issues, Approaches and Challenges

    Directory of Open Access Journals (Sweden)

    Shairose Irfan Jessani

    2015-06-01

    Full Text Available In today’s global education system, science education is much more than fact-based knowledge. Science education becomes meaningless and incomprehensible for learners, if the learners are unable to relate it with their lives. It is thus recommended that Pakistan, like many other countries worldwide should adopt Science Technology Society (STS approach for delivery of science education. The purpose of the STS approach lies in developing scientifically literate citizens who can make conscious decisions about the socio-scientific issues that impact their lives. The challenges in adopting this approach for Pakistan lie in four areas that will completely need to be revamped according to STS approach. These areas include: the examination system; science textbooks; science teacher education programs; and available resources and school facilities.

  4. Remodeling Science Education

    Science.gov (United States)

    Hestenes, David

    2013-01-01

    Radical reform in science and mathematics education is needed to prepare citizens for challenges of the emerging knowledge-based global economy. We consider definite proposals to establish: (1) "Standards of science and math literacy" for all students. (2) "Integration of the science curriculum" with structure of matter,…

  5. Performance parameters for ex situ bioremediation systems

    International Nuclear Information System (INIS)

    Wade, D.R.

    1994-01-01

    The potential of biotechnology to reduce the concentration of undesirable hydrocarbons, i.e. gasoline and diesel fuel pollution, is very attractive due to its apparent benign nature and potentially low cost. When good industrial practices are used in the design, construction, and administration of the bioremediation system, the performance of the technology can be predicted and monitored. Some of the principles behind the design, construction, and operation of ex situ bioremediation systems and facilities are described. Biological considerations include creation of a favorable environment for hydrocarbon degrading bacteria in the soils, selection of bacteria, and bacterial byproducts. Chemical considerations include nutrient augmentation, oxygen availability, and the use of surfactants and dispersants. Physical considerations include soil textures and structures, soil temperatures, moisture content, and the use of bulking agents. Experience has shown that indigenous microbes will usually be sufficient to implement bioremediation of petroleum hydrocarbons if encouraged through the application of fertilizers. The introduction of additional carbon sources may be considered if rapid bioremediation rates are desired or if soil conditions are poor. Adjustments to a bioremediation system may be made to enhance the performance of the bacterial community by introducing bulking agents and external temperature sources. Surfactants may be helpful in promoting bacteria-hydrocarbon contact and may be particularly useful for mobilization of free-phase hydrocarbons. 7 refs

  6. In-situ bioremediation of TCE-contaminated groundwater

    Energy Technology Data Exchange (ETDEWEB)

    Travis, B.J. [Los Alamos National Lab., NM (United States); Rosenberg, N.D. [Lawrence Livermore National Lab., CA (United States)

    1998-12-31

    This is the final report of a two-year, Laboratory Directed Research and Development (LDRD) project at the Los Alamos National Laboratory (LANL). A barrier to wider use of in situ bioremediation technology is that results are often variable and difficult to predict. In situ bioremediation has shown some very notable and well publicized successes, but implementation of the technology is complex. An incomplete understanding of the effects of variable site characteristics and the lack of adequate tools to predict and measure success have made the design, control and validation of bioremediation more empirical than desired. The long-term objective of this project is to improve computational tools used to assess and optimize the expected performance of bioremediation at a site. An important component of the approach is the explicit inclusion of uncertainties and their effect on the end result. The authors have extended their biokinetics model to include microbial competition and predation processes. Predator species can feed on the microbial species that degrade contaminants, and the simulation studies show that species interactions must be considered when designing in situ bioremediation systems. In particular, the results for TCE indicate that protozoan grazing could reduce the amount of biodegradation by about 20%. These studies also indicate that the behavior of barrier systems can become complex due to predator grazing.

  7. Bioremediation of cadmium- and zinc-contaminated soil using Rhodobacter sphaeroides.

    Science.gov (United States)

    Peng, Weihua; Li, Xiaomin; Song, Jingxiang; Jiang, Wei; Liu, Yingying; Fan, Wenhong

    2018-04-01

    Bioremediation using microorganisms is a promising technique to remediate soil contaminated with heavy metals. In this study, Rhodobacter sphaeroides was used to bioremediate soils contaminated with cadmium (Cd) and zinc (Zn). The study found that the treatment reduced the overall bioavailable fractions (e.g., exchangeable and carbonate bound phases) of Cd and Zn. More stable fractions (e.g., Fe-Mn oxide, organic bound, and residual phases (only for Zn)) increased after bioremediation. A wheat seedling experiment revealed that the phytoavailability of Cd was reduced after bioremediation using R. sphaeroides. After bioremediation, the exchangeable phases of Cd and Zn in soil were reduced by as much as 30.7% and 100.0%, respectively; the Cd levels in wheat leaf and root were reduced by as much as 62.3% and 47.2%, respectively. However, when the soils were contaminated with very high levels of Cd and Zn (Cd 54.97-65.33 mg kg -1 ; Zn 813.4-964.8 mg kg -1 ), bioremediation effects were not clear. The study also found that R. sphaeroides bioremediation in soil can enhance the Zn/Cd ratio in the harvested wheat leaf and root overall. This indicates potentially favorable application in agronomic practice and biofortification. Although remediation efficiency in highly contaminated soil was not significant, R. sphaeroides may be potentially and practically applied to the bioremediation of soils co-contaminated by Cd and Zn. Copyright © 2018 Elsevier Ltd. All rights reserved.

  8. perspectives of bioremediation as a panacea for ecological pollution

    African Journals Online (AJOL)

    Global Journal

    the area of contaminated land and water by heavy metals and petroleum hydrocarbon has ... KEYWORDS: Bioremediation, environmental pollution, phytoremediation, rhizosphere, ..... Biotechnology and bioremediation: successes and.

  9. Contemporary enzyme based technologies for bioremediation: A review.

    Science.gov (United States)

    Sharma, Babita; Dangi, Arun Kumar; Shukla, Pratyoosh

    2018-03-15

    The persistent disposal of xenobiotic compounds like insecticides, pesticides, fertilizers, plastics and other hydrocarbon containing substances is the major source of environmental pollution which needs to be eliminated. Many contemporary remediation methods such as physical, chemical and biological are currently being used, but they are not sufficient to clean the environment. The enzyme based bioremediation is an easy, quick, eco-friendly and socially acceptable approach used for the bioremediation of these recalcitrant xenobiotic compounds from the natural environment. Several microbial enzymes with bioremediation capability have been isolated and characterized from different natural sources, but less production of such enzymes is a limiting their further exploitation. The genetic engineering approach has the potential to get large amount of recombinant enzymes. Along with this, enzyme immobilization techniques can boost the half-life, stability and activity of enzymes at a significant level. Recently, nanozymes may offer the potential bioremediation ability towards a broad range of pollutants. In the present review, we have described a brief overview of the microbial enzymes, different enzymes techniques (genetic engineering and immobilization of enzymes) and nanozymes involved in bioremediation of toxic, carcinogenic and hazardous environmental pollutants. Copyright © 2018 Elsevier Ltd. All rights reserved.

  10. An overview of the bioremediation of inorganic contaminants

    International Nuclear Information System (INIS)

    Bolton, H. Jr.; Gorby, Y.A.

    1995-01-01

    Bioremediation, or the biological treatment of wastes, usually is associated with the remediation of organic contaminants. Similarly, there is an increasing body of literature and expertise in applying biological systems to assist in the bioremediation of soils, sediments, and water contaminated with inorganic compounds including metals, radionuclides, nitrates, and cyanides. Inorganic compounds can be toxic both to humans and to organisms used to remediate these contaminants. However, in contrast to organic contaminants, most inorganic contaminants cannot be degraded, but must be remediated by altering their transport properties. Immobilization, mobilization, or transformation of inorganic contaminants via bioaccumulation, biosorption, oxidation, reduction, methylation, demethylation, metal-organic complexation, ligand degradation, and phytoremediation are the various processes applied in the bioremediation of inorganic compounds. This paper briefly describes these processes, referring to other contributors in this book as examples when possible, and summarize the factors that must be considered when choosing bioremediation as a cleanup technology for inorganics. Understanding the current state of knowledge as well as the limitations for bioremediation of inorganic compounds will assist in identifying and implementing successful remediation strategies at sites containing inorganic contaminants. 79 refs

  11. Multicultural Science Education and Curriculum Materials

    Science.gov (United States)

    Atwater, Mary M.

    2010-01-01

    This article describes multicultural science education and explains the purposes of multicultural science curricula. It also serves as an introductory article for the other multicultural science education activities in this special issue of "Science Activities".

  12. Democratizing science and technology education: Perspectives from the philosophy of education

    Science.gov (United States)

    Pierce, Clayton Todd

    This study examines conceptualizations of science and technology and their relation to ideas of democratic education in the history of philosophy of education. My genealogical analysis begins by tracing the anti-democratic emergence of ideas and values of science and technology that have evolved through ancient and modern periods within the philosophy of education and continue to shape the ways science and technology are understood and treated in educational settings. From my critical engagement with Plato's Republic and Rousseau's Emile, I argue that anti-democratic structures and values have been embedded in philosophy of education through Plato's educational theory of techne and Rousseau's pedagogical theory that involves science and technology as important educational force. Following this theme, I analyze the work of John Dewey and Herbert Marcuse and their shared project for democratizing science and technology through education. Through a critical comparison of both theorists' models, I suggest that each provides positive legacies for philosophy of education to draw upon in rethinking the intersection of science, technology, and education: a strong model for understanding public problems associated with a highly technological and scientific society and a reconstructive framework for values and sensibilities that demands a new value relationship to be developed between humans and science and technology. Finally, I situate my critique and assessment of this history in the philosophy of education within the current science and technology education reform movement in the United States. I claim that the official models of science and technological literacy and inquiry, as constructed by the National Academy of Sciences and a host of governmental policies, shape science and technology education with a decidedly neo-liberal focus and purpose. In response to this anti-democratic movement I offer an alternative position that utilizes a counter-epistemology to the

  13. In-situ bioremediation via horizontal wells

    International Nuclear Information System (INIS)

    Hazen, T.C.; Looney, B.B.; Enzien, M.; Franck, M.M.; Fliermans, C.B.; Eddy, C.A.

    1993-01-01

    This project is designed to demonstrate in situ bioremediation of groundwater and sediment contaminated with chlorinated solvents. Indigenous microorganisms were stimulated to degrade TCE, PCE and their daughter products in situ by addition of nutrients to the contaminated zone. In situ biodegradation is a highly attractive technology for remediation because contaminants are destroyed, not simply moved to another location or immobilized, thus decreasing costs, risks, and time, while increasing efficiency and public and regulatory acceptability. Bioremediation has been found to be among the least costly technologies in applications where it will work (Radian 1989). Subsurface soils and water adjacent to an abandoned process sewer line at the SRS have been found to have elevated levels of TCE (Marine and Bledsoe 1984). This area of subsurface and groundwater contamination is the focus of a current integrated demonstration of new remediation technologies utilizing horizontal wells. Bioremediation has the potential to enhance the performance of in situ air stripping as well as offering stand-alone remediation of this and other contaminated sites (Looney et al. 1991). Horizontal wells could also be used to enhance the recovery of groundwater contaminants for bioreactor conversions from deep or inaccessible areas (e.g., under buildings) and to enhance the distribution of nutrient or microbe additions in an in situ bioremediation

  14. Bioremediation of petroleum-contaminated soil: A Review

    Science.gov (United States)

    Yuniati, M. D.

    2018-02-01

    Petroleum is the major source of energy for various industries and daily life. Releasing petroleum into the environment whether accidentally or due to human activities is a main cause of soil pollution. Soil contaminated with petroleum has a serious hazard to human health and causes environmental problems as well. Petroleum pollutants, mainly hydrocarbon, are classified as priority pollutants. The application of microorganisms or microbial processes to remove or degrade contaminants from soil is called bioremediation. This microbiological decontamination is claimed to be an efficient, economic and versatile alternative to physicochemical treatment. This article presents an overview about bioremediation of petroleum-contaminated soil. It also includes an explanation about the types of bioremediation technologies as well as the processes.

  15. Making Philosophy of Science Education Practical for Science Teachers

    Science.gov (United States)

    Janssen, F. J. J. M.; van Berkel, B.

    2015-01-01

    Philosophy of science education can play a vital role in the preparation and professional development of science teachers. In order to fulfill this role a philosophy of science education should be made practical for teachers. First, multiple and inherently incomplete philosophies on the teacher and teaching on what, how and why should be…

  16. Science Education Notes.

    Science.gov (United States)

    School Science Review, 1982

    1982-01-01

    Discusses: (1) the nature of science; (2) Ausubel's learning theory and its application to introductory science; and (3) mathematics and physics instruction. Outlines a checklist approach to Certificate of Extended Education (CSE) practical assessment in biology. (JN)

  17. Science education ahead?

    Science.gov (United States)

    1999-01-01

    In spite of the achievements and successes of science education in recent years, certain problems undoubtedly remain. Firstly the content taught at secondary level has largely remained unchanged from what had been originally intended to meet the needs of those who would go on to become scientists. Secondly the curriculum is overloaded with factual content rather than emphasizing applications of scientific knowledge and skills and the connections between science and technology. Thirdly the curriculum does not relate to the needs and interests of the pupils. A recent report entitled Beyond 2000: Science Education for the Future, derived from a series of seminars funded by the Nuffield Foundation, attempts to address these issues by setting out clear aims and describing new approaches to achieve them. Joint editors of the report are Robin Millar of the University of York and Jonathan Osborne of King's College London. The recommendations are that the curriculum should contain a clear statement of its aims, with the 5 - 16 science curriculum seen as enhancing general `scientific literacy'. At key stage 4 there should be more differentiation between the literacy elements and those designed for the early stages of a specialist training in science; up to the end of key stage 3 a common curriculum is still appropriate. The curriculum should be presented clearly and simply, following on from the statement of aims, and should provide young people with an understanding of some key `ideas about science'. A wide variety of teaching methods and approaches should be encouraged, and the assessment approaches for reporting on students' performance should focus on their ability to understand and interpret information as well as their knowledge and understanding of scientific ideas. The last three recommendations in the report cover the incorporation of aspects of technology and the applications of science into the curriculum, with no substantial change overall in the short term but a

  18. Applied bioremediation of hazardous, petroleum, and industrial wastes

    International Nuclear Information System (INIS)

    Ulm, D.J.; McGuire, P.N.; Lynch, E.R.

    1994-01-01

    Blasland and Bouck Engineers, P.C. (Blasland and Bouck) conducted a large-scale soil bioremediation pilot study at an inactive hazardous waste site in Upstate New York. Remediation of soils at the site is regulated in accordance with a Consent Order entered into with the New York State Department of Environmental Conservation. The chemicals of concern in soils at the site consist of a wide range of volatile and semi-volatile organic compounds including: trichloroethylene, methylene chloride, methanol, aniline, and N,N-dimethylaniline. The large-scale soil Bioremediation Pilot Study consisted of evaluating the effectiveness of two bioremediation techniques: ex-situ solid phase treatment of excavation soils; and in-situ solid phase treatment with soil mixing. The feasibility of bioremediation for soils at this site was evaluated in the field at pilot scale due to the generally high sensitivity of the technology's effectiveness and feasibility from site to site

  19. Science Education - Deja Vu Revised.

    Science.gov (United States)

    Walsh, John

    1982-01-01

    Summarizes views expressed and issues raised at the National Convocation on Precollege Education in Mathematics and Science and another meeting to establish a coalition of affiliates for science and mathematics education. (DC)

  20. Reforming Science Education: Part II. Utilizing Kieran Egan's Educational Metatheory

    Science.gov (United States)

    Schulz, Roland M.

    2009-04-01

    This paper is the second of two parts and continues the conversation which had called for a shift in the conceptual focus of science education towards philosophy of education, with the requirement to develop a discipline-specific “philosophy” of science education. In Part I, conflicting conceptions of science literacy were identified with disparate “visions” tied to competing research programs as well as school-based curricular paradigms. The impasse in the goals of science education and thereto, the contending views of science literacy, were themselves associated with three underlying fundamental aims of education (knowledge-itself; personal development; socialization) which, it was argued, usually undercut the potential of each other. During periods of “crisis-talk” and throughout science educational history these three aims have repeatedly attempted to assert themselves. The inability of science education research to affect long-term change in classrooms was correlated not only to the failure to reach a consensus on the aims (due to competing programs and to the educational ideologies of their social groups), but especially to the failure of developing true educational theories (largely neglected since Hirst). Such theories, especially metatheories, could serve to reinforce science education’s growing sense of academic autonomy and independence from socio-economic demands. In Part II, I offer as a suggestion Egan’s cultural-linguistic theory as a metatheory to help resolve the impasse. I hope to make reformers familiar with his important ideas in general, and more specifically, to show how they can complement HPS rationales and reinforce the work of those researchers who have emphasized the value of narrative in learning science.

  1. Symposium 1: Challenges in science education and popularization of Science

    Directory of Open Access Journals (Sweden)

    Ildeo de Castro Moreira

    2014-08-01

    Full Text Available Science education and popularization of science are important elements for social inclusion. The Brazil exhibits strong inequalities regarding the distribution of wealth, access to cultural assets and appropriation of scientific and technological knowledge. Each Brazilian should have the opportunity to acquire a basic knowledge of science and its operation that allow them to understand their environment and expand their professional opportunities. However, the overall performance of Brazilian students in science and math is bad. The basic science education has, most often, few resources and is discouraging, with little appreciation of experimentation, interdisciplinarity and creativity. Beside the shortage of science teachers, especially teachers with good formation, predominate poor wage and working conditions, and deficiencies in instructional materials and laboratories. If there was a significant expansion in access to basic education, the challenge remains to improve their quality. According to the last National Conference of STI, there is need of a profound educational reform at all levels, in particular with regard to science education. Already, the popularization of science can be an important tool for the construction of scientific culture and refinement of the formal teaching instrument. However, we still lack a comprehensive and adequate public policy to her intended. Clearly, in recent decades, an increase in scientific publication occurred: creating science centers and museums; greater media presence; use of the internet and social networks; outreach events, such as the National Week of CT. But the scenario is shown still fragile and limited to broad swathes of Brazilians without access to scientific education and qualified information on CT. In this presentation, from a general diagnosis of the situation, some of the main challenges related to education and popularization of science in the country will address herself.

  2. Innovation in Science Education - World-Wide.

    Science.gov (United States)

    Baez, Albert V.

    The purpose of this book is to promote improvements in science education, world-wide, but particularly in developing countries. It is addressed to those in positions to make effective contributions to the improvement of science education. The world-wide role of science education, the goals of innovative activities, past experience in efforts to…

  3. Bioremediation a promising technology for nuclear waste treatment

    International Nuclear Information System (INIS)

    Subba Rao, T.

    2015-01-01

    Microbes play a primordial role in completing various elemental cycles namely carbon, nitrogen, sulfur, which are necessary for sustainability of planet Earth. This natural capability of microbes is employed to transform manmade compounds to their elemental forms. Redeployment of microbes for specific tasks needs a re-engineering of microbial metabolism to accelerate transformation. The most widely used approach is genetic modification but this approach has resulted into grievous failures due to inability of genetically modified organism to survive in natural environment. Consequently, development of new approach towards bioremediation was conceptualized, where desired metabolic capability were achieved using consortia of microorganisms having complementary metabolism. Of late, the potential of biofilm communities for bioremediation processes has been realized since it has many advantages over whole cells, used as biocatalysts. Naturally immobilized microbial biofilms exclude the necessity of cell-immobilization as biofilm cells are already embedded in self-produced exopolymers. Moreover, biofilm-mediated bioremediation offers a proficient and safer alternative to planktonic cells-mediated bioremediation because cells in a biofilm are more robust to toxic materials present in the waste as they are embedded in the matrix that provides a physical barrier. This presentation will highlight the importance of planktonic and sessile bacteria in bioremediation of a few nuclear waste compounds. (author)

  4. Feyerabend on Science and Education

    Science.gov (United States)

    Kidd, Ian James

    2013-01-01

    This article offers a sympathetic interpretation of Paul Feyerabend's remarks on science and education. I present a formative episode in the development of his educational ideas--the "Berkeley experience"--and describe how it affected his views on the place of science within modern education. It emerges that Feyerabend arrived at a…

  5. Bioremediation of zirconium from aqueous solution by coriolus versicolor: process optimization

    International Nuclear Information System (INIS)

    Amin, M.; Bhatti, H. N.; Sadaf, S.

    2013-01-01

    In the present study the potential of live mycelia of Coriolus versicolor was explored for the removal of zirconium from simulated aqueous solution. Optimum experimental parameters for the bioremediation of zirconium using C. versicolor biomass have been investigated by studying the effect of mycelia dose, concentration of zirconium, contact time and temperature. The isothermal studies indicated that the ongoing bioremediation process was exothermic in nature and obeyed Langmuir adsorption isotherm model. The Gibbs free energy (ΔG), entropy (ΔS) and enthalpy (ΔH) of bioremediation were also determined. The result showed that bioremediation of zirconium by live C. versicolor was feasible and spontaneous at room temperature. The equilibrium data verified the involvement of chemisorption during the bioremediation. The kinetic data indicated the operation of pseudo-second order process during the biosorption of zirconium from aqueous solution. Maximum bioremediation capacity (110.75 mg/g) of C. versicolor was observed under optimum operational conditions: pH 4.5, biomass dose 0.05 mg/100 mL, contact time 6 h and temperature 30 degree C. The results showed that C. versicolor could be used for bioremediation of heavy metal ions from aqueous systems. (author)

  6. Evaluation of microbial systems for bioremediation of petroleum ...

    African Journals Online (AJOL)

    Bioremediation of phenolic compounds has been recognized as a potential solution for the disposal of phenolic compounds due to its scale ability, cost effectiveness and simplicity. The two species of Pseudomonas, P. aeruginosa and P. fluorescence were studied for their bioremediation potential on Refinery effluent with ...

  7. Assessment on Bacteria in the Heavy Metal Bioremediation

    International Nuclear Information System (INIS)

    Mohamad Romizan Osman; Mohamad Romizan Osman; Azman Azid; Kamaruzzaman Yunus; Ahmad Dasuki Mustafa; Mohammad Azizi Amran; Fazureen Azaman; Zarizal Suhaili; Yahya Abu Bakar; Syahrir Farihan Mohamed Zainuddin

    2015-01-01

    The aim of this study was to identify and verify the potential bacteria as the bioremediation agent. It involved bacteria isolation, identification through Gram staining, analytical profile index (API) test and determine bioremediation activities by using inductively coupled plasma mass spectrometry (ICPMS). The soil and water sample were collected from downstream of Galing River, Kuantan Malaysia. Based on phenotypic identification and biochemical analysis, the bacteria present at the vicinity area are possibility of Myroides spp. and Micrococcus spp. These bacteria were proven as bioremediation agent based on the ICPMS result. The result 1 ppm of Zink (Zn), Lead (Pb), Arsenic (As), Selenium (Se), Cadmium (Cd), Manganese (Mn), and Indium (In) dwindled after the bacteria inoculated and incubated for seven days in mixture of base salt media (BSM) with the heavy metal elements. Therefore, this proves that the bacteria which are present at downstream of Galing River, Kuantan Malaysia are significant to help us in the bioremediation activity to decrease the heavy metal pollution in the environment. (author)

  8. U.S. bioremediation market: Yesterday, today, and tomorrow

    International Nuclear Information System (INIS)

    Devine, K.

    1995-01-01

    The use of bioremediation for full-scale cleanup has increased dramatically throughout the past 10 years. This growth in activity is expected to continue through the year 2000. It is estimated that fewer than 10 companies offered field-level bioremedial services prior to 1985. Although the market today still is dominated by a small number of companies, the total number of firms claiming to offer services and/or products for bioremediation purposes has grown to over 1,000. It is estimated that aggregate bioremediation revenues for 1994 through 2000 will equal $2 to $3 billion (1994 dollars). This revenue will be generated in the initial part of this 7-year period primarily from underground storage cleanup, with revenues from hazardous waste sites becoming an increasingly important factor by accounting for the majority of revenues in the latter years. Market opportunities exist in technology development and implementation including biosparging, centralized treatment facilities for petroleum-contaminated soils, biofilters, and improvements in the cost-effectiveness of the technology

  9. Treatment of petroleum hydrocarbon polluted environment through bioremediation: a review.

    Science.gov (United States)

    Singh, Kriti; Chandra, Subhash

    2014-01-01

    Bioremediation play key role in the treatment of petroleum hydrocarbon contaminated environment. Exposure of petroleum hydrocarbon into the environment occurs either due to human activities or accidentally and cause environmental pollution. Petroleum hydrocarbon cause many toxic compounds which are potent immunotoxicants and carcinogenic to human being. Remedial methods for the treatment of petroleum contaminated environment include various physiochemical and biological methods. Due to the negative consequences caused by the physiochemical methods, the bioremediation technology is widely adapted and considered as one of the best technology for the treatment of petroleum contaminated environment. Bioremediation utilizes the natural ability of microorganism to degrade the hazardous compound into simpler and non hazardous form. This paper provides a review on the role of bioremediation in the treatment of petroleum contaminated environment, discuss various hazardous effects of petroleum hydrocarbon, various factors influencing biodegradation, role of various enzymes in biodegradation and genetic engineering in bioremediation.

  10. SSMA Science Reviewers' Forecasts for the Future of Science Education.

    Science.gov (United States)

    Jinks, Jerry; Hoffer, Terry

    1989-01-01

    Described is a study which was conducted as an exploratory assessment of science reviewers' perceptions for the future of science education. Arrives at interpretations for identified categories of computers and high technology, science curriculum, teacher education, training, certification, standards, teaching methods, and materials. (RT)

  11. Fermilab Friends for Science Education | Join Us

    Science.gov (United States)

    Fermilab Friends for Science Education FFSE Home About Us Join Us Support Us Contact Us Join Us improving science (science, technology, engineering and mathematics) education. Your donation allows us to membership dues allow us to create new, innovative science education programs, making the best use of unique

  12. Basic science right, not basic science lite: medical education at a crossroad.

    Science.gov (United States)

    Fincher, Ruth-Marie E; Wallach, Paul M; Richardson, W Scott

    2009-11-01

    This perspective is a counterpoint to Dr. Brass' article, Basic biomedical sciences and the future of medical education: implications for internal medicine. The authors review development of the US medical education system as an introduction to a discussion of Dr. Brass' perspectives. The authors agree that sound scientific foundations and skill in critical thinking are important and that effective educational strategies to improve foundational science education should be implemented. Unfortunately, many students do not perceive the relevance of basic science education to clinical practice.The authors cite areas of disagreement. They believe it is unlikely that the importance of basic sciences will be diminished by contemporary directions in medical education and planned modifications of USMLE. Graduates' diminished interest in internal medicine is unlikely from changes in basic science education.Thoughtful changes in education provide the opportunity to improve understanding of fundamental sciences, the process of scientific inquiry, and translation of that knowledge to clinical practice.

  13. Hands-on science: science education with and for society

    OpenAIRE

    Costa, Manuel F. M., ed. lit.; Pombo, José Miguel Marques, ed. lit.; Vázquez Dorrío, José Benito, ed. lit.

    2014-01-01

    The decisive importance of Science on the development of modern societies gives Science Education a role of special impact. Society sets the requirements rules and procedures of Education defining what concepts and competencies citizens must learn and how this learning should take place. Educational policies set by governments, elected and or imposed, not always reflects the will and ruling of Society. The School as pivotal element of our modern educational system must look ...

  14. Transforming Elementary Science Teacher Education by Bridging Formal and Informal Science Education in an Innovative Science Methods Course

    Science.gov (United States)

    Riedinger, Kelly; Marbach-Ad, Gili; McGinnis, J. Randy; Hestness, Emily; Pease, Rebecca

    2011-01-01

    We investigated curricular and pedagogical innovations in an undergraduate science methods course for elementary education majors at the University of Maryland. The goals of the innovative elementary science methods course included: improving students' attitudes toward and views of science and science teaching, to model innovative science teaching…

  15. Guidelines for the Bioremediation of Oil-Contaminated Salt Marshes

    Science.gov (United States)

    This document includes a review and critique of the literature and theories pertinent to oil biodegradation and nutrient dynamics and provides examples of bioremediation options and case studies of oil bioremediation in coastal wetland environments.

  16. Advances and perspective in bioremediation of polychlorinated biphenyl-contaminated soils.

    Science.gov (United States)

    Sharma, Jitendra K; Gautam, Ravindra K; Nanekar, Sneha V; Weber, Roland; Singh, Brajesh K; Singh, Sanjeev K; Juwarkar, Asha A

    2018-06-01

    In recent years, microbial degradation and bioremediation approaches of polychlorinated biphenyls (PCBs) have been studied extensively considering their toxicity, carcinogenicity and persistency potential in the environment. In this direction, different catabolic enzymes have been identified and reported for biodegradation of different PCB congeners along with optimization of biological processes. A genome analysis of PCB-degrading bacteria has led in an improved understanding of their metabolic potential and adaptation to stressful conditions. However, many stones in this area are left unturned. For example, the role and diversity of uncultivable microbes in PCB degradation are still not fully understood. Improved knowledge and understanding on this front will open up new avenues for improved bioremediation technologies which will bring economic, environmental and societal benefits. This article highlights on recent advances in bioremediation of PCBs in soil. It is demonstrated that bioremediation is the most effective and innovative technology which includes biostimulation, bioaugmentation, phytoremediation and rhizoremediation and acts as a model solution for pollution abatement. More recently, transgenic plants and genetically modified microorganisms have proved to be revolutionary in the bioremediation of PCBs. Additionally, other important aspects such as pretreatment using chemical/physical agents for enhanced biodegradation are also addressed. Efforts have been made to identify challenges, research gaps and necessary approaches which in future, can be harnessed for successful use of bioremediation under field conditions. Emphases have been given on the quality/efficiency of bioremediation technology and its related cost which determines its ultimate acceptability.

  17. Fermilab Friends for Science Education | Programs

    Science.gov (United States)

    Fermilab Friends for Science Education FFSE Home About Us Join Us Support Us Contact Us Programs Donors Board of Directors Board Tools Calendar Join Us Donate Now Get FermiGear! Education Office Search photo Fermilab Friends for Science Education, in partnership with Fermilab and area educators, designs

  18. The nature of science in science education: theories and practices

    Directory of Open Access Journals (Sweden)

    Ana Maria Morais

    2018-01-01

    Full Text Available The article is based on results of research carried out by the ESSA Group (Sociological Studies of the Classroom centred on the inclusion of the nature of science (metascience on science education. The results, based on analyses of various educational texts and contexts – curricula/syllabuses, textbooks and pedagogic practices – and of the relations between those texts/contexts, have in general shown a reduced presence and low conceptualization of metascience. The article starts by presenting the theoretical framework of the research of the ESSA Group which was focused on the introduction of the nature of science in science education. It is mostly based on Ziman’s conceptualization of metascience (1984, 2000 and on Bernstein’s theorization of production and reproduction of knowledge, particularly his model of pedagogic discourse (1990, 2000 and knowledge structures (1999. This is followed by the description of a pedagogical strategy, theoretically grounded, which explores the nature of science in the classroom context. The intention is to give an example of a strategy which privileges a high level learning for all students and which may contribute to a reflection about the inclusion of the nature of science on science education. Finally, considerations are made about the applicability of the strategy on the basis of previous theoretical and empirical arguments which sustain its use in the context of science education.

  19. New concepts of science and medicine in science and technology studies and their relevance to science education.

    Science.gov (United States)

    Wang, Hsiu-Yun; Stocker, Joel F; Fu, Daiwie

    2012-02-01

    Science education often adopts a narrow view of science that assumes the lay public is ignorant, which seemingly justifies a science education limited to a promotional narrative of progress in the form of scientific knowledge void of meaningful social context. We propose that to prepare students as future concerned citizens of a technoscientific society, science education should be informed by science, technology, and society (STS) perspectives. An STS-informed science education, in our view, will include the following curricular elements: science controversy education, gender issues, historical perspective, and a move away from a Eurocentric view by looking into the distinctive patterns of other regional (in this case of Taiwan, East Asian) approaches to science, technology, and medicine. This article outlines the significance of some major STS studies as a means of illustrating the ways in which STS perspectives can, if incorporated into science education, enhance our understanding of science and technology and their relationships with society. Copyright © 2011. Published by Elsevier B.V.

  20. New concepts of science and medicine in science and technology studies and their relevance to science education

    Directory of Open Access Journals (Sweden)

    Hsiu-Yun Wang

    2012-02-01

    Full Text Available Science education often adopts a narrow view of science that assumes the lay public is ignorant, which seemingly justifies a science education limited to a promotional narrative of progress in the form of scientific knowledge void of meaningful social context. We propose that to prepare students as future concerned citizens of a technoscientific society, science education should be informed by science, technology, and society (STS perspectives. An STS-informed science education, in our view, will include the following curricular elements: science controversy education, gender issues, historical perspective, and a move away from a Eurocentric view by looking into the distinctive patterns of other regional (in this case of Taiwan, East Asian approaches to science, technology, and medicine. This article outlines the significance of some major STS studies as a means of illustrating the ways in which STS perspectives can, if incorporated into science education, enhance our understanding of science and technology and their relationships with society.

  1. Project of international science-education center and integration problems of nano science education in far eastern region of Asia

    International Nuclear Information System (INIS)

    Plusnin, N I; Lazarev, G I

    2008-01-01

    Some conception of international science-education center on nano science in Vladivostok is presented. The conception is based on internal and external prerequisites. Internal one is high intellectual potential of institutes of Russian Academy of Sciences and universities of Vladivostok and external one is need of countries of Far Eastern region of Asia in high level manpower. The conception takes into account a specific distribution of science and education potential between Russian Academy of Sciences and Russian universities and a specific their dislocation in Vladivostok. First specific dictates some similarity of organization structure and function of international science-education center to typical science-education center in Russia. But as for dislocation of the international science-education center in Vladivostok, it should be near dislocation of institutes of Far Eastern Brunch of Russian Academy of Sciences in Vladivostok, which are dislocated very compactly in suburb zone of Vladivostok

  2. Guidelines for Building Science Education

    Energy Technology Data Exchange (ETDEWEB)

    Metzger, Cheryn E. [Pacific Northwest National Lab. (PNNL), Richland, WA (United States); Rashkin, Samuel [Pacific Northwest National Lab. (PNNL), Richland, WA (United States); Huelman, Pat [Pacific Northwest National Lab. (PNNL), Richland, WA (United States)

    2015-11-01

    The U.S. Department of Energy’s (DOE) residential research and demonstration program, Building America, has triumphed through 20 years of innovation. Partnering with researchers, builders, remodelers, and manufacturers to develop innovative processes like advanced framing and ventilation standards, Building America has proven an energy efficient design can be more cost effective, healthy, and durable than a standard house. As Building America partners continue to achieve their stretch goals, they have found that the barrier to true market transformation for high performance homes is the limited knowledge-base of the professionals working in the building industry. With dozens of professionals taking part in the design and execution of building and selling homes, each person should have basic building science knowledge relevant to their role, and an understanding of how various home components interface with each other. Instead, our industry typically experiences a fragmented approach to home building and design. After obtaining important input from stakeholders at the Building Science Education Kick-Off Meeting, DOE created a building science education strategy addressing education issues preventing the widespread adoption of high performance homes. This strategy targets the next generation and provides valuable guidance for the current workforce. The initiative includes: • Race to Zero Student Design Competition: Engages universities and provides students who will be the next generation of architects, engineers, construction managers and entrepreneurs with the necessary skills and experience they need to begin careers in clean energy and generate creative solutions to real world problems. • Building Science to Sales Translator: Simplifies building science into compelling sales language and tools to sell high performance homes to their customers. • Building Science Education Guidance: Brings together industry and academia to solve problems related to

  3. Bioremediation and detoxification of hydrocarbon pollutants in soil

    International Nuclear Information System (INIS)

    Wang, Xiao Ping.

    1991-01-01

    As a cleanup alterative, the bioremediation potential of soil, contaminated by spills of three medium petroleum distillates, jet fuel heating oil (No. 2 fuel oil) and diesel fuel was evaluated in controlled-temperature laboratory soil columns and in outdoor lysimeters. Solvent extraction followed by gas chromatography (GC) was used routinely for analysis of fuel residues. Occasionally, class separation and GC-mass spectrometry (GC-MS) were also used in residue characterization. The decrease in toxic residues was evaluated by Microtox and Ames tests. Seed germination and plant growth bioassays were also performed. Persistence and toxicity of the fuels increased in the order of jet fuel < heating oil < diesel fuel. Bioremediation consisting of liming, fertilization and tilling decreased the half-lives of the pollutants in soil by a factor of 2-3. Biodegradation was faster at 27C than at 17 or 37C, but hydrocarbon concentration and soil quality had only modest influence on biodegradation rates and did not preclude successful bioremediation of these contaminated soils within one growing season. Microbial activity measurements by the fluorescein diacetate hydrolysis assay confirmed that microbial activity was the principal force in hydrocarbon elimination. Bioremediation was highly effective in eliminating also the polycyclic aromatic components of diesel fuel. The bioremediation and detoxification of fuel-contaminated soil was corroborated by Microtox, Ames and plant growth bioassays

  4. Bioremediation evaluation of surface soils contaminated with organic compounds

    International Nuclear Information System (INIS)

    Tezak, J.; Miller, J.A.; Lawrence, A.W.; Keffer, R.E.; Weightman, R.; Hayes, T.D.

    1994-01-01

    This paper presents background information on bioremediation; information on biotechnologies that have been proven in other industries and that may be applicable to the natural gas industry; a protocol for assessing the feasibility of bioremediation; and, some preliminary results on some soils that were evaluated using the protocol. Background information related to natural gas production and processing sites and chemicals that are typically used are presented because both are important preliminary feasibility screening criteria. Applications of bioremediation to sites with similar chemicals such as refineries, wood treating plants, and former manufactured gas plants (MGP's) have been used for approximately 30 years, however bioremediation is not widely used to treat wellhead sites or natural gas production and processing sites. Examples of applications of bioremediation to non-natural gas industry sites are presented and the similarities, primarily chemical, are presented. The GRI developed an Accelerated Biotreatability Protocol for former MGP sites and it is currently being modified for application to the Exploration and Production (E and P) industry. The Accelerated Treatability Protocol is a decision-making framework to evaluate the potential full-scale biological treatment options. Preliminary results from some soils collected and evaluated using the protocol are presented

  5. University Science and Mathematics Education in Transition

    DEFF Research Database (Denmark)

    Skovsmose, Ole; Valero, Paola; Christensen, Ole Ravn

    configuration poses to scientific knowledge, to universities and especially to education in mathematics and science. Traditionally, educational studies in mathematics and science education have looked at change in education from within the scientific disciplines and in the closed context of the classroom....... Although educational change is ultimately implemented in everyday teaching and learning situations, other parallel dimensions influencing these situations cannot be forgotten. An understanding of the actual potentialities and limitations of educational transformations are highly dependent on the network...... of educational, cultural, administrative and ideological views and practices that permeate and constitute science and mathematics education in universities today. University Science and Mathematics Education in Transition contributes to an understanding of the multiple aspects and dimensions of the transition...

  6. Systems biology approach to bioremediation

    Energy Technology Data Exchange (ETDEWEB)

    Chakraborty, Romy; Wu, Cindy H.; Hazen, Terry C.

    2012-06-01

    Bioremediation has historically been approached as a ‘black box’ in terms of our fundamental understanding. Thus it succeeds and fails, seldom without a complete understanding of why. Systems biology is an integrated research approach to study complex biological systems, by investigating interactions and networks at the molecular, cellular, community, and ecosystem level. The knowledge of these interactions within individual components is fundamental to understanding the dynamics of the ecosystem under investigation. Finally, understanding and modeling functional microbial community structure and stress responses in environments at all levels have tremendous implications for our fundamental understanding of hydrobiogeochemical processes and the potential for making bioremediation breakthroughs and illuminating the ‘black box’.

  7. Educational Technology Classics: The Science Teacher and Educational Technology

    Science.gov (United States)

    Harbeck, Richard M.

    2015-01-01

    The science teacher is the key person who has the commitment and the responsibility for carrying out any brand of science education. All of the investments, predictions, and expressions of concern will have little effect on the accomplishment of the broad goals of science education if these are not reflected in the situations in which learning…

  8. Respons of archaeal communities in beach sediments to spilled oil and bioremediation.

    NARCIS (Netherlands)

    Roling, W.F.M.; Couo de Brito, I.R.; Swannell, R.P.J.; Head, I.M.

    2004-01-01

    While the contribution of Bacteria to bioremediation of oil-contaminated shorelines is well established, the response of Archaea to spilled oil and bioremediation treatments is unknown. The relationship between archaeal community structure and oil spill bioremediation was examined in laboratory

  9. The feasibility of educating trainee science teachers in issues of science and religion

    Science.gov (United States)

    Poole, Michael

    2016-06-01

    This article reflects on Roussel De Carvalho's paper `Science initial teacher education and superdiversity: educating science teachers for a multi-religious and globalized science classroom'. It then offers suggestions for making some of the ambitious goals of the science-and-religion components of the science initial teacher education project more manageable.

  10. Bioremediation techniques applied to aqueous media contaminated with mercury.

    Science.gov (United States)

    Velásquez-Riaño, Möritz; Benavides-Otaya, Holman D

    2016-12-01

    In recent years, the environmental and human health impacts of mercury contamination have driven the search for alternative, eco-efficient techniques different from the traditional physicochemical methods for treating this metal. One of these alternative processes is bioremediation. A comprehensive analysis of the different variables that can affect this process is presented. It focuses on determining the effectiveness of different techniques of bioremediation, with a specific consideration of three variables: the removal percentage, time needed for bioremediation and initial concentration of mercury to be treated in an aqueous medium.

  11. Education science and biological anthropology.

    Science.gov (United States)

    Krebs, Uwe

    2014-01-01

    This contribution states deficits and makes proposals in order to overcome them. First there is the question as to why the Biological Anthropology--despite all its diversifications--hardly ever deals with educational aspects of its subject. Second it is the question as to why Educational Science neglects or even ignores data of Biological Anthropology which are recognizably important for its subject. It is postulated that the stated deficits are caused by several adverse influences such as, the individual identity of each of the involved single sciences; aspects of the recent history of the German Anthropology; a lack of conceptual understanding of each other; methodological differences and, last but not least, the structure of the universities. The necessity to remedy this situation was deduced from two groups of facts. First, more recent data of the Biological Anthropology (e.g. brain functions and learning, sex specificity and education) are of substantial relevance for the Educational Science. Second, the epistemological requirements of complex subjects like education need interdisciplinary approaches. Finally, a few suggestions of concrete topics are given which are related to both, Educational Science and Biological Anthropology.

  12. Research trends and issues in informal science education

    Science.gov (United States)

    Pinthong, Tanwarat; Faikhamta, Chatree

    2018-01-01

    Research in informal science education (ISE) become more interesting area in science education for a few decades. The main purpose of this research is to analyse research articles in 30 issues of top three international journals in science education; Journal of Research in Science Teaching, Science Education, and the International Journal of Science Education. The research articles during 2007 and 2016 were reviewed and analysed according to the authors' nationality, informal science education's research topics, research paradigms, methods of data collection and data analysis. The research findings indicated that there were 201 published papers related to informal science education, successfully submitted by 469 authors from 27 different countries. In 2008, there was no article related to informal science education. Statistical analyses showed that authors from USA are the most dominant, followed by UK and Israel. The top three ISE's research topics most frequently investigated by the researchers were regarding students' informal learning, public understanding in science, and informal perspectives, policies and paradigms. It is also found that theoretical framework used in informal science education which is becoming more strongly rooted is in a mix of the sociocultural and constructivist paradigms, with a growing acceptance of qualitative research methods and analyses.

  13. MUTAGENICITY OF PAH-CONTAMINATED SOILS DURING BIOREMEDIATION

    Science.gov (United States)

    Bioremediation of contaminated soils is considered an effective method for reducing potential health hazards. Although it is assumed that (bio)remediation is a detoxifying process, degradation products of compounds such as polycyclic aromatic compounds (PACs) can be more toxic th...

  14. Improving science literacy and education through space life sciences

    Science.gov (United States)

    MacLeish, M. Y.; Moreno, N. P.; Tharp, B. Z.; Denton, J. J.; Jessup, G.; Clipper, M. C.

    2001-01-01

    The National Space Biomedical Research Institute (NSBRI) encourages open involvement by scientists and the public at large in the Institute's activities. Through its Education and Public Outreach Program, the Institute is supporting national efforts to improve Kindergarten through grade twelve (K-12) and undergraduate education and to communicate knowledge generated by space life science research to lay audiences. Three academic institution Baylor College of Medicine, Morehouse School of Medicine and Texas A&M University are designing, producing, field-testing, and disseminating a comprehensive array of programs and products to achieve this goal. The objectives of the NSBRI Education and Public Outreach program are to: promote systemic change in elementary and secondary science education; attract undergraduate students--especially those from underrepresented groups--to careers in space life sciences, engineering and technology-based fields; increase scientific literacy; and to develop public and private sector partnerships that enhance and expand NSBRI efforts to reach students and families. c 2001. Elsevier Science Ltd. All rights reserved.

  15. 76 FR 11765 - Education Research and Special Education Research Grant Programs; Institute of Education Sciences...

    Science.gov (United States)

    2011-03-03

    ... DEPARTMENT OF EDUCATION Education Research and Special Education Research Grant Programs; Institute of Education Sciences; Overview Information; Education Research and Special Education Research.... SUMMARY: The Director of the Institute of Education Sciences (Institute) announces the Institute's FY 2012...

  16. Monitoring for bioremediation efficacy: The marrow marsh experience

    International Nuclear Information System (INIS)

    Nadeau, R.; Singhvi, R.; Ryabik, J.; Lin, Yihua; Syslo, J.

    1993-01-01

    The US Environmental Protection Agency's Environmental Response Team analyzed samples taken from Marrow Marsh, Galveston Bay, Texas, to assess the efficacy of a bioremediation effort in the marsh following the Apex barges spill on July 28, 1990. Samples from the marsh had been collected over a 96-hour period following the first application of the bioremediation agent and then 25 days after the second application, which occurred 8 days after the first. Results of sample analyses to evaluate changes in the chemical characteristics of spilled oil failed to show evidence of oil degradation during the 96 hours after the initial treatment, but did show evidence of degradation 25 days after the second treatment-although differences between samples from treated and untreated sites were not evident. Because control areas had not been maintained after the second application, contamination by the bioremediation agent of previously untreated (control) areas may have occurred, perhaps negating the possibility of detecting differences between treated and control areas. Better preparedness to implement bioremediation and conduct monitoring might have increased the effectiveness of the monitoring effort

  17. Bioremediation potential of diesel-contaminated Libyan soil.

    Science.gov (United States)

    Koshlaf, Eman; Shahsavari, Esmaeil; Aburto-Medina, Arturo; Taha, Mohamed; Haleyur, Nagalakshmi; Makadia, Tanvi H; Morrison, Paul D; Ball, Andrew S

    2016-11-01

    Bioremediation is a broadly applied environmentally friendly and economical treatment for the clean-up of sites contaminated by petroleum hydrocarbons. However, the application of this technology to contaminated soil in Libya has not been fully exploited. In this study, the efficacy of different bioremediation processes (necrophytoremediation using pea straw, bioaugmentation and a combination of both treatments) together with natural attenuation were assessed in diesel contaminated Libyan soils. The addition of pea straw was found to be the best bioremediation treatment for cleaning up diesel contaminated Libyan soil after 12 weeks. The greatest TPH degradation, 96.1% (18,239.6mgkg(-1)) and 95% (17,991.14mgkg(-1)) were obtained when the soil was amended with pea straw alone and in combination with a hydrocarbonoclastic consortium respectively. In contrast, natural attenuation resulted in a significantly lower TPH reduction of 76% (14,444.5mgkg(-1)). The presence of pea straw also led to a significant increased recovery of hydrocarbon degraders; 5.7log CFU g(-1) dry soil, compared to 4.4log CFUg(-1) dry soil for the untreated (natural attenuation) soil. DGGE and Illumina 16S metagenomic analyses confirm shifts in bacterial communities compared with original soil after 12 weeks incubation. In addition, metagenomic analysis showed that original soil contained hydrocarbon degraders (e.g. Pseudoxanthomonas spp. and Alcanivorax spp.). However, they require a biostimulant (in this case pea straw) to become active. This study is the first to report successful oil bioremediation with pea straw in Libya. It demonstrates the effectiveness of pea straw in enhancing bioremediation of the diesel-contaminated Libyan soil. Copyright © 2016 Elsevier Inc. All rights reserved.

  18. Concepts of matter in science education

    CERN Document Server

    Sevian, Hannah

    2013-01-01

    Bringing together a wide collection of ideas, reviews, analyses and new research on particulate and structural concepts of matter, Concepts of Matter in Science Education informs practice from pre-school through graduate school learning and teaching and aims to inspire progress in science education. The expert contributors offer a range of reviews and critical analyses of related literature and in-depth analysis of specific issues, as well as new research. Among the themes covered are learning progressions for teaching a particle model of matter, the mental models of both students and teachers of the particulate nature of matter, educational technology, chemical reactions and chemical phenomena, chemical structure and bonding, quantum chemistry and the history and philosophy of science relating to the particulate nature of matter. The book will benefit a wide audience including classroom practitioners and student teachers at every educational level, teacher educators and researchers in science education.

  19. Bioremediation effectiveness following the Exxon Valdez spill

    International Nuclear Information System (INIS)

    Bragg, J.R.; Prince, R.G.; Harner, E.J.; Atlas, R.M.

    1993-01-01

    Statistical analyses of changes in the composition of oil residues remaining on beaches following the Exxon Valdez oil spill in Prince William Sound have demonstrated that bioremediation was effective in accelerating oil removal. Extensive data were obtained in a joint bioremediation monitoring program conducted during the summer of 1990 by the US Environmental Protection Agency (EPA), the State of Alaska, and Exxon. Composition changes in the oil relative to hopane, a trace oil component very resistant to biodegradation, provided the basis for accurately determining rates and extent of biodegradation. Results show that on fertilized beaches the rate of oil biodegradation was from three to more than five times faster than on adjacent, unfertilized control beaches. Further, most hydrocarbon components of the oil were biodegraded simultaneously, although at different rates. On one beach studied, about 60 percent of the total hydrocarbons detectable by gas chromatograph and 45 percent of the total PAH were biodegraded in three months. Bioremediation effectiveness was determined to depend primarily on the amount of nitrogen fertilizer delivered to the sediment per unit of oil present, time, and the extent of oil degradation prior to fertilizer application. The results suggest ways to improve future bioremediation application strategies and monitoring

  20. Using a Consensus Conference to Characterize Regulatory Concerns Regarding Bioremediation of Radionuclides and Heavy Metals in Mixed Waste at DOE Sites

    International Nuclear Information System (INIS)

    Denise Lach; Stephanie Sanford

    2006-01-01

    A consensus workshop was developed and convened with ten state regulators to characterize concerns regarding emerging bioremediation technology to be used to clean-up radionuclides and heavy metals in mixed wastes at US DOE sites. Two questions were explored: integrated questions: (1) What impact does participation in a consensus workshop have on the knowledge, attitudes, and practices of state regulators regarding bioremediation technology? (2) How effective is a consensus workshop as a strategy for eliciting and articulating regulators concerns regarding the use of bioremediation to clean up radionuclides and heavy metals in mixed wastes at U.S. Department of Energy Sites around the county? State regulators met together for five days over two months to learn about bioremediation technology and develop a consensus report of their recommendations regarding state regulatory concerns. In summary we found that panel members: quickly grasped the science related to bioremediation and were able to effectively interact with scientists working on complicated issues related to the development and implementation of the technology; are generally accepting of in situ bioremediation, but concerned about costs, implementation (e.g., institutional controls), and long-term effectiveness of the technology; are concerned equally about technological and implementation issues; and believed that the consensus workshop approach to learning about bioremediation was appropriate and useful. Finally, regulators wanted decision makers at US DOE to know they are willing to work with DOE regarding innovative approaches to clean-up at their sites, and consider a strong relationship between states and the DOE as critical to any effective clean-up. They do not want perceive themselves to be and do not want others to perceive them as barriers to successful clean-up at their sites

  1. Contaminants at DOE sites and their susceptibility to bioremediation

    International Nuclear Information System (INIS)

    Lenhard, R.J.; Skeen, R.S.; Brouns, T.M.

    1993-11-01

    Contaminants at DOE sites encompass a range of common industrial pollutants. However, the prevalence of contaminant mixtures including organics, metals, and radionuclides is relatively unique to DOE's facilities. Bioremediation has been shown to be effective for destruction of many of the organic pollutants. The technology also has promise for application to many of the metals and radionuclides; however, field demonstrations for these applications have not yet been attempted. Because of the complexity of biodegradation of even a single-compound class, little has been done to develop or demonstrate in situ bioremediation technologies for multicompound combinations. The current bioremediation demonstration on CCl 4 and nitrates within the VOC-Arid Integrated Demonstration is one the first efforts to address inorganic and organic co-contaminants simultaneously. Additional research, technology development, and field demonstrations are needed to evaluate the applicability of in situ bioremediation to DOE's most common contaminant mixtures

  2. In Situ Bioremediation of Energetic Compounds in Groundwater

    Science.gov (United States)

    2012-05-01

    negligible. Thus, this project clearly shows that in situ bioremediation of explosives in groundwater using active-passive cosubstrate addition can...Arlington, NJ, offices), the National Research Council (NRC) Biotechnology Research Institute (Montreal, Canada) and the Environmental Technology...NDAB are unlikely to accumulate during in situ anaerobic bioremediation explosives using cheese whey as a cosubstrate. 7.4 ADEQUATE DISTRIBUTION OF

  3. Science, Worldviews, and Education

    Science.gov (United States)

    Gauch, Hugh G., Jr.

    2009-01-01

    Whether science can reach conclusions with substantial worldview import, such as whether supernatural beings exist or the universe is purposeful, is a significant but unsettled aspect of science. For instance, various scientists, philosophers, and educators have explored the implications of science for a theistic worldview, with opinions spanning…

  4. Fermilab Friends for Science Education | Support Us

    Science.gov (United States)

    Fermilab Friends for Science Education FFSE Home About Us Join Us Support Us Contact Us Support Us improving science (science, technology, engineering and mathematics) education. Your donation allows us to Testimonials Our Donors Board of Directors Board Tools Calendar Join Us Donate Now Get FermiGear! Education

  5. 75 FR 13265 - National Board for Education Sciences

    Science.gov (United States)

    2010-03-19

    ... DEPARTMENT OF EDUCATION National Board for Education Sciences AGENCY: Institute of Education Sciences, Department of Education. ACTION: Notice of an open meeting. SUMMARY: This notice sets forth the schedule and proposed agenda of an upcoming meeting of the National Board for Education Sciences. The...

  6. 75 FR 53280 - National Board for Education Sciences

    Science.gov (United States)

    2010-08-31

    ... DEPARTMENT OF EDUCATION National Board for Education Sciences AGENCY: Department of Education, Institute of Education Sciences. ACTION: Notice of an open meeting. SUMMARY: This notice sets forth the schedule and proposed agenda of an upcoming meeting of the National Board for Education Sciences. The...

  7. Aerobic Bioremediation of PAH Contaminated Soil Results in Increased Genotoxicity and Developmental Toxicity

    Science.gov (United States)

    Chibwe, Leah; Geier, Mitra C.; Nakamura, Jun; Tanguay, Robert L.; Aitken, Michael D.; Simonich, Staci L. Massey

    2015-01-01

    The formation of more polar and toxic polycyclic aromatic hydrocarbon (PAH) transformation products is one of the concerns associated with the bioremediation of PAH-contaminated soils. Soil contaminated with coal tar (pre-bioremediation) from a former manufactured gas plant (MGP) site was treated in a laboratory scale bioreactor (post-bioremediation) and extracted using pressurized liquid extraction. The soil extracts were fractionated, based on polarity, and analyzed for 88 PAHs (unsubstituted, oxygenated, nitrated, and heterocyclic PAHs). The PAH concentrations in the soil tested, post-bioremediation, were lower than their regulatory maximum allowable concentrations (MACs), with the exception of the higher molecular weight PAHs (BaA, BkF, BbF, BaP, and IcdP), most of which did not undergo significant biodegradation. The soil extract fractions were tested for genotoxicity using the DT40 chicken lymphocyte bioassay and developmental to xicity using the embryonic zebrafish (Danio rerio) bioassay. A statistically significant increase in genotoxicity was measured in the unfractionated soil extract, as well as in four polar soil extract fractions, post-bioremediation (p bioremediation (p bioremediation. The increased toxicity measured post-bioremediation is not likely due to the 88 PAHs measured in this study (including quinones), because most were not present in the toxic polar fractions and/or because their concentrations did not increase post-bioremediation. However, the increased toxicity measured post-bioremediation is likely due to hydroxylated and carboxylated transformation products of the 3- and 4-ring PAHs (PHE, 1MPHE, 2MPHE, PRY, BaA, and FLA) that were most degraded. PMID:26200254

  8. The Nature of Science and Science Education: A Bibliography

    Science.gov (United States)

    Bell, Randy; Abd-El-Khalick, Fouad; Lederman, Norman G.; Mccomas, William F.; Matthews, Michael R.

    Research on the nature of science and science education enjoys a long history, with its origins in Ernst Mach's work in the late nineteenth century and John Dewey's at the beginning of the twentieth century. As early as 1909 the Central Association for Science and Mathematics Teachers published an article - A Consideration of the Principles that Should Determine the Courses in Biology in Secondary Schools - in School Science and Mathematics that reflected foundational concerns about science and how school curricula should be informed by them. Since then a large body of literature has developed related to the teaching and learning about nature of science - see, for example, the Lederman (1992)and Meichtry (1993) reviews cited below. As well there has been intense philosophical, historical and philosophical debate about the nature of science itself, culminating in the much-publicised Science Wars of recent time. Thereferences listed here primarily focus on the empirical research related to the nature of science as an educational goal; along with a few influential philosophical works by such authors as Kuhn, Popper, Laudan, Lakatos, and others. While not exhaustive, the list should prove useful to educators, and scholars in other fields, interested in the nature of science and how its understanding can be realised as a goal of science instruction. The authors welcome correspondence regarding omissions from the list, and on-going additions that can be made to it.

  9. Combination of aquifer thermal energy storage and enhanced bioremediation

    NARCIS (Netherlands)

    Ni, Zhuobiao; Gaans, van Pauline; Rijnaarts, Huub; Grotenhuis, Tim

    2018-01-01

    Interest in the combination concept of aquifer thermal energy storage (ATES) and enhanced bioremediation has recently risen due to the demand for both renewable energy technology and sustainable groundwater management in urban areas. However, the impact of enhanced bioremediation on ATES is not

  10. Oil bioremediation processes in Brazilian marine environments : laboratory simulations

    International Nuclear Information System (INIS)

    Souza, E.S.; Triguis, J.A.

    2003-01-01

    Bioremediation methods have been used in Brazil to remediate contaminated soils from refinery residues. In particular, bioremediation is a process that can reduce the amount of oil that reaches shorelines, by enhancing natural biodegradation. This presentation presents the results of a laboratory study in which seawater contaminated with light crude oil was bioremediated in a period of 28 days using NPK fertilizer. Whole oil gas chromatography and gas chromatography-mass spectrometry analyses of the hydrocarbon fractions were used to determine the extent of oil biodegradation. It was determined that natural degradation occurred in the first 4 days, and mostly through the evaporation of light end n-alkanes. Biodegradation of n-alkanes was found to be most effective after 7 days, and no changes were observed in the relative abundance of steranes and triterpanes. It appears that the addition of NPK nutrient reduces the biodegradation potential of polyaromatic compounds. Seawater samples were also measured to determine the efficiency of bioremediation. The use of NPK fertilizer resulted in higher toxicity after 14 days probably due to the creation of metabolites as polyaromatic compounds biodegrade. Non toxic levels were found to be reestablished after 28 days of bioremediation. 16 refs., 4 tabs., 6 figs

  11. Fermilab Friends for Science Education | About Us

    Science.gov (United States)

    Fermilab Friends for Science Education FFSE Home About Us Join Us Support Us Contact Us About Us national leader in precollege science education. From the first Summer Institute for Science Teachers held year over 37,000 students, and 2,500 teachers participated in programs through the Education Office

  12. Preparing Future Secondary Computer Science Educators

    Science.gov (United States)

    Ajwa, Iyad

    2007-01-01

    Although nearly every college offers a major in computer science, many computer science teachers at the secondary level have received little formal training. This paper presents details of a project that could make a significant contribution to national efforts to improve computer science education by combining teacher education and professional…

  13. Emphasizing Morals, Values, Ethics, and Character Education in Science Education and Science Teaching

    Science.gov (United States)

    Chowdhury, Mohammad

    2016-01-01

    This article presents the rationale and arguments for the presence of morals, values, ethics and character education in science curriculum and science teaching. The author examines how rapid science and technological advancements and globalization are contributing to the complexities of social life and underpinning the importance of morals, values…

  14. Building a Global Ocean Science Education Network

    Science.gov (United States)

    Scowcroft, G. A.; Tuddenham, P. T.; Pizziconi, R.

    2016-02-01

    It is imperative for ocean science education to be closely linked to ocean science research. This is especially important for research that addresses global concerns that cross national boundaries, including climate related issues. The results of research on these critical topics must find its way to the public, educators, and students of all ages around the globe. To facilitate this, opportunities are needed for ocean scientists and educators to convene and identify priorities and strategies for ocean science education. On June 26 and 27, 2015 the first Global Ocean Science Education (GOSE) Workshop was convened in the United States at the University of Rhode Island Graduate School of Oceanography. The workshop, sponsored by the Consortium for Ocean Science Exploration and Engagement (COSEE) and the College of Exploration, had over 75 participants representing 15 nations. The workshop addressed critical global ocean science topics, current ocean science research and education priorities, advanced communication technologies, and leveraging international ocean research technologies. In addition, panels discussed elementary, secondary, undergraduate, graduate, and public education across the ocean basins with emphasis on opportunities for international collaboration. Special presentation topics included advancements in tropical cyclone forecasting, collaborations among Pacific Islands, ocean science for coastal resiliency, and trans-Atlantic collaboration. This presentation will focus on workshop outcomes as well as activities for growing a global ocean science education network. A summary of the workshop report will also be provided. The dates and location for the 2016 GOES Workshop will be announced. See http://www.coexploration.net/gose/index.html

  15. Artificial Intelligence and Science Education.

    Science.gov (United States)

    Good, Ron

    1987-01-01

    Defines artificial intelligence (AI) in relation to intelligent computer-assisted instruction (ICAI) and science education. Provides a brief background of AI work, examples of expert systems, examples of ICAI work, and addresses problems facing AI workers that have implications for science education. Proposes a revised model of the Karplus/Renner…

  16. Leadership, Responsibility, and Reform in Science Education.

    Science.gov (United States)

    Bybee, Rodger W.

    1993-01-01

    Regards leadership as central to the success of the reform movement in science education. Defines leadership and introduces a model of leadership modified from the one developed by Edwin Locke and his associates. Provides an overview of the essential qualities of leadership occurring in science education. Discusses reforming science education and…

  17. Data Mining Tools in Science Education

    OpenAIRE

    Premysl Zaskodny

    2012-01-01

    The main principle of paper is Data Mining in Science Education (DMSE) as Problem Solving. The main goal of paper is consisting in Delimitation of Complex Data Mining Tool and Partial Data Mining Tool of DMSE. The procedure of paper is consisting of Data Preprocessing in Science Education, Data Processing in Science Education, Description of Curricular Process as Complex Data Mining Tool (CP-DMSE), Description of Analytical Synthetic Modeling as Partial Data Mining Tool (ASM-DMSE) and finally...

  18. Science Identity in Informal Education

    Science.gov (United States)

    Schon, Jennifer A.

    The national drive to increase the number of students pursuing Science Technology, Engineering, and Math (STEM) careers has brought science identity into focus for educators, with the need to determine what encourages students to pursue and persist in STEM careers. Science identity, the degree to which students think someone like them could be a scientist is a potential indicator of students pursuing and persisting in STEM related fields. Science identity, as defined by Carlone and Johnson (2007) consists of three constructs: competence, performance, and recognition. Students need to feel like they are good at science, can perform it well, and that others recognize them for these achievements in order to develop a science identity. These constructs can be bolstered by student visitation to informal education centers. Informal education centers, such as outdoor science schools, museums, and various learning centers can have a positive impact on how students view themselves as scientists by exposing them to novel and unique learning opportunities unavailable in their school. Specifically, the University of Idaho's McCall Outdoor Science School (MOSS) focuses on providing K-12 students with the opportunity to learn about science with a place-based, hands-on, inquiry-based curriculum that hopes to foster science identity development. To understand the constructs that lead to science identity formation and the impact the MOSS program has on science identity development, several questions were explored examining how students define the constructs and if the MOSS program impacted how they rate themselves within each construct. A mixed-method research approach was used consisting of focus group interviews with students and pre, post, one-month posttests for visiting students to look at change in science identity over time. Results from confirmatory factor analysis indicate that the instrument created is a good fit for examining science identity and the associated

  19. Bioremediation Potential of Terrestrial Fuel Spills †

    OpenAIRE

    Song, Hong-Gyu; Wang, Xiaoping; Bartha, Richard

    1990-01-01

    A bioremediation treatment that consisted of liming, fertilization, and tilling was evaluated on the laboratory scale for its effectiveness in cleaning up a sand, a loam, and a clay loam contaminated at 50 to 135 mg g of soil−1 by gasoline, jet fuel, heating oil, diesel oil, or bunker C. Experimental variables included incubation temperatures of 17, 27, and 37°C; no treatment; bioremediation treatment; and poisoned evaporation controls. Hydrocarbon residues were determined by quantitative gas...

  20. Biosurfactant-enhanced bioremediation of polycyclic aromatic hydrocarbons

    Energy Technology Data Exchange (ETDEWEB)

    Cameotra, S.S.; Bollag, J.M. [Penn State University, University Park, PA (USA). Soil Biochemical Lab.

    2003-07-01

    Biosurfactants are surface-active compounds synthesized by it wide variety of micro-organisms. They are molecules that have both hydrophobic and hydrophilic domains and are capable of lowering the surface tension and the interfacial tension of the growth medium. Biosurfactants possess different chemical structures - lipopeptides, glycolipids, neutral lipids, and fatty acids. They are nontoxic biomolecules that are biodegradable. Biosurfactants also exhibit strong emulsification of hydrophobic compounds and form stable emulsions. Polycyclic aromatic hydrocarbons (PAHs) can be toxic, mutagenic, and carcinogenic compounds that pollute the environment. They are released to the environment its a result of spillage of oil and byproducts of coal treatment processes. The low water solubility of PAHs limits their availability to microorganisms, which is a potential problem for bioremediation of PAH-contaminated sites. Microbially produced surfactants enhance the bioavailability of these hydrophobic compounds for bioremediation. Therefore, biosurfactant-enhanced solubility of PAHs has potential applications in bioremediation.

  1. Fermilab Friends for Science Education | Contact Us

    Science.gov (United States)

    Fermilab Friends for Science Education FFSE Home About Us Join Us Support Us Contact Us Contact Us Science Education P.O Box 500, MS 777 Batavia, IL 60510-5011 (630) 840-3094 * fax: (630) 840-2500 E-mail : Membership Send all other communications to: Susan Dahl, President Fermilab Friends for Science Education Box

  2. Bioremediation of PAHs and VOCs: Advances in clay mineral-microbial interaction.

    Science.gov (United States)

    Biswas, Bhabananda; Sarkar, Binoy; Rusmin, Ruhaida; Naidu, Ravi

    2015-12-01

    Bioremediation is an effective strategy for cleaning up organic contaminants, such as polycyclic aromatic hydrocarbons (PAHs) and volatile organic compounds (VOCs). Advanced bioremediation implies that biotic agents are more efficient in degrading the contaminants completely. Bioremediation by microbial degradation is often employed and to make this process efficient, natural and cost-effective materials can serve as supportive matrices. Clay/modified clay minerals are effective adsorbents of PAHs/VOCs, and readily available substrate and habitat for microorganisms in the natural soil and sediment. However, the mechanism underpinning clay-mediated biodegradation of organic compounds is often unclear, and this requires critical investigation. This review describes the role of clay/modified clay minerals in hydrocarbon bioremediation through interaction with microbial agents in specific scenarios. The vision is on a faster, more efficient and cost-effective bioremediation technique using clay-based products. This review also proposes future research directions in the field of clay modulated microbial degradation of hydrocarbons. Copyright © 2015 Elsevier Ltd. All rights reserved.

  3. Extremophilic Microfactories: Applications in Metal and Radionuclide Bioremediation

    Directory of Open Access Journals (Sweden)

    Catarina R. Marques

    2018-06-01

    Full Text Available Metals and radionuclides (M&Rs are a worldwide concern claiming for resilient, efficient, and sustainable clean-up measures aligned with environmental protection goals and global change constraints. The unique defense mechanisms of extremophilic bacteria and archaea have been proving usefulness towards M&Rs bioremediation. Hence, extremophiles can be viewed as microfactories capable of providing specific and controlled services (i.e., genetic/metabolic mechanisms and/or products (e.g., biomolecules for that purpose. However, the natural physiological plasticity of such extremophilic microfactories can be further explored to nourish different hallmarks of M&R bioremediation, which are scantly approached in the literature and were never integrated. Therefore, this review not only briefly describes major valuable extremophilic pathways for M&R bioremediation, as it highlights the advances, challenges and gaps from the interplay of ‘omics’ and biological engineering to improve extremophilic microfactories performance for M&R clean-up. Microfactories’ potentialities are also envisaged to close the M&R bioremediation processes and shift the classical idea of never ‘getting rid’ of M&Rs into making them ‘the belle of the ball’ through bio-recycling and bio-recovering techniques.

  4. Science initial teacher education and superdiversity: educating science teachers for a multi-religious and globalised science classroom

    Science.gov (United States)

    De Carvalho, Roussel

    2016-06-01

    Steven Vertovec (2006, 2007) has recently offered a re-interpretation of population diversity in large urban centres due to a considerable increase in immigration patterns in the UK. This complex scenario called superdiversity has been conceptualised to help illuminate significant interactions of variables such as religion, language, gender, age, nationality, labour market and population distribution on a larger scale. The interrelationships of these themes have fundamental implications in a variety of community environments, but especially within our schools. Today, London schools have over 300 languages being spoken by students, all of whom have diverse backgrounds, bringing with them a wealth of experience and, most critically, their own set of religious beliefs. At the same time, Science is a compulsory subject in England's national curriculum, where it requires teachers to deal with important scientific frameworks about the world; teaching about the origins of the universe, life on Earth, human evolution and other topics, which are often in conflict with students' religious views. In order to cope with this dynamic and thought-provoking environment, science initial teacher education (SITE)—especially those catering large urban centres—must evolve to equip science teachers with a meaningful understanding of how to handle a superdiverse science classroom, taking the discourse of inclusion beyond its formal boundaries. Thus, this original position paper addresses how the role of SITE may be re-conceptualised and re-framed in light of the immense challenges of superdiversity as well as how science teachers, as enactors of the science curriculum, must adapt to cater to these changes. This is also the first in a series of papers emerging from an empirical research project trying to capture science teacher educators' own views on religio-scientific issues and their positions on the place of these issues within science teacher education and the science classroom.

  5. Augmented Reality in Science Education

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund; Brandt, Harald; Swensen, Hakon

    Augmented reality (AR) holds great promise as a learning tool. However, most extant studies in this field have focused on the technology itself. The poster presents findings from the first stage of the AR-sci project addressing the issue of applying AR for educational purposes. Benefits and chall......Augmented reality (AR) holds great promise as a learning tool. However, most extant studies in this field have focused on the technology itself. The poster presents findings from the first stage of the AR-sci project addressing the issue of applying AR for educational purposes. Benefits...... and challenges related to AR enhancing student learning in science in lower secondary school were identified by expert science teachers, ICT designers and science education researchers from four countries in a Delphi survey. Findings were condensed in a framework to categorize educational AR designs....

  6. General Atomics Sciences Education Foundation Outreach Programs

    Science.gov (United States)

    Winter, Patricia S.

    1997-11-01

    Scientific literacy for all students is a national goal. The General Atomics (GA) Foundation Outreach Program is committed to playing a major role in enhancing pre-college education in science, engineering and new technologies. GA has received wide recognition for its Sciences Education Program, a volunteer effort of GA employees and San Diego science teachers. GA teacher/scientist teams have developed inquiry-based education modules and associated workshops based on areas of core competency at GA: Fusion -- Energy of the Stars; Explorations in Materials Science; Portrait of an Atom; DNA Technology. [http://www.sci-ed-ga.org]. Workshops [teachers receive printed materials and laboratory kits for ``hands-on" modules] have been presented for 700+ teachers from 200+ area schools. Additional workshops include: University of Denver for Denver Public Schools; National Educators Workshop; Standard Experiments in Engineering Materials; Update '96 in Los Alamos; Newspapers in Education Workshop (LA Times); American Chemical Society Regional/National meetings, and California Science Teachers Association Conference. Other outreach includes High School Science Day, school partnerships, teacher and student mentoring and the San Diego Science Alliance [http://www.sdsa.org].

  7. Symposium 3 - Science Education “Leopoldo de Meis”: The Critical Importance of Science Education for Society

    Directory of Open Access Journals (Sweden)

    Bruce Albert

    2015-08-01

    Full Text Available Symposium 3 - Science Education “Leopoldo de Meis” Chair: Wagner Seixas da Silva, Universidade Federal do Rio de JaneiroAbstract:Three ambitious goals for science education:1. Enable all children to acquire the problem-solving, thinking, and communication skills of scientists – so that they can be productive and competitive in the new world economy.2. Generate a “scientific temper” for each nation, with scientifically trained people in many professions, ensuring the rationality and the tolerance essential for a democratic society.3. Help each nation generate new scientific knowledge and technology by casting the widest possible net for talent.My preferred strategy for the United States:1. Science education should have a much larger role in all school systems, but only if this science education is of a different kind than is experienced in most schools today.2. Making such a change will require a redefinition of what we mean by the term  “science education”.3. To create continually improving education systems, we will need much more collaborative, effective, and use-inspired education research - research that is focused on real school needs and that integrates the best school teachers into the work.4. Our best teachers need to have a much larger voice in helping to steer our national and state policies, as well as in our local school systems!

  8. Trends of Science Education Research: An Automatic Content Analysis

    Science.gov (United States)

    Chang, Yueh-Hsia; Chang, Chun-Yen; Tseng, Yuen-Hsien

    2010-01-01

    This study used scientometric methods to conduct an automatic content analysis on the development trends of science education research from the published articles in the four journals of "International Journal of Science Education, Journal of Research in Science Teaching, Research in Science Education, and Science Education" from 1990 to 2007. The…

  9. An Evaluation of the Science Education Component of the Cross River State Science and Technical Education Project

    Science.gov (United States)

    Ekuri, Emmanuel Etta

    2012-01-01

    The Cross River State Science and Technical Education Project was introduced in 1992 by edict number 9 of 20 December 1991, "Cross River State Science and Technical Education Board Edit, 20 December, 1991", with the aim of improving the quality of science teaching and learning in the state. As the success of the project depends…

  10. Ecotoxicity monitoring and bioindicator screening of oil-contaminated soil during bioremediation.

    Science.gov (United States)

    Shen, Weihang; Zhu, Nengwu; Cui, Jiaying; Wang, Huajin; Dang, Zhi; Wu, Pingxiao; Luo, Yidan; Shi, Chaohong

    2016-02-01

    A series of toxicity bioassays was conducted to monitor the ecotoxicity of soils in the different phases of bioremediation. Artificially oil-contaminated soil was inoculated with a petroleum hydrocarbon-degrading bacterial consortium containing Burkholderia cepacia GS3C, Sphingomonas GY2B and Pandoraea pnomenusa GP3B strains adapted to crude oil. Soil ecotoxicity in different phases of bioremediation was examined by monitoring total petroleum hydrocarbons, soil enzyme activities, phytotoxicity (inhibition of seed germination and plant growth), malonaldehyde content, superoxide dismutase activity and bacterial luminescence. Although the total petroleum hydrocarbon (TPH) concentration in soil was reduced by 64.4%, forty days after bioremediation, the phytotoxicity and Photobacterium phosphoreum ecotoxicity test results indicated an initial increase in ecotoxicity, suggesting the formation of intermediate metabolites characterized by high toxicity and low bioavailability during bioremediation. The ecotoxicity values are a more valid indicator for evaluating the effectiveness of bioremediation techniques compared with only using the total petroleum hydrocarbon concentrations. Among all of the potential indicators that could be used to evaluate the effectiveness of bioremediation techniques, soil enzyme activities, phytotoxicity (inhibition of plant height, shoot weight and root fresh weight), malonaldehyde content, superoxide dismutase activity and luminescence of P. phosphoreum were the most sensitive. Copyright © 2015 Elsevier Inc. All rights reserved.

  11. Constructivism in Science and Science Education: A Philosophical Critique

    Science.gov (United States)

    Nola, Robert

    This paper argues that constructivist science education works with an unsatisfactory account of knowledge which affects both its account of the nature of science and of science education. The paper begins with a brief survey of realism and anti-realism in science and the varieties of constructivism that can be found. In the second section the important conception of knowledge and teaching that Plato develops in the Meno is contrasted with constructivism. The section ends with an account of the contribution that Vico (as understood by constructivists), Kant and Piaget have made to constructivist doctrines. Section three is devoted to a critique of the theory of knowledge and the anti-realism of von Glaserfeld. The final section considers the connection, or lack of it, between the constructivist view of science and knowledge and the teaching of science.

  12. Heavy Metal Polluted Soils: Effect on Plants and Bioremediation Methods

    Directory of Open Access Journals (Sweden)

    G. U. Chibuike

    2014-01-01

    Full Text Available Soils polluted with heavy metals have become common across the globe due to increase in geologic and anthropogenic activities. Plants growing on these soils show a reduction in growth, performance, and yield. Bioremediation is an effective method of treating heavy metal polluted soils. It is a widely accepted method that is mostly carried out in situ; hence it is suitable for the establishment/reestablishment of crops on treated soils. Microorganisms and plants employ different mechanisms for the bioremediation of polluted soils. Using plants for the treatment of polluted soils is a more common approach in the bioremediation of heavy metal polluted soils. Combining both microorganisms and plants is an approach to bioremediation that ensures a more efficient clean-up of heavy metal polluted soils. However, success of this approach largely depends on the species of organisms involved in the process.

  13. Science in General Education

    Science.gov (United States)

    Read, Andrew F.

    2013-01-01

    General education must develop in students an appreciation of the power of science, how it works, why it is an effective knowledge generation tool, and what it can deliver. Knowing what science has discovered is desirable but less important.

  14. Bioremediation of petroleum-contaminated soil

    International Nuclear Information System (INIS)

    Pearce, K.; Snyman, H.G.; Oellermann, R.A.; Gerber, A.

    1995-01-01

    A pilot-scale study was conducted to evaluate the application of land-farming techniques in bioremediating a soil highly contaminated with petroleum products. A commercial biosupplement, and one prepared with indigenous microorganisms from the contaminated soil, were tested. Application of either of the biosupplements, in addition to the control of pH, moisture, and oxygen levels, resulted in a 94% reduction of the initial total petroleum hydrocarbon concentration (TPHC) (32% mass/mass) over a 70-day period. Implementation of these findings at full scale to bioremediate highly weathered petroleum products showed an average reduction of 89% over 5.5 months. Target levels of 1,400 mg/kg soil were reached from an initial average TPHC concentration of 12,200 mg/kg soil

  15. Reforming Science Education: Part I. The Search for a Philosophy of Science Education

    Science.gov (United States)

    Schulz, Roland M.

    2009-04-01

    The call for reforms in science education has been ongoing for a century, with new movements and approaches continuously reshaping the identity and values of the discipline. The HPS movement has an equally long history and taken part in the debates defining its purpose and revising curriculum. Its limited success, however, is due not only to competition with alternative visions and paradigms (e.g. STS, multi-culturalism, constructivism, traditionalism) which deadlock implementation, and which have led to conflicting meanings of scientific literacy, but the inability to rise above the debate. At issue is a fundamental problem plaguing science education at the school level, one it shares with education in general. It is my contention that it requires a guiding “metatheory” of education that can appropriately distance itself from the dual dependencies of metatheories in psychology and the demands of socialization—especially as articulated in most common conceptions of scientific literacy tied to citizenship. I offer as a suggestion Egan’s cultural-linguistic theory as a metatheory to help resolve the impasse. I hope to make reformers familiar with his important ideas in general and more specifically, to show how they can complement HPS rationales and reinforce the work of those researchers who have emphasized the value of narrative in learning science. This will be elaborated in Part II of a supplemental paper to the present one. As a prerequisite to presenting Egan’s metatheory I first raise the issue of the need for a conceptual shift back to philosophy of education within the discipline, and thereto, on developing and demarcating true educational theories (essentially neglected since Hirst). In the same vein it is suggested a new research field should be opened with the express purpose of developing a discipline-specific “philosophy of science education” (largely neglected since Dewey) which could in addition serve to reinforce science education

  16. What Is "Agency"? Perspectives in Science Education Research

    Science.gov (United States)

    Arnold, Jenny; Clarke, David John

    2014-01-01

    The contemporary interest in researching student agency in science education reflects concerns about the relevance of schooling and a shift in science education towards understanding learning in science as a complex social activity. The purpose of this article is to identify problems confronting the science education community in the development…

  17. A geometric construction of traveling waves in a bioremediation model

    NARCIS (Netherlands)

    Beck, M.A.; Doelman, A.; Kaper, T.J.

    2006-01-01

    Bioremediation is a promising technique for cleaning contaminated soil. We study an idealized bioremediation model involving a substrate (contaminant to be removed), electron acceptor (added nutrient), and microorganisms in a one-dimensional soil column. Using geometric singular perturbation theory,

  18. Bioremediation techniques-classification based on site of application: principles, advantages, limitations and prospects.

    Science.gov (United States)

    Azubuike, Christopher Chibueze; Chikere, Chioma Blaise; Okpokwasili, Gideon Chijioke

    2016-11-01

    Environmental pollution has been on the rise in the past few decades owing to increased human activities on energy reservoirs, unsafe agricultural practices and rapid industrialization. Amongst the pollutants that are of environmental and public health concerns due to their toxicities are: heavy metals, nuclear wastes, pesticides, green house gases, and hydrocarbons. Remediation of polluted sites using microbial process (bioremediation) has proven effective and reliable due to its eco-friendly features. Bioremediation can either be carried out ex situ or in situ, depending on several factors, which include but not limited to cost, site characteristics, type and concentration of pollutants. Generally, ex situ techniques apparently are more expensive compared to in situ techniques as a result of additional cost attributable to excavation. However, cost of on-site installation of equipment, and inability to effectively visualize and control the subsurface of polluted sites are of major concerns when carrying out in situ bioremediation. Therefore, choosing appropriate bioremediation technique, which will effectively reduce pollutant concentrations to an innocuous state, is crucial for a successful bioremediation project. Furthermore, the two major approaches to enhance bioremediation are biostimulation and bioaugmentation provided that environmental factors, which determine the success of bioremediation, are maintained at optimal range. This review provides more insight into the two major bioremediation techniques, their principles, advantages, limitations and prospects.

  19. Bioremediation of a crude oil polluted tropical rain forest soil ...

    African Journals Online (AJOL)

    These results suggest that Biostimulation with tilling (nutrient enhanced in-situ bioremediation) and or the combination ofBiostimulation and Bioaugumentation with indigenous hydrocarbon utilizers would be effective in the remediation of crude oil polluted tropical soils. Key Words: Bioremediation, Bioaugumentation, ...

  20. [Re]considering queer theories and science education

    Science.gov (United States)

    Fifield, Steve; Letts, Will

    2014-06-01

    We take Mattias Lundin's Inviting queer ideas into the science classroom: studying sexual education from a queer perspective as a point of departure to explore some enduring issues related to the use of queer theories to interrogate science education and its practices. We consider the uneasy, polygamous relationship between gay and lesbian studies and queer theories; the border surveillance that characterizes so much of science [education]; the alluring call of binaries and binary thinking; the `all' within the catchcry `science for all'; and the need to better engage the fullness of science and the curriculum, in addition to noting silences around diverse sexes, sexualities, and desires. We catalogue some of the challenges that persist in this work, and offer thoughts about how to work with and against them to enact a more just and compelling science education.

  1. Space Life Sciences Research and Education Program

    Science.gov (United States)

    Coats, Alfred C.

    2001-01-01

    Since 1969, the Universities Space Research Association (USRA), a private, nonprofit corporation, has worked closely with the National Aeronautics and Space Administration (NASA) to advance space science and technology and to promote education in those areas. USRA's Division of Space Life Sciences (DSLS) has been NASA's life sciences research partner for the past 18 years. For the last six years, our Cooperative Agreement NCC9-41 for the 'Space Life Sciences Research and Education Program' has stimulated and assisted life sciences research and education at NASA's Johnson Space Center (JSC) - both at the Center and in collaboration with outside academic institutions. To accomplish our objectives, the DSLS has facilitated extramural research, developed and managed educational programs, recruited and employed visiting and staff scientists, and managed scientific meetings.

  2. Response to science education reforms: The case of three science education doctoral programs in the United States

    Science.gov (United States)

    Gwekwerere, Yovita Netsai

    Doctoral programs play a significant role in preparing future leaders. Science Education doctoral programs play an even more significant role preparing leaders in a field that is critical to maintaining national viability in the face of global competition. The current science education reforms have the goal of achieving science literacy for all students and for this national goal to be achieved; we need strong leadership in the field of science education. This qualitative study investigated how doctoral programs are preparing their graduates for leadership in supporting teachers to achieve the national goal of science literacy for all. A case study design was used to investigate how science education faculty interpreted the national reform goal of science literacy for all and how they reformed their doctoral courses and research programs to address this goal. Faculty, graduate students and recent graduates of three science education doctoral programs participated in the study. Data collection took place through surveys, interviews and analysis of course documents. Two faculty members, three doctoral candidates and three recent graduates were interviewed from each of the programs. Data analysis involved an interpretive approach. The National Research Council Framework for Investigating Influence of the National Standards on student learning (2002) was used to analyze interview data. Findings show that the current reforms occupy a significant part of the doctoral coursework and research in these three science education doctoral programs. The extent to which the reforms are incorporated in the courses and the way they are addressed depends on how the faculty members interpret the reforms and what they consider to be important in achieving the goal of science literacy for all. Whereas some faculty members take a simplistic critical view of the reform goals as a call to achieve excellence in science teaching; others take a more complex critical view where they question

  3. The Feasibility of Educating Trainee Science Teachers in Issues of Science and Religion

    Science.gov (United States)

    Poole, Michael

    2016-01-01

    This article reflects on Roussel De Carvalho's paper "Science initial teacher education and superdiversity: educating science teachers for a multi-religious and globalized science classroom" (EJ1102211). It then offers suggestions for making some of the ambitious goals of the science-and-religion components of the science initial teacher…

  4. Qualitative exploration of centralities in municipal science education networks

    DEFF Research Database (Denmark)

    von der Fehr, Ane; Sølberg, Jan

    2016-01-01

    This article examines the social nature of educational change by conducting a social network analysis of social networks involving stakeholders of science education from teachers to political stakeholders. Social networks that comprise supportive structures for development of science education ar...... of science education, especially if they are aware of their own centrality and are able to use their position intentionally for the benefit of science education.......This article examines the social nature of educational change by conducting a social network analysis of social networks involving stakeholders of science education from teachers to political stakeholders. Social networks that comprise supportive structures for development of science education...... are diverse and in order to understand how municipal stakeholders may support such development, we explored four different municipal science education networks (MSE networks) using three different measures of centrality. The centrality measures differed in terms of what kind of stakeholder functions...

  5. Scientism and Scientific Thinking. A Note on Science Education

    Science.gov (United States)

    Gasparatou, Renia

    2017-11-01

    The move from respecting science to scientism, i.e., the idealization of science and scientific method, is simple: We go from acknowledging the sciences as fruitful human activities to oversimplifying the ways they work, and accepting a fuzzy belief that Science and Scientific Method, will give us a direct pathway to the true making of the world, all included. The idealization of science is partly the reason why we feel we need to impose the so-called scientific terminologies and methodologies to all aspects of our lives, education too. Under this rationale, educational policies today prioritize science, not only in curriculum design, but also as a method for educational practice. One might expect that, under the scientistic rationale, science education would thrive. Contrariwise, I will argue that scientism disallows science education to give an accurate image of the sciences. More importantly, I suggest that scientism prevents one of science education's most crucial goals: help students think. Many of my arguments will borrow the findings and insights of science education research. In the last part of this paper, I will turn to some of the most influential science education research proposals and comment on their limits. If I am right, and science education today does not satisfy our most important reasons for teaching science, perhaps we should change not just our teaching strategies, but also our scientistic rationale. But that may be a difficult task.

  6. Bioremediation of nanomaterials

    Science.gov (United States)

    Chen, Frank Fanqing; Keasling, Jay D; Tang, Yinjie J

    2013-05-14

    The present invention provides a method comprising the use of microorganisms for nanotoxicity study and bioremediation. In some embodiment, the microorganisms are bacterial organisms such as Gram negative bacteria, which are used as model organisms to study the nanotoxicity of the fullerene compounds: E. coli W3110, a human related enterobacterium and Shewanella oneidensis MR-1, an environmentally important bacterium with versatile metabolism.

  7. Communicating Ocean Sciences College Courses: Science Faculty and Educators Working and Learning Together

    Science.gov (United States)

    Halversen, C.; Simms, E.; McDonnell, J. D.; Strang, C.

    2011-12-01

    As the relationship between science and society evolves, the need for scientists to engage and effectively communicate with the public about scientific issues has become increasingly urgent. Leaders in the scientific community argue that research training programs need to also give future scientists the knowledge and skills to communicate. To address this, the Communicating Ocean Sciences (COS) series was developed to teach postsecondary science students how to communicate their scientific knowledge more effectively, and to build the capacity of science faculty to apply education research to their teaching and communicate more effectively with the public. Courses are co-facilitated by a faculty scientist and either a K-12 or informal science educator. Scientists contribute their science content knowledge and their teaching experience, and educators bring their knowledge of learning theory regarding how students and the public make meaning from, and understand, science. The series comprises two university courses for science undergraduate and graduate students that are taught by ocean and climate scientists at approximately 25 universities. One course, COS K-12, is team-taught by a scientist and a formal educator, and provides college students with experience communicating science in K-12 classrooms. In the other course, COSIA (Communicating Ocean Sciences to Informal Audiences), a scientist and informal educator team-teach, and the practicum takes place in a science center or aquarium. The courses incorporate current learning theory and provide an opportunity for future scientists to apply that theory through a practicum. COS addresses the following goals: 1) introduce postsecondary students-future scientists-to the importance of education, outreach, and broader impacts; 2) improve the ability of scientists to communicate science concepts and research to their students; 3) create a culture recognizing the importance of communicating science; 4) provide students and

  8. BIOREMEDIATION OF A PETROLEUM-HYDROCARBON

    African Journals Online (AJOL)

    ES OBE

    under field conditions in the bioremediation of a petroleum- hydrocarbon polluted ... an accelerated biodegradation of petroleum hydrocarbons in a polluted agricultural soil ..... 12) Jackson, M.L. Soil chemical analysis. ... biological assay. 3 rd.

  9. Evaluating bioremediation: distinguishing fact from fiction.

    Science.gov (United States)

    Shannon, M J; Unterman, R

    1993-01-01

    Bioremediation options encompass diverse types of biochemical mechanisms that may lead to a target's mineralization, partial transformation, humification, or altered redox state (e.g. for metallic elements). Because these various mechanisms produce alternative fates of the targeted pollutants, it is often necessary to use diverse evaluation criteria to qualify a successful bioremediation. Too often target depletion from a treated matrix can be mistakenly ascribed to biological activity when in fact the depletion is caused by abiotic losses (e.g. volatilization, leaching, and stripping). Thus, effective, and therefore convincing, evaluation requires that experimental and engineering designs anticipate all possible routes of target depletion and that these routes be carefully monitored.

  10. Science and the Ideals of Liberal Education

    Science.gov (United States)

    Carson, Robert N.

    This article examines the influence of mathematics and science on the formation of culture. It then examines several definitions of liberal education, including the notion that languages and fields of study constitute the substrate of articulate intelligence. Finally, it examines the linkages between science, scientific culture, liberal education, and democracy, and proposes that science cannot be taught merely as a body of facts and theories, but must be presented to students as integral with cultural studies. The use of a contextualist approach to science education is recommended.

  11. bioremediation of some environmental pollutants by the biological activity of fungi

    International Nuclear Information System (INIS)

    Ali, G.A.M.

    2006-01-01

    Sharkia governorate is an important area of egypt because it include an important places, economically and scientifically as 10th of Ramadan City which is the biggest industrial City and the nuclear reactor of the Egyptian Atomic Energy Authority (EAEA). so that this study was conducted for isolation of some fungal bioremediators of the famous pollutants as some of heavy metals Mn +2 and Co +2 and some of the polycyclic aromatic hydrocarbons (PAHs)as textile direct dyes (orange,pink,red and black) regarding the aim of this study, which was conducted for isolation of some fungal bioremediators and study the bioremediation efficiency in the most suitable conditions for a success to attain bioremediation process of some dangerous heavy metals and / or toxic, carcinogenic and mutagenic textile dyes, in addition to the biological pathways for the uptake of heavy metals and dyes accumulation and/or degradation and after finishing this study, it can be concluded that; the fungal microfolora of each polluted sites is best bioremediators for these sites

  12. The Globalization of Science Education

    Science.gov (United States)

    Deboer, George

    2012-02-01

    Standards-based science education, with its emphasis on clearly stated goals, performance monitoring, and accountability, is rapidly becoming a key part of how science education is being viewed around the world. Standards-based testing within countries is being used to determine the effectiveness of a country's educational system, and international testing programs such as PISA and TIMSS enable countries to compare their students to a common standard and to each other. The raising of standards and the competition among countries is driven in part by a belief that economic success depends on a citizenry that is knowledgeable about science and technology. In this talk, I consider the question of whether it is prudent to begin conversations about what an international standards document for global citizenship in science education might look like. I examine current practices to show the areas of international agreement and the significant differences that still exist, and I conclude with a recommendation that such conversations should begin, with the goal of laying out the knowledge and competencies that international citizens should have that also gives space to individual countries to pursue goals that are unique to their own setting.

  13. Bioremediation of a pesticide polluted soil: Case DDT

    International Nuclear Information System (INIS)

    Betancur Corredor, Bibiana; Pino, Nancy; Penuela, Gustavo A; Cardona Gallo, Santiago

    2013-01-01

    1,1,1-trichloro-2,2 bis (p-chlorophenyl) ethane (DDT) has been used since the Second World War to control insect-borne diseases in humans and domestic animals. The use of these organochlorine insecticides has been banned in most countries because of its persistence in the environment, biomagnification and potential susceptibility to toxicity to higher animals. Bioremediation involves the use of microorganisms to degrade organic contaminants in the environment, transforming them into simpler and less dangerous, even harmless compounds. This decontamination strategy has low costs, and wide public acceptance, also it can take place on the site. Compared to other methods, bioremediation is a more promising and less expensive to eliminate contaminants in soil and water. In soil, compounds such as DDT, chlorinated biphenyls can be partially biodegraded by a group of aerobic bacteria that cometabolize the contaminant. The bioavailability of pollutants may be enhanced by treating the soil in the presence of contaminant mobilizing agents such as surfactants. In this review we discuss the different strategies for bioremediation of soil contaminated with DDT, including mechanisms and degradation pathways. The application of these techniques in contaminated soil is also described. This review also discusses which is the best strategy for bioremediation of DDT.

  14. Current Status of Regulatory Science Education in Faculties of Pharmaceutical Science in Japan.

    Science.gov (United States)

    Tohkin, Masahiro

    2017-01-01

    I introduce the current pharmaceutical education system in Japan, focusing on regulatory science. University schools or faculties of pharmaceutical science in Japan offer two courses: a six-year course for pharmacists and a four-year course for scientists and technicians. Students in the six-year pharmaceutical course receive training in hospitals and pharmacies during their fifth year, and those in the four-year life science course start research activities during their third year. The current model core curriculum for pharmaceutical education requires them to "explain the necessity and significance of regulatory science" as a specific behavior object. This means that pharmacists should understand the significance of "regulatory science", which will lead to the proper use of pharmaceuticals in clinical practice. Most regulatory science laboratories are in the university schools or faculties of pharmaceutical sciences; however, there are too few to conduct regulatory science education. There are many problems in regulatory science education, and I hope that those problems will be resolved not only by university-based regulatory science researchers but also by those from the pharmaceutical industry and regulatory authorities.

  15. Science Instructors' Perceptions of the Risks of Biotechnology: Implications for Science Education

    Science.gov (United States)

    Gardner, Grant Ean; Jones, M. Gail

    2011-01-01

    Developing scientifically literate students who understand the socially contextualized nature of science and technology is a national focus of science education reform. Science educators' perceptions of risks and benefits of new technologies (such as biotechnology) may shape their instructional approaches. This study examined the perceived risk of…

  16. Imaginative science education the central role of imagination in science education

    CERN Document Server

    Hadzigeorgiou, Yannis

    2016-01-01

    This book is about imaginative approaches to teaching and learning school science. Its central premise is that science learning should reflect the nature of science, and therefore be approached as an imaginative/creative activity. As such, the book can be seen as an original contribution of ideas relating to imagination and creativity in science education. The approaches discussed in the book are storytelling, the experience of wonder, the development of ‘romantic understanding’, and creative science, including science through visual art, poetry and dramatization. However, given the perennial problem of how to engage students (of all ages) in science, the notion of ‘aesthetic experience’, and hence the possibility for students to have more holistic and fulfilling learning experiences through the aforementioned imaginative approaches, is also discussed. Each chapter provides an in-depth discussion of the theoretical background of a specific imaginative approach (e.g., storytelling, ‘wonder-full’ s...

  17. On the way to a philosophy of science education

    Science.gov (United States)

    Schulz, Roland M.

    This Thesis argues the case that a philosophy of science education is required for improving science education as a research field as well as curriculum and teacher pedagogy. It seeks to re-think science education as an educational endeavor by examining why past reform efforts have been only partially successful, including why the fundamental goal of achieving scientific literacy after several "reform waves" has proven to be so elusive. The identity of such a philosophy is first defined in relation to the fields of philosophy, philosophy of science, and philosophy of education. Considering science education as a research discipline it is emphasized a new field should be broached with the express purpose of developing a discipline-specific "philosophy of science education" (largely neglected since Dewey). A conceptual shift towards the philosophy of education. is needed, thereto, on developing and demarcating true educational theories which could in addition serve to reinforce science education's growing sense of academic autonomy and independence from socio-economic demands. Two educational metatheories are contrasted, those of Kieran Egan and the Northern European Bildung tradition, to illustrate the task of such a philosophy. Egan's cultural-linguistic metatheory is presented for two primary purposes: it is offered as a possible solution to the deadlock of the science literacy conceptions within the discipline; regarding practice, examples are provided how it can better guide the instructional practice of teachers, specifically how it reinforces the work of other researchers in the History and Philosophy of Science (HPS) reform movement who value narrative in learning science. Considering curriculum and instruction, a philosophy of science education is conceptualized as a "second order" reflective capacity of the teacher. This notion is aligned with Shulman's idea of Pedagogical Content Knowledge. It is argued that for educators the nature of science learning

  18. Science education policy for emergency, conflict, and post-conflict: An analysis of trends and implications for the science education program in Uganda

    Science.gov (United States)

    Udongo, Betty Pacutho

    This study analyzes the impact of armed conflicts on the development of education policy and particularly science education program in Uganda. Since independence from the British colonial rule, Uganda has experienced a series of armed conflicts, with the most devastating being the 21 years of conflict in Northern Uganda. The research study was guided by the following questions: (1) What is the level of government funding towards improving science education program in Uganda? (2) Have recent initiatives, such as free Primary and Secondary education, compulsory science, and 75% sponsorship for science-based courses, had a measurable impact on the proportion of students from the conflict-affected regions who enter tertiary institutions to pursue science and technology programs? (3) To what extent do the Ugandan Education Policy and, in particular, the Science Education Policy effectively address the educational needs of students affected by armed conflicts? The study employed a mixed method design where both quantitative and qualitative data were collected and analyzed. Quantitative data were obtained from a comprehensive search of policy documents and content analysis of literature on education policy, science education programs, and impact of conflicts on educational delivery. Qualitative data were obtained from surveys and interviews distributed to policy makers, central government and the local government officials, teachers, and students from the war-ravaged Northern Uganda. Analysis of policy documents and respondents' views revealed that Uganda does not have a science education policy, and the present education policy does not fully address the educational needs of students studying in conflict-affected regions. It was further observed that fewer students from the conflict-affected regions qualify for government scholarship to study science courses in higher institutions of learning. The study recommended the following policy interventions: (a) affirmative

  19. Promoting Science in Secondary School Education.

    Science.gov (United States)

    Chiovitti, Anthony; Duncan, Jacinta C; Jabbar, Abdul

    2017-06-01

    Engaging secondary school students with science education is crucial for a society that demands a high level of scientific literacy in order to deal with the economic and social challenges of the 21st century. Here we present how parasitology could be used to engage and promote science in secondary school students under the auspice of a 'Specialist Centre' model for science education. Copyright © 2017 Elsevier Ltd. All rights reserved.

  20. Special Education Teachers' Nature of Science Instructional Experiences

    Science.gov (United States)

    Mulvey, Bridget K.; Chiu, Jennifer L.; Ghosh, Rajlakshmi; Bell, Randy L.

    2016-01-01

    Special education teachers provide critical science instruction to students. However, little research investigates special education teacher beliefs and practices around science in general or the nature of science and inquiry in particular. This investigation is a cross-case analysis of four elementary special education teachers' initial…

  1. IPCS: An integrated process control system for enhanced in-situ bioremediation

    International Nuclear Information System (INIS)

    Huang, Y.F.; Wang, G.Q.; Huang, G.H.; Xiao, H.N.; Chakma, A.

    2008-01-01

    To date, there has been little or no research related to process control of subsurface remediation systems. In this study, a framework to develop an integrated process control system for improving remediation efficiencies and reducing operating costs was proposed based on physical and numerical models, stepwise cluster analysis, non-linear optimization and artificial neural networks. Process control for enhanced in-situ bioremediation was accomplished through incorporating the developed forecasters and optimizers with methods of genetic algorithm and neural networks modeling. Application of the proposed approach to a bioremediation process in a pilot-scale system indicated that it was effective in dynamic optimization and real-time process control of the sophisticated bioremediation systems. - A framework of process control system was developed to improve in-situ bioremediation efficiencies and reducing operating costs

  2. Science Education and Public Outreach Forums (SEPOF): Providing Coordination and Support for NASA's Science Mission Directorate Education and Outreach Programs

    Science.gov (United States)

    Mendez, B. J.; Smith, D.; Shipp, S. S.; Schwerin, T. G.; Stockman, S. A.; Cooper, L. P.; Peticolas, L. M.

    2009-12-01

    NASA is working with four newly-formed Science Education and Public Outreach Forums (SEPOFs) to increase the overall coherence of the Science Mission Directorate (SMD) Education and Public Outreach (E/PO) program. SEPOFs support the astrophysics, heliophysics, planetary and Earth science divisions of NASA SMD in three core areas: * E/PO Community Engagement and Development * E/PO Product and Project Activity Analysis * Science Education and Public Outreach Forum Coordination Committee Service. SEPOFs are collaborating with NASA and external science and education and outreach communities in E/PO on multiple levels ranging from the mission and non-mission E/PO project activity managers, project activity partners, and scientists and researchers, to front line agents such as naturalists/interpreters, teachers, and higher education faculty, to high level agents such as leadership at state education offices, local schools, higher education institutions, and professional societies. The overall goal for the SEPOFs is increased awareness, knowledge, and understanding of scientists, researchers, engineers, technologists, educators, product developers, and dissemination agents of best practices, existing NASA resources, and community expertise applicable to E/PO. By coordinating and supporting the NASA E/PO Community, the NASA/SEPOF partnerships will lead to more effective, sustainable, and efficient utilization of NASA science discoveries and learning experiences.

  3. Improving science education for sustainable development

    NARCIS (Netherlands)

    Eijck, van M.W.; Roth, W.-M.

    2007-01-01

    In recent issues of noteworthy journals, natural scientists have argued for the improvement of science education [1–4]. Such pleas reflect the growing awareness that high-quality science education is required not only for sustaining a lively scientific community that is able to address global

  4. Fermilab Friends for Science Education | Tree of Knowledge

    Science.gov (United States)

    Fermilab Friends for Science Education FFSE Home About Us Join Us Support Us Contact Us Tree of Testimonials Our Donors Board of Directors Board Tools Calendar Join Us Donate Now Get FermiGear! Education precollege science education programs. Prominently displayed at the Lederman Science Center is the lovely

  5. Recent Trend on Bioremediation of Polluted Salty Soils and Waters Using Haloarchaea

    OpenAIRE

    Aracil-Gisbert, Sonia; Torregrosa-Crespo, Javier; Martínez-Espinosa, Rosa María

    2018-01-01

    Pollution of soils, sediments, and groundwater is a matter of concern at global level. Industrial waste effluents have damaged several environments; thus, pollutant removal has become a priority worldwide. Currently, bioremediation has emerged as an effective solution for these problems, and, indeed, the use of haloarchaea in bioremediation has been tested successfully. A bibliographic review is here presented to show the recent advances in bioremediation of polluted soil and wastewater using...

  6. Physical modeling of shoreline bioremediation: Continuous flow mesoscale basins

    International Nuclear Information System (INIS)

    Sveum, P.; Ramstad, S.; Faksness, L.G.; Bech, C.; Johansen, B.

    1995-01-01

    This paper describes the design and use of continuous flow basin beach models in the study of bioremediation processes, and gives some results from an experiment designed to study the effects of different strategies for adding fertilizers. The continuous flow experimental basin system simulates an open system with natural tidal variation, wave action, and continuous supply and exchange of seawater. Biodegradation and bioremediation processes can thus be tested close to natural conditions. Results obtained using the models show a significant enhancement of biodegradation of oil in a sediment treated with an organic nutrient source, increased nutrient level in the interstitial water, and sediment microbial activity. These physical models gives biologically significant results, and can be used to simulate biodegradation and bioremediation in natural systems

  7. Wisconsin Earth and Space Science Education

    Science.gov (United States)

    Bilbrough, Larry (Technical Monitor); French, George

    2003-01-01

    The Wisconsin Earth and Space Science Education project successfilly met its objectives of creating a comprehensive online portfolio of science education curricular resources and providing a professional development program to increase educator competency with Earth and Space science content and teaching pedagogy. Overall, 97% of participants stated that their experience was either good or excellent. The favorable response of participant reactions to the professional development opportunities highlights the high quality of the professional development opportunity. The enthusiasm generated for using the curricular material in classroom settings was overwhelmingly positive at 92%. This enthusiasm carried over into actual classroom implementation of resources from the curricular portfolio, with 90% using the resources between 1-6 times during the school year. The project has had a positive impact on student learning in Wisconsin. Although direct measurement of student performance is not possible in a project of this kind, nearly 75% of participating teachers stated that they saw an increase in student performance in math and science as a result of using project resources. Additionally, nearly 75% of participants saw an increase in the enthusiasm of students towards math and science. Finally, some evidence exists that the professional development academies and curricular portfolio have been effective in changing educator behavior. More than half of all participants indicated that they have used more hands-on activities as a result of the Wisconsin Earth and Space Science Education project.

  8. Use of molecular techniques in bioremediation.

    Science.gov (United States)

    Płaza, G; Ulfig, K; Hazen, T C; Brigmon, R L

    2001-01-01

    In a practical sense, biotechnology is concerned with the production of commercial products generated by biological processes. More formally, biotechnology may be defined as "the application of scientific and engineering principles to the processing of material by biological agents to provide goods and services" (Cantor, 2000). From a historical perspective, biotechnology dates back to the time when yeast was first used for beer or wine fermentation, and bacteria were used to make yogurt. In 1972, the birth of recombinant DNA technology moved biotechnology to new heights and led to the establishment of a new industry. Progress in biotechnology has been truly remarkable. Within four years of the discovery of recombinant DNA technology, genetically modified organisms (GMOs) were making human insulin, interferon, and human growth hormone. Now, recombinant DNA technology and its products--GMOs are widely used in environmental biotechnology (Glick and Pasternak, 1988; Cowan, 2000). Bioremediation is one of the most rapidly growing areas of environmental biotechnology. Use of bioremediation for environmental clean up is popular due to low costs and its public acceptability. Indeed, bioremediation stands to benefit greatly and advance even more rapidly with the adoption of molecular techniques developed originally for other areas of biotechnology. The 1990s was the decade of molecular microbial ecology (time of using molecular techniques in environmental biotechnology). Adoption of these molecular techniques made scientists realize that microbial populations in the natural environments are much more diverse than previously thought using traditional culture methods. Using molecular ecological methods, such as direct DNA isolation from environmental samples, denaturing gradient gel electrophoresis (DGGE), PCR methods, nucleic acid hybridization etc., we can now study microbial consortia relevant to pollutant degradation in the environment. These techniques promise to

  9. Education and Policy in Soil Science: The U.S. Experience

    Science.gov (United States)

    Sharpley, Andrew; van Es, Harold; Dick, Richard; Bergfeld, Ellen; Anderson, Karl; Chapman, Susan; Fisk, Susan

    2017-04-01

    The Soil Science Society of America (SSSA), founded in 1936, fosters the transfer of knowledge and practices to sustain soils globally, and now serves 6,000 members worldwide. It is also home to over 1,000 certified professionals dedicated to advancing the field of soil science. The Society provides information about soils in relation to crop production, environmental quality, ecosystem sustainability, bioremediation, waste management, recycling, and wise land use. We provide high-impact research publications, educational programs, certifications, and science-policy initiatives, which will be described in more detail in this presentation. The need for soil science education to a wider audience and development and promotion of soils-based policy initiatives, has increased in the last decade with recognition of the role soils play in sustaining life, population well-being at the nexus of food, energy, and water security. To address these needs, SSSA has two general public outreach sites online: www.soils.org/discover-soils and https://soilsmatter.wordpress.com/, reaching over a half-million viewers per year, as well as social media platforms. We are dedicated to increasing interest and awareness of soil science among K-12 teachers and their students, and working to integrate more information on soil science into the science curriculum of schools over multiple grade levels. For instance, we have a website dedicated to children (http://www.soils4kids.org/), which describes fun games to play with soil, suggestions for science-fair experiments, and opens their minds to careers in soil science. Another site (http://www.soils4teachers.org/) is dedicated to the needs of school teachers, providing ready resources for the classroom. Society members have even authored books ("Soil! Get the Inside Scoop" for one) to get children aged 9 to 12, excited about the living world of soil. In keeping with the times, a blog called "Soils Matter" is hosted by Society staff and now has

  10. The Role of Critical Thinking in Science Education

    Science.gov (United States)

    Santos, Luis Fernando

    2017-01-01

    This review aims to respond various questions regarding the role of Critical Thinking in Science Education from aspects concerning the importance or relevance of critical thinking in science education, the situation in the classroom and curriculum, and the conception of critical thinking and fostering in science education. This review is specially…

  11. The New England Space Science Initiative in Education (NESSIE)

    Science.gov (United States)

    Waller, W. H.; Clemens, C. M.; Sneider, C. I.

    2002-12-01

    Founded in January 2002, NESSIE is the NASA/OSS broker/facilitator for education and public outreach (E/PO) within the six-state New England region. NESSIE is charged with catalyzing and fostering collaborations among space scientists and educators within both the formal and informal education communities. NESSIE itself is a collaboration of scientists and science educators at the Museum of Science, Harvard-Smithsonian Center for Astrophysics, and Tufts University. Its primary goals are to 1) broker partnerships among space scientists and educators, 2) facilitate a wide range of educational and public outreach activities, and 3) examine and improve space science education methods. NESSIE's unique strengths reside in its prime location (the Museum of Science), its diverse mix of scientists and educators, and its dedicated board of advisors. NESSIE's role as a clearinghouse and facilitator of space science education is being realized through its interactive web site and via targeted meetings, workshops, and conferences involving scientists and educators. Special efforts are being made to reach underserved groups by tailoring programs to their particular educational needs and interests. These efforts are building on the experiences of prior and ongoing programs in space science education at the Museum of Science, the Harvard-Smithsonian Center for Astrophysics, Tufts University, and NASA.

  12. Science and Sanity in Special Education.

    Science.gov (United States)

    Dammann, James E.; Vaughn, Sharon

    2001-01-01

    This article describes the usefulness of a scientific approach to improving knowledge and practice in special education. Of four approaches to knowledge (superstition, folklore, craft, and science), craft and science are supported and implications for special education drawn including the need to bridge the gulf between research knowledge and…

  13. Developing Intercultural Science Education in Ecuador

    Science.gov (United States)

    Schroder, Barbara

    2008-01-01

    This article traces the recent development of intercultural science education in Ecuador. It starts by situating this development within the context of a growing convergence between Western and indigenous sciences. It then situates it within the larger historical, political, cultural, and educational contexts of indigenous communities in Ecuador,…

  14. Inquiry-based science education

    DEFF Research Database (Denmark)

    Østergaard, Lars Domino; Sillasen, Martin Krabbe; Hagelskjær, Jens

    2010-01-01

    Inquiry-based science education (IBSE) er en internationalt afprøvet naturfagsdidaktisk metode der har til formål at øge elevernes interesse for og udbytte af naturfag. I artiklen redegøres der for metoden, der kan betegnes som en elevstyret problem- og undersøgelsesbaseret naturfagsundervisnings......Inquiry-based science education (IBSE) er en internationalt afprøvet naturfagsdidaktisk metode der har til formål at øge elevernes interesse for og udbytte af naturfag. I artiklen redegøres der for metoden, der kan betegnes som en elevstyret problem- og undersøgelsesbaseret...

  15. African Journal of Educational Studies in Mathematics and Sciences

    African Journals Online (AJOL)

    African Journal of Educational Studies in Mathematics and Sciences. ... Studies in Mathematics and Sciences (AJESMS) is an international publication that ... in the fields of mathematics education, science education and related disciplines.

  16. Evaluating intrinsic bioremediation at five sour gas processing facilities in Alberta

    International Nuclear Information System (INIS)

    Armstrong, J. E.; Moore, B. J.; Sevigny, J. H.; Forrester, P. I.

    1997-01-01

    Mass attenuation through intrinsic bioremediation of the aromatic hydrocarbons benzene, toluene, ethylbenzene and xylene (BTEX) was studied at four facilities in Alberta. The objective of the study was to assess whether intrinsic bioremediation could attenuate BTEX-contaminated groundwater plumes at the four sites. The depletion of electron acceptors, and the enriched metabolic byproducts within the BTEX plumes indicate that BTEX biodegradation is occurring at all four sites. Bacterial plate counts were generally higher at three of the sites and lower at one site. At the three sites microcosm experiments indicated aerobic biodegradation, while anaerobic biodegradation was observed at only two sites after four to five months incubation. Theoretical estimates of the biodegradation potential were calculated for each site with intrinsic bioremediation appearing to have bioremediation potential at three of the sites. 13 refs., 4 tabs., 4 figs

  17. Bioremediation: Effectiveness in reducing the ecological impact

    International Nuclear Information System (INIS)

    Scholten, M.C.T.

    1992-01-01

    Bioremediation becomes an important technique in oil spill combat programmes. The purpose is to shorten the exposure time of biota to oil compounds, in order to reduce long term environmental effects. Although bioremediation products have the advantage of stimulating the natural capacity to degrade oil, there are some limitations to be considered. Application as a technique for first emergency actions following an oil spill is not effective, and can therefore be no alternative for dispersion or mechanical removal of floating or freshly stranded oil slicks. Acute toxic effects are related to the short term exposure to unweathered oils. An immediate removal of oil is necessary to reduce the extent of the environmental impact of an oil spill. Physical processes (transport, dilution and evaporation) are determining the initial fate of environmentally released oil. Biodegradation only becomes important as a process of removing oil in the next phase. It is the only effective way to further reduce the concentration of oil that is left in (intertidal) coastal areas. Bioremediation thus reduces the duration of the environmental impact of an oil spill. This is especially important in ecosystems with a low recovery potential (e.g., salt marshes, rocky shores). The experimental evaluation of bioremediation products is mainly based on the capacity to reduce fresh oil and the acute toxicity of the product itself, rather than on the capacity to enhance the further reduction of weathered oil and the toxicological consequences of higher release rates of intermediate metabolites produced during the biotransformation processes

  18. Implications of Bioremediation of Polycyclic Aromatic Hydrocarbon-Contaminated Soils for Human Health and Cancer Risk

    Energy Technology Data Exchange (ETDEWEB)

    Davie-Martin, Cleo L. [Department; Department; Stratton, Kelly G. [Pacific Northwest; Teeguarden, Justin G. [Pacific Northwest; Waters, Katrina M. [Pacific Northwest; Simonich, Staci L. Massey [Department; Department

    2017-08-09

    Background: Bioremediation uses microorganisms to degrade polycyclic aromatic hydrocarbons (PAHs) in contaminated soils. Its success is largely evaluated through targeted analysis of PAH concentrations in soil and cancer risk (exposure) estimates. However, bioremediation often fails to significantly degrade the most carcinogenic PAHs and can initiate formation of more polar metabolites, some of which may be more toxic. Objectives: We aimed to investigate whether the cancer risk associated with PAH-contaminated soils was reduced post-bioremediation and to identify the most effective bioremediation strategies for degrading the carcinogenic and high molecular weight (≥MW302) PAHs. Methods: Pre- and post-bioremediation concentrations of eight B2 group carcinogenic PAHs in soils were collated from the literature and used to calculate excess lifetime cancer risks (ELCR) for adult populations exposed via non-dietary ingestion, per current U.S. Environmental Protection Agency (USEPA) recommendations. Due to the nature of the collated data (reported as mean concentrations ± standard deviations pre- and post-bioremediation), we used simulation methods to reconstruct the datasets and enable statistical comparison of ELCR values pre- and post-bioremediation. Additionally, we measured MW302 PAHs in a contaminated soil prior to and following treatment in an aerobic bioreactor and examined their contributions to cancer risk. Results: 120 of 158 treated soils (76%) exhibited a statistically significant reduction in cancer risk following bioremediation; however, 67% (106/158) of soils had post-bioremediation ELCR values over 10 fold higher than the USEPA health-based ‘acceptable’ risk level. Composting treatments were most effective at biodegrading PAHs in soils and reducing the ELCR. MW302 PAHs were not significantly degraded during bioremediation and dibenzo(a,l)pyrene, alone, contributed an additional 35% to the cancer risk associated with the eight B2 group PAHs in the

  19. van Eijck and Roth's utilitarian science education: why the recalibration of science and traditional ecological knowledge invokes multiple perspectives to protect science education from being exclusive

    Science.gov (United States)

    Mueller, Michael P.; Tippins, Deborah J.

    2010-12-01

    This article is a philosophical analysis of van Eijck and Roth's (2007) claim that science and traditional ecological knowledge (TEK) should be recalibrated because they are incommensurate, particular to the local contexts in which they are practical. In this view, science maintains an incommensurate status as if it is a "fundamental" basis for the relative comparison of other cultural knowledges, which reduces traditional knowledge to a status of in relation to the prioritized (higher)-status of natural sciences. van Eijck and Roth reject epistemological Truth as a way of thinking about sciences in science education. Rather they adopt a utilitarian perspective of cultural-historical activity theory to demonstrate when traditional knowledge is considered science and when it is not considered science, for the purposes of evaluating what should be included in U.S. science education curricula. There are several challenges for evaluating what should be included in science education when traditional knowledges and sciences are considered in light of a utilitarian analysis. Science as diverse, either practically local or theoretically abstract, is highly uncertain, which provides opportunities for multiple perspectives to enlarge and protect the natural sciences from exclusivity. In this response to van Eijck and Roth, we make the case for considering dialectical relationships between science and TEK in order to ensure cultural diversity in science education, as a paradigm. We also emphasize the need to (re)dissolve the hierarchies and dualisms that may emerge when science is elevated in status in comparison with other knowledges. We conclude with a modification to van Eijck and Roth's perspective by recommending a guiding principle of cultural diversity in science education as a way to make curriculum choices. We envision this principle can be applied when evaluating science curricula worldwide.

  20. Bioremediation of oil on shoreline environments: development of techniques and guidelines

    International Nuclear Information System (INIS)

    Lee, K.; Merlin, F.X.

    1999-01-01

    Over the last 20 years, the development of operational procedures to accelerate the natural biodegradation rates of oil spilled on shoreline environments has been the focus of numerous research programs. As a result, bioremediation has been demonstrated to be an effective oil spill countermeasure for use in cobble, sand beach, salt marsh, and mudflat environments. Today, studies are directed towards improving the efficacy and evaluating the ecological impacts of available bioremediation agents and/or procedures. This review describes the latest developments in bioremediation strategies and their key success factors. (author)

  1. Genetic engineering microbes for bioremediation/ biorecovery of uranium

    International Nuclear Information System (INIS)

    Apte, S.K.; Rao, A.S.; Appukuttan, D.; Nilgiriwala, K.S.; Acharya, C.

    2005-01-01

    Bioremediation (both bioremoval and biorecovery) of metals is considered a feasible, economic and eco-friendly alternative to chemical methods of metal extraction, particularly when the metal concentration is very low. Scanty distribution along with poor ore quality makes biomining of uranium an attractive preposition. Biosorption, bioprecipitation or bioaccumulation of uranium, aided by recombinant DNA technology, offer a promising technology for recovery of uranium from acidic or alkaline nuclear waste, tailings or from sea-water. Genetic engineering of bacteria, with a gene encoding an acid phosphatase, has yielded strains that can bioprecipitate uranium from very low concentrations at acidic-neutral pH, in a relatively short time. Organisms overproducing alkaline phosphatase have been selected for uranium precipitation from alkaline waste. Such abilities have now been transferred to the radioresistant microbe Deinococcus radiodurans to facilitate in situ bioremediation of nuclear waste, with some success. Sulfate-reducing bacteria are being characterized for bioremediation of uranium in tailings with the dual objective of uranium precipitation and reduction of sulfate to sulphide. Certain marine cyanobacteria have shown promise for uranium biosorption to extracellular polysaccharides, and intracellular accumulation involving metal sequestering metallothionin proteins. Future work is aimed at understanding the genetic basis of these abilities and to engineer them into suitable organisms subsequently. As photosynthetic, nitrogen-fixing microbes, which are considerably resistant to ionizing radiations, cyanobacteria hold considerable potential for bioremediation of nuclear waste. (author)

  2. Electromigration of Contaminated Soil by Electro-Bioremediation Technique

    Science.gov (United States)

    Azhar, A. T. S.; Nabila, A. T. A.; Nurshuhaila, M. S.; Shaylinda, M. Z. N.; Azim, M. A. M.

    2016-07-01

    Soil contamination with heavy metals poses major environmental and human health problems. This problem needs an efficient method and affordable technological solution such as electro-bioremediation technique. The electro-bioremediation technique used in this study is the combination of bacteria and electrokinetic process. The aim of this study is to investigate the effectiveness of Pseudomonas putida bacteria as a biodegradation agent to remediate contaminated soil. 5 kg of kaolin soil was spiked with 5 g of zinc oxide. During this process, the anode reservoir was filled with Pseudomonas putida while the cathode was filled with distilled water for 5 days at 50 V of electrical gradient. The X-Ray Fluorescent (XRF) test indicated that there was a significant reduction of zinc concentration for the soil near the anode with 89% percentage removal. The bacteria count is high near the anode which is 1.3x107 cfu/gww whereas the bacteria count at the middle and near the cathode was 5.0x106 cfu/gww and 8.0x106 cfu/gww respectively. The migration of ions to the opposite charge of electrodes during the electrokinetic process resulted from the reduction of zinc. The results obtained proved that the electro-bioremediation reduced the level of contaminants in the soil sample. Thus, the electro-bioremediation technique has the potential to be used in the treatment of contaminated soil.

  3. In-situ bioremediation at the French Limited Site

    International Nuclear Information System (INIS)

    Woodward, R.; Ramsden, D.

    1990-01-01

    In situ biodegradation of petrochemical wastes at the French Limited Superfund Site was stimulated by providing the appropriate pH, essential nutrients, oxygen, and substrate availability. Fourteen wastewater treatment parameters, plus toxicity, were monitored to document the program of bioremediation. Periodic, organic priority pollutant analysis of mixed liquor, settled sludges and subsoils provided data for kinetics interpretation and half life calculation. The half lives of thirteen PAH compounds ranged from 27 to 46 days, in contrast to the degradation rate, in months, reported for these compounds in LTUs. An ambitious air monitoring program measured fugitive emissions at lagoon side, fenceline, and from the lagoon surface by floating flux chamber. The amount of volatiles lost never exceeded 1/2 of the OSHA 8 hr TLV and it could be readily managed by adjusting the intensity and frequency of mixing and aeration. The demonstration confirmed the feasibility of in situ bioremediation and led to one of the first US EPA Record of Decisions to use bioremediation for cleanup of a large Superfund site. A consent Decree outlining the site remedial action program was signed by the PRP task group and published in the Federal Register. This represents a landmark project for in situ bioremediation and has established precedence for use of this technology at CERCLA and RCRA sites nationwide

  4. Bioremediation of lead contaminated soil with Rhodobacter sphaeroides.

    Science.gov (United States)

    Li, Xiaomin; Peng, Weihua; Jia, Yingying; Lu, Lin; Fan, Wenhong

    2016-08-01

    Bioremediation with microorganisms is a promising technique for heavy metal contaminated soil. Rhodobacter sphaeroides was previously isolated from oil field injection water and used for bioremediation of lead (Pb) contaminated soil in the present study. Based on the investigation of the optimum culturing conditions and the tolerance to Pb, we employed the microorganism for the remediation of Pb contaminated soil simulated at different contamination levels. It was found that the optimum temperature, pH, and inoculum size for R. sphaeroides is 30-35 °C, 7, and 2 × 10(8) mL(-1), respectively. Rhodobacter sphaeroides did not remove the Pb from soil but did change its speciation. During the bioremediation process, more available fractions were transformed to less accessible and inert fractions; in particular, the exchangeable phase was dramatically decreased while the residual phase was substantially increased. A wheat seedling growing experiment showed that Pb phytoavailability was reduced in amended soils. Results inferred that the main mechanism by which R. sphaeroides treats Pb contaminated soil is the precipitation formation of inert compounds, including lead sulfate and lead sulfide. Although the Pb bioremediation efficiency on wheat was not very high (14.78% root and 24.01% in leaf), R. sphaeroides remains a promising alternative for Pb remediation in contaminated soil. Copyright © 2016 Elsevier Ltd. All rights reserved.

  5. Initial teacher education and continuing professional development for science teachers

    DEFF Research Database (Denmark)

    Dolin, Jens; Evans, Robert Harry

    2011-01-01

    Research into ways of improving the initial education and continuing professional development of science teachers is closely related to both common and unique strands. The field is complex since science teachers teach at different educational levels, are often educated in different science subjects......, and belong to various cultures, both educationally and socially. Section 1 presents a review of the research literature across these dimensions and looks at the knowledge, skills and competences needed for teaching science, specific issues within science teacher education, and strategies for educating...... and developing science teachers....

  6. Environmental science: A new opportunity for soil science

    Energy Technology Data Exchange (ETDEWEB)

    Pepper, I.L.

    2000-01-01

    During the golden era of soil science--from the 1950s to the 1980s--the main focus of this discipline was on the role of soil in production agriculture. More recently, renewed interest in the area of environmental science has offered new opportunities to soil scientists. Thus, many soil scientists are now working in areas such as bioremediation, waste recycling, and/or contaminant transport. Environmental science has, therefore, not only changed the traditional research role of soil scientists at land grant institutions but has also influenced student enrollment, the traditional soil science curriculum, and faculty recruitment. These changes require a new breed of soil scientist, one with a background not only in soil science but also in other areas of environmental science as well.

  7. SPORTS SCIENCES AND MULTICULTURALISM - EDUCATIONAL AND PROFESSIONAL IMPACT

    Directory of Open Access Journals (Sweden)

    Danica Pirsl

    2012-09-01

    Full Text Available The aim of the paper is to familiarize the sports sciences educators to the pedagogic concept and professional benefits and awareness of multicultural education if implemented in sports sciences curricula, especially in the efforts to obtain international transparency through sports science literature writing and publishing. Data Sources were textbook chapters and articles searched through the archives of Diversity Digest and Academic Medicine for the years 2000 to 2005 with the key words multiculturalism, diversity, cultural competence, education, and learning. Synthesized data were used to present a rational argument for the inclusion of a critical pedagogy into the field of sports science education. The infrastructure in the professional field of sports sciences, review of the literature on critical multicultural theory and pedagogy and the potential cognitive and intellectual implications of diversity and multicultural education were analyzed. Conclusions/Recommendations focus on possible various and creative strategies for implementing a multicultural agenda in sports sciences curricula and on the analysis of the associated benefits and outcomes of such educational strategies.

  8. Creosote-contaminated sites: their potential for bioremediation

    Energy Technology Data Exchange (ETDEWEB)

    Mueller, J G; Chapman, P J; Pritchard, P H [US EPA Environmental Research Laboratory, Gulf Breeze, FL (USA)

    1989-10-01

    Coal tar creosote contamination is generally associated with surface soils, waters in treatment lagoons or evaporation areas, and groundwater contaminated with leachate from the above sources. The basic principle of bioremediation is to exploit the ability of microorganisms to catabolize a wide range of organic substrates. There are limitations which much be addressed if in situ bioremediation is to be successful: the pollutant must be in a chemical state conducive to microbial utilization, aeration and nutrient supplementation are essential elements of many in situ treatments, and there must be present an acclimated microbial population capable of degrading the pollutant. 35 refs., 3 tabs.

  9. Trends of Science Education Research: An Automatic Content Analysis

    Science.gov (United States)

    Chang, Yueh-Hsia; Chang, Chun-Yen; Tseng, Yuen-Hsien

    2010-08-01

    This study used scientometric methods to conduct an automatic content analysis on the development trends of science education research from the published articles in the four journals of International Journal of Science Education, Journal of Research in Science Teaching, Research in Science Education, and Science Education from 1990 to 2007. The multi-stage clustering technique was employed to investigate with what topics, to what development trends, and from whose contribution that the journal publications constructed as a science education research field. This study found that the research topic of Conceptual Change & Concept Mapping was the most studied topic, although the number of publications has slightly declined in the 2000's. The studies in the themes of Professional Development, Nature of Science and Socio-Scientific Issues, and Conceptual Chang and Analogy were found to be gaining attention over the years. This study also found that, embedded in the most cited references, the supporting disciplines and theories of science education research are constructivist learning, cognitive psychology, pedagogy, and philosophy of science.

  10. Persuasion and Attitude Change in Science Education.

    Science.gov (United States)

    Koballa, Thomas R., Jr.

    1992-01-01

    Persuasion is presented as it may be applied by science educators in research and practice. The orientation taken is that science educators need to be acquainted with persuasion in the context of social influence and learning theory to be able to evaluate its usefulness as a mechanism for developing and changing science-related attitudes. (KR)

  11. The Particulate Nature of Matter in Science Education and in Science.

    Science.gov (United States)

    Vos, Wobbe de; Verdonk, Adri H.

    1996-01-01

    Discusses ideas about the particulate nature of matter and assesses the extent to which these represent a compromise between scientific and educational considerations. Analyzes relations between the particulate nature of matter in science and science education in an attempt to understand children's inclination to attribute all kinds of macroscopic…

  12. What is `Agency'? Perspectives in Science Education Research

    Science.gov (United States)

    Arnold, Jenny; Clarke, David John

    2014-03-01

    The contemporary interest in researching student agency in science education reflects concerns about the relevance of schooling and a shift in science education towards understanding learning in science as a complex social activity. The purpose of this article is to identify problems confronting the science education community in the development of this new research agenda and to argue that there is a need for research in science education that attends to agency as a social practice. Despite increasing interest in student agency in educational research, the term 'agency' has lacked explicit operationalisation and, across the varied approaches, such as critical ethnography, ethnographies of communication, discourse analysis and symbolic interactionism, there has been a lack of coherence in its research usage. There has also been argument concerning the validity of the use of the term 'agency' in science education research. This article attempts to structure the variety of definitions of 'student agency' in science education research, identifies problems in the research related to assigning intentionality to research participants and argues that agency is a kind of discursive practice. The article also draws attention to the need for researchers to be explicit in the assumptions they rely upon in their interpretations of social worlds. Drawing upon the discursive turn in the social sciences, a definition of agency is provided, that accommodates the discursive practices of both individuals and the various functional social groups from whose activities classroom practice is constituted. The article contributes to building a focused research agenda concerned with understanding and promoting student agency in science.

  13. When Nature of Science Meets Marxism: Aspects of Nature of Science Taught by Chinese Science Teacher Educators to Prospective Science Teachers

    Science.gov (United States)

    Wan, Zhi Hong; Wong, Siu Ling; Zhan, Ying

    2013-01-01

    Nature of science (NOS) is beginning to find its place in the science education in China. In a study which investigated Chinese science teacher educators' conceptions of teaching NOS to prospective science teachers through semi-structured interviews, five key dimensions emerged from the data. This paper focuses on the dimension, "NOS content…

  14. [Regulatory science: modern trends in science and education for pharmaceutical products].

    Science.gov (United States)

    Beregovykh, V V; Piatigorskaia, N V; Aladysheva, Zh I

    2012-01-01

    This article reviews modern trends in development of new instruments, standards and approaches to drugs safety, efficacy and quality assessment in USA and EU that can be called by unique term--"regulatory science" which is a new concept for Russian Federation. New education programs (curricula) developed by USA and EU universities within last 3 years are reviewed. These programs were designed in order to build workforce capable to utilize science approach for drug regulation. The principal mechanisms for financing research in regulatory science used by Food and Drug Administration are analyzed. There are no such science and relevant researches in Russian Federation despite the high demand as well as needs for the system for higher education and life-long learning education of specialists for regulatory affairs (or compliance).

  15. Bioremediation of oil polluted beaches - a feasibility study. Bioremediering av olje paa strand

    Energy Technology Data Exchange (ETDEWEB)

    Sveum, P

    1991-09-01

    Bioremediation of oil polluted beaches is considered and should be an alternative to conventional clean-up procedures. Use of non-genetic manipulated bacterias are not expected to be of any risk to human or environment. Caution should be taken during use of some products containing opportunistic bacterias. 115 refs., 5 figs., 3 tabs.

  16. Women and girls in science education: Female teachers' and students' perspectives on gender and science

    Science.gov (United States)

    Crotty, Ann

    Science is a part of all students' education, PreK-12. Preparing students for a more scientifically and technologically complex world requires the best possible education including the deliberate inclusion and full contributions of all students, especially an underrepresented group: females in science. In the United States, as elsewhere in the world, the participation of girls and women in science education and professional careers in science is limited, particularly in the physical sciences (National Academy of Sciences [NAS], 2006). The goal of this research study is to gain a better understanding of the perspectives and perceptions of girls and women, both science educators and students, related to gender and participation in science at the time of an important course: high school chemistry. There is a rich body of research literature in science education that addresses gender studies post---high school, but less research that recognizes the affective voices of practicing female science teachers and students at the high school level (Bianchini, Cavazos, & Helms, 2000; Brown & Gilligan, 1992; Gilligan, 1982). Similarly, little is known with regard to how female students and teachers navigate their educational, personal, and professional experiences in science, or how they overcome impediments that pose limits on their participation in science, particularly the physical sciences. This exploratory study focuses on capturing voices (Brown & Gilligan, 1992; Gilligan, 1982) of high school chemistry students and teachers from selected urban and suburban learning communities in public schools in the Capital Region of New York State. Through surveys, interviews, and focus groups, this qualitative study explores the intersection of the students' and teachers' experiences with regard to the following questions: (1) How do female chemistry teachers view the role gender has played in their professional and personal lives as they have pursued education, degree status, and

  17. Application of radioisotope induced EDXRF in bioremediation studies

    International Nuclear Information System (INIS)

    Joseph, D.; Choudhury, R.K.; Acharya, C.; Narasimha, A.; Apte, S.K.

    2010-01-01

    Bioremediation is an emerging technology that employs the use of certain microbes for the clean up of heavy metals/radionuclides contaminated environments. Progress in this field is however handicapped by limited knowledge of the biological processes involved in microbial metal uptake, translocation, tolerance and microbe-metal interactions. Therefore a better understanding of the basic biological processes involved in cell/soil/contaminant interactions would allow further optimization of bioremediation technologies. Advanced analytical techniques have proven to be instrumental in understanding the metal microbe interactions. It is important that in bioremediation studies, the analytical procedures used for elemental determination in cells should be fast, cheap, non-destructive, with easy, sample preparation, good sensitivity and accuracy. The present paper demonstrates the utility of Energy Dispersive X-ray Fluorescence Spectroscopy in detection of uranium and tellurium associated with the microbial cells. This technique was found to be convenient and suitable for such metal microbial interactive studies

  18. [Effects and Biological Response on Bioremediation of Petroleum Contaminated Soil].

    Science.gov (United States)

    Yang, Qian; Wu, Man-li; Nie, Mai-qian; Wang, Ting-ting; Zhang, Ming-hui

    2015-05-01

    Bioaugmentation and biostimulation were used to remediate petroleum-contaminated soil which were collected from Zichang city in North of Shaanxi. The optimal bioremediation method was obtained by determining the total petroleum hydrocarbon(TPH) using the infrared spectroscopy. During the bioremediation, number of degrading strains, TPH catabolic genes, and soil microbial community diversity were determined by Most Probable Number (MPN), polymerase chain reaction (PCR) combined agarose electrophoresis, and PCR-denaturing gradient electrophoresis (DGGE). The results in different treatments showed different biodegradation effects towards total petroleum hydrocarbon (TPH). Biostimulation by adding N and P to soils achieved the best degradation effects towards TPH, and the bioaugmentation was achieved by inoculating strain SZ-1 to soils. Further analysis indicated the positive correlation between catabolic genes and TPH removal efficiency. During the bioremediation, the number of TPH and alkanes degrading strains was higher than the number of aromatic degrading strains. The results of PCR-DGGE showed microbial inoculums could enhance microbial community functional diversity. These results contribute to understand the ecologically microbial effects during the bioremediation of petroleum-polluted soil.

  19. In-Situ Bioremediation of Perchlorate in Groundwater and Soil

    OpenAIRE

    Jin, Liyan

    2012-01-01

    Historical, uncontrolled disposal practices have made perchlorate a significant threat to drinking water supplies in the United States. In-situ bioremediation (ISB) technologies are cost effective and provide an environmental friendly solution for treating contaminated groundwater and soil. In situ bioremediation was considered as an option for treatment of perchlorate in groundwater and soil in Lockheed Martin Corporation's Beaumont Site 2 (Beaumont, CA). Based on the perchlorate distribu...

  20. Control of petroleum-hydrocarbon contaminated groundwater by intrinsic and enhanced bioremediation.

    Science.gov (United States)

    Chen, Ku-Fan; Kao, Chih-Ming; Chen, Chiu-Wen; Surampalli, Rao Y; Lee, Mu-Sheng

    2010-01-01

    In the first phase of this study, the effectiveness of intrinsic bioremediation on the containment of petroleum hydrocarbons was evaluated at a gasoline spill site. Evidences of the occurrence of intrinsic bioremediation within the BTEX (benzene, toluene, ethylbenzene, and xylenes) plume included (1) decreased BTEX concentrations; (2) depletion of dissolved oxygen (DO), nitrate, and sulfate; (3) production of dissolved ferrous iron, methane, and CO2; (4) deceased pH and redox potential; and (5) increased methanogens, total heterotrophs, and total anaerobes, especially within the highly contaminated areas. In the second phase of this study, enhanced aerobic bioremediation process was applied at site to enhance the BTEX decay rates. Air was injected into the subsurface near the mid-plume area to biostimulate the naturally occurring microorganisms for BTEX biodegradation. Field results showed that enhanced bioremediation process caused the change of BTEX removal mechanisms from anaerobic biodegradation inside the plume to aerobic biodegradation. This variation could be confirmed by the following field observations inside the plume due to the enhanced aerobic bioremediation process: (1) increased in DO, CO2, redox potential, nitrate, and sulfate, (2) decreased in dissolved ferrous iron, sulfide, and methane, (3) increased total heterotrophs and decreased total anaerobes. Field results also showed that the percentage of total BTEX removal increased from 92% to 99%, and the calculated total BTEX first-order natural attenuation rates increased from 0.0092% to 0.0188% per day, respectively, after the application of enhanced bioremediation system from the spill area to the downgradient area (located approximately 300 m from the source area).

  1. Environmental Assessment for Selection and Operation of the Proposed Field Research Centers for the Natural and Accelerated Bioremediation Research (NABIR) Program

    International Nuclear Information System (INIS)

    2000-01-01

    The US Department of Energy (DOE) Office of Biological and Environmental Research (OBER), within the Office of Science (SC), proposes to add a Field Research Center (FRC) component to the existing Natural and Accelerated Bioremediation Research (NABIR) Program. The NABIR Program is a ten-year fundamental research program designed to increase the understanding of fundamental biogeochemical processes that would allow the use of bioremediation approaches for cleaning up DOE's contaminated legacy waste sites. An FRC would be integrated with the existing and future laboratory and field research and would provide a means of examining the fundamental biogeochemical processes that influence bioremediation under controlled small-scale field conditions. The NABIR Program would continue to perform fundamental research that might lead to promising bioremediation technologies that could be demonstrated by other means in the future. For over 50 years, DOE and its predecessor agencies have been responsible for the research, design, and production of nuclear weapons, as well as other energy-related research and development efforts. DOE's weapons production and research activities generated hazardous, mixed, and radioactive waste products. Past disposal practices have led to the contamination of soils, sediments, and groundwater with complex and exotic mixtures of compounds. This contamination and its associated costs and risks represents a major concern to DOE and the public. The high costs, long duration, and technical challenges associated with remediating the subsurface contamination at DOE sites present a significant need for fundamental research in the biological, chemical, and physical sciences that will contribute to new and cost-effective solutions. One possible low-cost approach for remediating the subsurface contamination of DOE sites is through the use of a technology known as bioremediation. Bioremediation has been defined as the use of microorganisms to biodegrade or

  2. Environmental Assessment for Selection and Operation of the Proposed Field Research Centers for the Natural and Accelerated Bioremediation Research (NABIR) Program

    Energy Technology Data Exchange (ETDEWEB)

    N/A

    2000-04-18

    The US Department of Energy (DOE) Office of Biological and Environmental Research (OBER), within the Office of Science (SC), proposes to add a Field Research Center (FRC) component to the existing Natural and Accelerated Bioremediation Research (NABIR) Program. The NABIR Program is a ten-year fundamental research program designed to increase the understanding of fundamental biogeochemical processes that would allow the use of bioremediation approaches for cleaning up DOE's contaminated legacy waste sites. An FRC would be integrated with the existing and future laboratory and field research and would provide a means of examining the fundamental biogeochemical processes that influence bioremediation under controlled small-scale field conditions. The NABIR Program would continue to perform fundamental research that might lead to promising bioremediation technologies that could be demonstrated by other means in the future. For over 50 years, DOE and its predecessor agencies have been responsible for the research, design, and production of nuclear weapons, as well as other energy-related research and development efforts. DOE's weapons production and research activities generated hazardous, mixed, and radioactive waste products. Past disposal practices have led to the contamination of soils, sediments, and groundwater with complex and exotic mixtures of compounds. This contamination and its associated costs and risks represents a major concern to DOE and the public. The high costs, long duration, and technical challenges associated with remediating the subsurface contamination at DOE sites present a significant need for fundamental research in the biological, chemical, and physical sciences that will contribute to new and cost-effective solutions. One possible low-cost approach for remediating the subsurface contamination of DOE sites is through the use of a technology known as bioremediation. Bioremediation has been defined as the use of microorganisms to

  3. Levinas and an Ethics for Science Education

    Science.gov (United States)

    Blades, David W.

    2006-01-01

    Despite claims that STS(E) science education promotes ethical responsibility, this approach is not supported by a clear philosophy of ethics. This paper argues that the work of Emmanuel Levinas provides an ethics suitable for an STS(E) science education. His concept of the face of the Other redefines education as learning from the other, rather…

  4. Supporting new science teachers in pursuing socially just science education

    Science.gov (United States)

    Ruggirello, Rachel; Flohr, Linda

    2017-10-01

    This forum explores contradictions that arose within the partnership between Teach for America (TFA) and a university teacher education program. TFA is an alternate route teacher preparation program that places individuals into K-12 classrooms in low-income school districts after participating in an intense summer training program and provides them with ongoing support. This forum is a conversation about the challenges we faced as new science teachers in the TFA program and in the Peace Corps program. We both entered the teaching field with science degrees and very little formal education in science education. In these programs we worked in a community very different from the one we had experienced as students. These experiences allow us to address many of the issues that were discussed in the original paper, namely teaching in an unfamiliar community amid challenges that many teachers face in the first few years of teaching. We consider how these challenges may be amplified for teachers who come to teaching through an alternate route and may not have as much pedagogical training as a more traditional teacher education program provides. The forum expands on the ideas presented in the original paper to consider the importance of perspectives on socially just science education. There is often a disconnect between what is taught in teacher education programs and what teachers actually experience in urban classrooms and this can be amplified when the training received through alternate route provides a different framework as well. This forum urges universities and alternate route programs to continue to find ways to authentically partner using practical strategies that bring together the philosophies and goals of all stakeholders in order to better prepare teachers to partner with their students to achieve their science learning goals.

  5. Integrating technology into radiologic science education.

    Science.gov (United States)

    Wertz, Christopher Ira; Hobbs, Dan L; Mickelsen, Wendy

    2014-01-01

    To review the existing literature pertaining to the current learning technologies available in radiologic science education and how to implement those technologies. Only articles from peer-reviewed journals and scholarly reports were used in the research for this review. The material was further restricted to those articles that emphasized using new learning technologies in education, with a focus on radiologic science education. Teaching in higher education is shifting from a traditional classroom-based lecture format to one that incorporates new technologies that allow for more varied and diverse educational models. Radiologic technology educators must adapt traditional education delivery methods to incorporate current technologies. Doing so will help engage the modern student in education in ways in which they are already familiar. As students' learning methods change, so must the methods of educational delivery. The use of new technologies has profound implications for education. If implemented properly, these technologies can be effective tools to help educators.

  6. Patterns of intrinsic bioremediation at two U.S. Air Force bases

    International Nuclear Information System (INIS)

    Wiedemeier, T.H.; Swanson, M.A.; Wilson, J.T.; Kampbell, D.H.

    1995-01-01

    Intrinsic bioremediation of benzene, toluene, ethylbenzene, and xylenes (BTEX) occurs when indigenous microorganisms work to reduce the total mass of contamination in the subsurface without the addition of nutrients. A conservative tracer, such as trimethylbenzene, found commingled with the contaminant plume can be used to distinguish between attenuation caused by dispersion, dilution from recharge, volatilization, and sorption and attenuation caused by biodegradation. Patterns of intrinsic bioremediation can vary markedly from site to site depending on governing physical, biological, and chemical processes. Intrinsic bioremediation causes measurable changes in groundwater chemistry. Specifically, concentrations of contaminants, dissolved oxygen, nitrate, ferrous iron, sulfate, and methane in groundwater change both temporally and spatially as biodegradation proceeds Operations at Hill Air Force Base (AFB) and Patrick AFB resulted in fuel-hydrocarbon contamination of soil and groundwater. In both cases, trimethylbenzene data confirm that dissolved BTEX is biodegrading. Geochemical evidence from the Hill AFB site suggests that aerobic respiration, denitrification, iron reduction, sulfate reduction, and methanogenesis all are contributing to intrinsic bioremediation of dissolved BTEX. Sulfate reduction is the dominant biodegradation mechanism at this site. Geochemical evidence from Patrick AFB suggests that aerobic respiration, iron reduction, and methanogenesis are contributing to intrinsic bioremediation of dissolved BTEX. Methanogenesis is the dominant biodegradation mechanism at this site

  7. Engineering and science education for nuclear power

    International Nuclear Information System (INIS)

    1986-01-01

    The Guidebook contains detailed information on curricula which would provide the professional technical education qualifications which have been established for nuclear power programme personnel. The core of the Guidebook consists of model curricula in engineering and science, including relevant practical work. Curricula are provided for specialization, undergraduate, and postgraduate programmes in nuclear-oriented mechanical, chemical, electrical, and electronics engineering, as well as nuclear engineering and radiation health physics. Basic nuclear science and engineering laboratory work is presented together with a list of basic experiments and the nuclear equipment needed to perform them. Useful measures for implementing and improving engineering and science education and training capabilities for nuclear power personnel are presented. Valuable information on the national experiences of IAEA Member States in engineering and science education for nuclear power, as well as examples of such education from various Member States, have been included

  8. Promoting Pre-college Science Education

    Science.gov (United States)

    Lee, R. L.

    1999-11-01

    The Fusion Education Program, with support from DOE, continues to promote pre-college science education for students and teachers using multiple approaches. An important part of our program is direct scientist-student interaction. Our ``Scientist in a Classroom'' program allows students to interact with scientists and engage in plasma science activities in the students' classroom. More than 1000 students from 11 schools have participated in this exciting program. Also, this year more than 800 students and teachers have visited the DIII--D facility and interacted with scientists to cover a broad range of technical and educational issues. Teacher-scientist interaction is imperative in professional development and each year more than 100 teachers attend workshops produced by the fusion education team. We also participate in unique learning opportunities. Members of the team, in collaboration with the San Diego County Office of Education, held a pioneering Internet-based Physics Olympiad for American and Siberian students. Our teamwork with educators helps shape material that is grade appropriate, relevant, and stimulates thinking in educators and students.

  9. Bioremediation of metals and radionuclides: What it is and How itWorks

    Energy Technology Data Exchange (ETDEWEB)

    McCullough, J.; Hazen, Terry; Benson, Sally

    1999-01-01

    This primer is intended for people interested in DOE environmental problems and in their potential solutions. It will specifically look at some of the more hazardous metal and radionuclide contaminants found on DOE lands and at the possibilities for using bioremediation technology to clean up these contaminants. Bioremediation is a technology that can be used to reduce, eliminate, or contain hazardous waste. Over the past two decades, it has become widely accepted that microorganisms, and to a lesser extent plants, can transform and degrade many types of contaminants. These transformation and degradation processes vary, depending on physical environment, microbial communities, and nature of contaminant. This technology includes intrinsic bioremediation, which relies on naturally occurring processes, and accelerated bioremediation, which enhances microbial degradation or transformation through inoculation with microorganisms (bioaugmentation) or the addition of nutrients (biostimulation).

  10. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education. Website Reviews. Articles in Resonance – Journal of Science Education. Volume 4 Issue 8 August 1999 pp 91-93 Website Reviews. Website Review · Harini Nagendra · More Details Fulltext PDF ...

  11. Monitoring bioremediation of atrazine in soil microcosms using molecular tools

    International Nuclear Information System (INIS)

    Sagarkar, Sneha; Mukherjee, Shinjini; Nousiainen, Aura; Björklöf, Katarina; Purohit, Hemant J.; Jørgensen, Kirsten S.; Kapley, Atya

    2013-01-01

    Molecular tools in microbial community analysis give access to information on catabolic potential and diversity of microbes. Applied in bioremediation, they could provide a new dimension to improve pollution control. This concept has been demonstrated in the study using atrazine as model pollutant. Bioremediation of the herbicide, atrazine, was analyzed in microcosm studies by bioaugmentation, biostimulation and natural attenuation. Genes from the atrazine degrading pathway atzA/B/C/D/E/F, trzN, and trzD were monitored during the course of treatment and results demonstrated variation in atzC, trzD and trzN genes with time. Change in copy number of trzN gene under different treatment processes was demonstrated by real-time PCR. The amplified trzN gene was cloned and sequence data showed homology to genes reported in Arthrobacter and Nocardioides. Results demonstrate that specific target genes can be monitored, quantified and correlated to degradation analysis which would help in predicting the outcome of any bioremediation strategy. - Highlights: ► Degradation of herbicide, atrazine. ► Comparison of bioremediation via bioaugmentation, biostimulation and natural attenuation. ► Gene profile analysis in all treatments. ► Variation in trzN gene numbers correlated to degradation efficiency. ► Cloning and sequence analysis of trzN gene demonstrates very high homology to reported gene. - This study demonstrates the use of molecular tools in bioremediation to monitor and track target genes; correlates the results with degradation and thereby predicts the efficiency of treatment.

  12. Play with Science in Inquiry Based Science Education

    OpenAIRE

    Andrée, Maria; Lager-Nyqvist, Lotta; Wickman, Per-Olof

    2011-01-01

    In science education students sometimes engage in imaginary science-oriented play where ideas about science and scientists are put to use. Through play, children interpret their experiences, dramatize, give life to and transform what they know into a lived narrative. In this paper we build on the work of Vygotsky on imagination and creativity. Previous research on play in primary and secondary school has focused on play as a method for formal instruction rather than students’ spontaneous info...

  13. Enhanced bioremediation of lead-contaminated soil by Solanum nigrum L. with Mucor circinelloides.

    Science.gov (United States)

    Sun, Liqun; Cao, Xiufeng; Li, Min; Zhang, Xu; Li, Xinxin; Cui, Zhaojie

    2017-04-01

    Strain selected from mine tailings in Anshan for Pb bioremediation was characterized at the genetic level by internal transcribed spacer (ITS) sequencing. Results revealed that the strain belongs to Mucor circinelloides. Bioremediation of lead-contaminated soil was conducted using Solanum nigrum L. combined with M. circinelloides. The removal efficacy was in the order microbial/phytoremediation > phytoremediation > microbial remediation > control. The bioremediation rates were 58.6, 47.2, and 40.2% in microbial/phytoremediation, microbial remediation, and phytoremediation groups, respectively. Inoculating soil with M. circinelloides enhanced Pb removal and S. nigrum L. growth. The bioaccumulation factor (BF, 1.43), enrichment factor (EF, 1.56), and translocation factor (TF, 1.35) were higher than unit, suggesting an efficient ability of S. nigrum L. in Pb bioremediation. Soil fertility was increased after bioremediation according to change in enzyme activities. The results indicated that inoculating S. nigrum L. with M. circinelloides enhanced its efficiency for phytoremediation of soil contaminated with Pb.

  14. Soil bioremediation approaches for petroleum hydrocarbon polluted environments

    Directory of Open Access Journals (Sweden)

    Eman Koshlaf

    2017-01-01

    Full Text Available Increasing industrialisation, continued population growth and heavy demand and reliance on petrochemical products have led to unprecedented economic growth and development. However, inevitably this dependence on fossil fuels has resulted in serious environmental issues over recent decades. The eco-toxicity and the potential health implications that petroleum hydrocarbons pose for both environmental and human health have led to increased interest in developing environmental biotechnology-based methodologies to detoxify environments impacted by petrogenic compounds. Different approaches have been applied for remediating polluted sites with petroleum derivatives. Bioremediation represents an environmentally sustainable and economical emerging technology for maximizing the metabolism of organic pollutants and minimizing the ecological effects of oil spills. Bioremediation relies on microbial metabolic activities in the presence of optimal ecological factors and necessary nutrients to transform organic pollutants such as petrogenic hydrocarbons. Although, biodegradation often takes longer than traditional remediation methods, the complete degradation of the contaminant is often accomplished. Hydrocarbon biodegradation in soil is determined by a number of environmental and biological factors varying from site to site such as the pH of the soil, temperature, oxygen availability and nutrient content, the growth and survival of hydrocarbon-degrading microbes and bioavailability of pollutants to microbial attack. In this review we have attempted to broaden the perspectives of scientists working in bioremediation. We focus on the most common bioremediation technologies currently used for soil remediation and the mechanisms underlying the degradation of petrogenic hydrocarbons by microorganisms.

  15. Finding Meaningful Roles for Scientists in science Education Reform

    Science.gov (United States)

    Evans, Brenda

    Successful efforts to achieve reform in science education require the active and purposeful engagement of professional scientists. Working as partners with teachers, school administrators, science educators, parents, and other stakeholders, scientists can make important contributions to the improvement of science teaching and learning in pre-college classrooms. The world of a practicing university, corporate, or government scientist may seem far removed from that of students in an elementary classroom. However, the science knowledge and understanding of all future scientists and scientifically literate citizens begin with their introduction to scientific concepts and phenomena in childhood and the early grades. Science education is the responsibility of the entire scientific community and is not solely the responsibility of teachers and other professional educators. Scientists can serve many roles in science education reform including the following: (1) Science Content Resource, (2) Career Role Model, (3) Interpreter of Science (4) Validator for the Importance of Learning Science and Mathematics, (5) Champion of Real World Connections and Value of Science, (6) Experience and Access to Funding Sources, (7) Link for Community and Business Support, (8) Political Supporter. Special programs have been developed to assist scientists and engineers to be effective partners and advocates of science education reform. We will discuss the rationale, organization, and results of some of these partnership development programs.

  16. Development of combinatorial bacteria for metal and radionuclide bioremediation

    International Nuclear Information System (INIS)

    A. C. Matin

    2006-01-01

    The grant concerned chromate [Cr(VI)] bioremediation and it was our aim from the outset to construct individual bacterial strains capable of improved bioremediation of multiple pollutants and to identify the enzymes suited to this end. Bacteria with superior capacity to remediate multiple pollutants can be an asset for the cleanup of DOE sites as they contain mixed waste. I describe below the progress made during the period of the current grant, providing appropriate context

  17. Development of combinatorial bacteria for metal and radionuclide bioremediation

    Energy Technology Data Exchange (ETDEWEB)

    A. C. Matin, Ph. D.

    2006-06-15

    The grant concerned chromate [Cr(VI)] bioremediation and it was our aim from the outset to construct individual bacterial strains capable of improved bioremediation of multiple pollutants and to identify the enzymes suited to this end. Bacteria with superior capacity to remediate multiple pollutants can be an asset for the cleanup of DOE sites as they contain mixed waste. I describe below the progress made during the period of the current grant, providing appropriate context.

  18. Resonance – Journal of Science Education | Indian Academy of ...

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education. R K Varma. Articles written in Resonance – Journal of Science Education. Volume 3 Issue 8 August 1998 pp 8-13. On Science Education and Scientific Research · R K Varma · More Details Fulltext PDF ...

  19. Multicultural education, pragmatism, and the goals of science teaching

    Science.gov (United States)

    El-Hani, Charbel Niño; Mortimer, Eduardo Fleury

    2007-07-01

    In this paper, we offer an intermediate position in the multiculturalism/universalism debate, drawing upon Cobern and Loving's epistemological pluralism, pragmatist philosophies, Southerland's defense of instructional multicultural science education, and the conceptual profile model. An important element in this position is the proposal that understanding is the proper goal of science education. Our commitment to this proposal is explained in terms of a defense of an ethics of coexistence for dealing with cultural differences, according to which social argumentative processes—including those in science education—should be marked by dialogue and confrontation of arguments in the search of possible solutions, and an effort to (co-)live with differences if a negotiated solution is not reached. To understand the discourses at stake is, in our view, a key requirement for the coexistence of arguments and discourses, and the science classroom is the privileged space for promoting an understanding of the scientific discourse in particular. We argue for "inclusion" of students' culturally grounded ideas in science education, but in a sense that avoids curricular multicultural science education, and, thus, any attempt to broaden the definition of "science" so that ideas from other ways of knowing might be simply treated as science contents. Science teachers should always take in due account the diversity of students' worldviews, giving them room in argumentative processes in science classrooms, but should never lose from sight the necessity of stimulating students to understand scientific ideas. This view is grounded on a distinction between the goals of science education and the nature of science instruction, and demands a discussion about how learning is to take place in culturally sensitive science education, and about communicative approaches that might be more productive in science classrooms organized as we propose here. We employ the conceptual profile model to

  20. Practical Bioremediation Course – Laboratory Exercises on Biodegradation of Cationic Surfactant

    Directory of Open Access Journals (Sweden)

    Tomislav Ivankovic

    2015-02-01

    Full Text Available 0 From the perspective of the lab exercises leader and teaching assistant for the Bioremediation course, it was very difficult to design and conduct a set of exercises that would fit the course curriculum and satisfactorily demonstrate bioremediation basics through practical laboratory work. Thus, Bioremediation course students designed the experiment with the help of the teaching assistant; a simulation of possible bioremediation of “Jarun” lake in Zagreb, Croatia, if contaminated with cationic surfactant. The experiment nicely showed how natural bioremediation differs from engineered bioremediation and the levels of success between different types of engineered bioremediation. The laboratory exercises were designed to be interesting and the results perceivable to the students.  Editor's Note:The ASM advocates that students must successfully demonstrate the ability to explain and practice safe laboratory techniques. For more information, read the laboratory safety section of the ASM Curriculum Recommendations: Introductory Course in Microbiology and the Guidelines for Biosafety in Teaching Laboratories, available at www.asm.org. The Editors of JMBE recommend that adopters of the protocols included in this article follow a minimum of Biosafety Level 2 practices. Normal 0 21 false false false HR X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Cambria","serif"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;}

  1. Simulations as Scaffolds in Science Education

    DEFF Research Database (Denmark)

    Renken, Maggie; Peffer, Melanie; Otrel-Cass, Kathrin

    This book outlines key issues for addressing the grand challenges posed to educators, developers, and researchers interested in the intersection of simulations and science education. To achieve this, the authors explore the use of computer simulations as instructional scaffolds that provide...... strategies and support when students are faced with the need to acquire new skills or knowledge. The monograph aims to provide insight into what research has reported on navigating the complex process of inquiry- and problem-based science education and whether computer simulations as instructional scaffolds...

  2. An application of adaption-innovation theory to bioremediation

    Energy Technology Data Exchange (ETDEWEB)

    Guerin, L.J. [World Trade Centre, Melbourne, Victoria (Australia); Guerin, T.F. [Minenco Bioremediation Services, Bundoora, Victoria (Australia)

    1995-12-31

    This paper provides a discussion of the potential application of the Kirton Adaption-Innovation Inventory (KAI) for assessing the adaptive-innovative cognitive style of individuals and organizations within the bioremediation industry. Human-resource and line managers, or other individuals responsible for staff evaluation, selection, and project planning, should consider using the KAI to assist them in selecting individuals for specific roles requiring either an innovative or adaptive style. The KAI, a measure for assessing adaption-innovation at the individual employee level, is introduced and its potential value in the bioremediation industry is discussed.

  3. Modern Publishing Approach of Journal of Astronomy & Earth Sciences Education

    Science.gov (United States)

    Slater, Timothy F.

    2015-01-01

    Filling a needed scholarly publishing avenue for astronomy education researchers and earth science education researchers, the Journal of Astronomy & Earth Sciences Education - JAESE published its first volume and issue in 2014. The Journal of Astronomy & Earth Sciences Education - JAESE is a scholarly, peer-reviewed scientific journal publishing original discipline-based education research and evaluation, with an emphasis of significant scientific results derived from ethical observations and systematic experimentation in science education and evaluation. International in scope, JAESE aims to publish the highest quality and timely articles from discipline-based education research that advance understanding of astronomy and earth sciences education and are likely to have a significant impact on the discipline or on policy. Articles are solicited describing both (i) systematic science education research and (ii) evaluated teaching innovations across the broadly defined Earth & space sciences education, including the disciplines of astronomy, climate education, energy resource science, environmental science, geology, geography, agriculture, meteorology, planetary sciences, and oceanography education. The publishing model adopted for this new journal is open-access and articles appear online in GoogleScholar, ERIC, and are searchable in catalogs of 440,000 libraries that index online journals of its type. Rather than paid for by library subscriptions or by society membership dues, the annual budget is covered by page-charges paid by individual authors, their institutions, grants or donors: This approach is common in scientific journals, but is relatively uncommon in education journals. Authors retain their own copyright. The journal is owned by the Clute Institute of Denver, which owns and operates 17 scholarly journals and currently edited by former American Astronomical Society Education Officer Tim Slater, who is an endowed professor at the University of Wyoming and

  4. Cultural, Social and Political Perspectives in Science Education

    DEFF Research Database (Denmark)

    This book presents a collection of critical thinking that concern cultural, social and political issues for science education in the Nordic countries. The chapter authors describe specific scenarios to challenge persisting views, interrogate frameworks and trouble contemporary approaches to resea......This book presents a collection of critical thinking that concern cultural, social and political issues for science education in the Nordic countries. The chapter authors describe specific scenarios to challenge persisting views, interrogate frameworks and trouble contemporary approaches...... to researching teaching and learning in science. Taking a point of departure in empirical examples from the Nordic countries the collection of work is taking a critical sideways glance at the Nordic education principles. Critical examinations target specifically those who are researching in the fields of science...... conditions and contexts in science education. The different chapters review debates and research in teacher education, school teaching and learning including when external stakeholders are involved. Even though the chapters are contextualized in Nordic settings there will be similarities and parallels...

  5. The Viability of Distance Education Science Laboratories.

    Science.gov (United States)

    Forinash, Kyle; Wisman, Raymond

    2001-01-01

    Discusses the effectiveness of offering science laboratories via distance education. Explains current delivery technologies, including computer simulations, videos, and laboratory kits sent to students; pros and cons of distance labs; the use of spreadsheets; and possibilities for new science education models. (LRW)

  6. Game based learning for computer science education

    NARCIS (Netherlands)

    Schmitz, Birgit; Czauderna, André; Klemke, Roland; Specht, Marcus

    2011-01-01

    Schmitz, B., Czauderna, A., Klemke, R., & Specht, M. (2011). Game based learning for computer science education. In G. van der Veer, P. B. Sloep, & M. van Eekelen (Eds.), Computer Science Education Research Conference (CSERC '11) (pp. 81-86). Heerlen, The Netherlands: Open Universiteit.

  7. Resonance – Journal of Science Education | Indian Academy of ...

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Search. Search. Resonance – Journal of Science Education. Title. Author. Keywords. Category. Fulltext. Submit. Resonance – Journal of Science Education. Current Issue : Vol. 23, Issue 4. Current Issue Volume 23 | Issue 4. April 2018. Home · Volumes & Issues ...

  8. Using design science in educational technology research projects

    Directory of Open Access Journals (Sweden)

    Susan M. Chard

    2017-12-01

    Full Text Available Design science is a research paradigm where the development and evaluation of a technology artefact is a key contribution. Design science is used in many domains and this paper draws on those domains to formulate a generic structure for design science research suitable for educational technology research projects. The paper includes guidelines for writing proposals using the design science research methodology for educational technology research and presents a generic research report structure. The paper presents ethical issues to consider in design science research being conducted in educational settings and contributes guidelines for assessment when the research contribution involves the creation of a technology artefact.

  9. Joe L. Kincheloe: Embracing criticality in science education

    Science.gov (United States)

    Bayne, Gillian U.

    2009-09-01

    This article reviews significant contributions made by Joe L. Kincheloe to critical research in science education, especially through a multimethodological, multitheoretical, and multidisciplinary informed lens that incorporates social, cultural, political, economic, and cognitive dynamics—the bricolage. Kincheloe's ideas provide for a compelling understanding of, and insights into, the forces that shape the intricacies of teaching and learning science and science education. They have implications in improving science education policies, in developing actions that challenge and cultivate the intellect while operating in ways that are more understanding of difference and are socially just.

  10. Defining Integrated Science Education and Putting It to Test

    OpenAIRE

    Åström, Maria

    2008-01-01

    The thesis is made up by four studies, on the comprehensive theme of integrated and subject-specific science education in Swedish compulsory school. A literature study on the matter is followed by an expert survey, then a case study and ending with two analyses of students' science results from PISA 2003 and PISA 2006. The first two studies explore similarities and differences between integrated and subject-specific science education, i.e. Science education and science taught as Biology, Chem...

  11. Global reproduction and transformation of science education

    Science.gov (United States)

    Tobin, Kenneth

    2011-03-01

    Neoliberalism has spread globally and operates hegemonically in many fields, including science education. I use historical auto/ethnography to examine global referents that have mediated the production of contemporary science education to explore how the roles of teachers and learners are related to macrostructures such as neoliberalism and derivative sensibilities, including standards, competition, and accountability systems, that mediate enacted curricula. I investigate these referents in relation to science education in two geographically and temporally discrete contexts Western Australia in the 1960s and 1970s and more recently in an inner city high school in the US. In so doing I problematize some of the taken for granted aspects of science education, including holding teachers responsible for establishing and maintaining control over students, emphasizing competition between individuals and between collectives such as schools, school districts and countries, and holding teachers and school leaders accountable for student achievement.

  12. Science Education at Arts-Focused Colleges

    Science.gov (United States)

    Oswald, W. Wyatt; Ritchie, Aarika; Murray, Amy Vashlishan; Honea, Jon

    2016-01-01

    Many arts-focused colleges and universities in the United States offer their undergraduate students coursework in science. To better understand the delivery of science education at this type of institution, this article surveys the science programs of forty-one arts-oriented schools. The findings suggest that most science programs are located in…

  13. Science Education Research vs. Physics Education Research: A Structural Comparison

    Science.gov (United States)

    Akarsu, Bayram

    2010-01-01

    The main goal of this article is to introduce physics education research (PER) to researchers in other fields. Topics include discussion of differences between science education research (SER) and physics education research (PER), physics educators, research design and methodology in physics education research and current research traditions and…

  14. Scientists and Science Education: Working at the Interface

    Science.gov (United States)

    DeVore, E. K.

    2004-05-01

    "Are we alone?" "Where did we come from?" "What is our future?" These questions lie at the juncture of astronomy and biology: astrobiology. It is intrinsically interdisciplinary in its study of the origin, evolution and future of life on Earth and beyond. The fundamental concepts of origin and evolution--of both living and non-living systems--are central to astrobiology, and provide powerful themes for unifying science teaching, learning, and appreciation in classrooms and laboratories, museums and science centers, and homes. Research scientists play a key role in communicating the nature of science and joy of scientific discovery with the public. Communicating the scientific discoveries with the public brings together diverse professionals: research scientists, graduate and undergraduate faculty, educators, journalists, media producers, web designers, publishers and others. Working with these science communicators, research scientists share their discoveries through teaching, popular articles, lectures, broadcast and print media, electronic publication, and developing materials for formal and informal education such as textbooks, museum exhibits and documentary television. There's lots of activity in science communication. Yet, the NSF and NASA have both identified science education as needing improvement. The quality of schools and the preparation of teachers receive national attention via "No Child Left Behind" requirements. The number of students headed toward careers in science, technology, engineering and mathematics (STEM) is not sufficient to meet national needs. How can the research community make a difference? What role can research scientists fulfill in improving STEM education? This talk will discuss the interface between research scientists and science educators to explore effective roles for scientists in science education partnerships. Astronomy and astrobiology education and outreach projects, materials, and programs will provide the context for

  15. Space Science Education Resource Directory

    Science.gov (United States)

    Christian, C. A.; Scollick, K.

    The Office of Space Science (OSS) of NASA supports educational programs as a by-product of the research it funds through missions and investigative programs. A rich suite of resources for public use is available including multimedia materials, online resources, hardcopies and other items. The OSS supported creation of a resource catalog through a group lead by individuals at STScI that ultimately will provide an easy-to-use and user-friendly search capability to access products. This paper describes the underlying architecture of that catalog, including the challenge to develop a system for characterizing education products through appropriate metadata. The system must also be meaningful to a large clientele including educators, scientists, students, and informal science educators. An additional goal was to seamlessly exchange data with existing federally supported educational systems as well as local systems. The goals, requirements, and standards for the catalog will be presented to illuminate the rationale for the implementation ultimately adopted.

  16. Earth Science Education in Morocco

    Science.gov (United States)

    Bouabdelli, Mohamed

    1999-05-01

    The earth sciences are taught in twelve universities in Morocco and in three other institutions. In addition there are three more earth science research institutions. Earth science teaching has been taking place since 1957. The degree system is a four-year degree, split into two two-year blocks and geology is taught within the geology-biology programme for the first part of the degree. 'Classical' geology is taught in most universities, although applied geology degrees are also on offer in some universities. Recently-formed technical universities offer a more innovative approach to Earth Science Education. Teaching is in French, although school education is in Arabic. There is a need for a reform of the curriculum, although a lead is being taken by the technical universities. A new geological mapping programme promises new geological and mining discoveries in the country and prospects of employment for geology graduates.

  17. Preparing Science Teachers: Strong Emphasis on Science Content Course Work in a Master's Program in Education

    Science.gov (United States)

    Ajhar, Edward A.; Blackwell, E.; Quesada, D.

    2010-05-01

    In South Florida, science teacher preparation is often weak as a shortage of science teachers often prompts administrators to assign teachers to science classes just to cover the classroom needs. This results is poor preparation of students for college science course work, which, in turn, causes the next generation of science teachers to be even weaker than the first. This cycle must be broken in order to prepare better students in the sciences. At St. Thomas University in Miami Gardens, Florida, our School of Science has teamed with our Institute for Education to create a program to alleviate this problem: A Master of Science in Education with a Concentration in Earth/Space Science. The Master's program consists of 36 total credits. Half the curriculum consists of traditional educational foundation and instructional leadership courses while the other half is focused on Earth and Space Science content courses. The content area of 18 credits also provides a separate certificate program. Although traditional high school science education places a heavy emphasis on Earth Science, this program expands that emphasis to include the broader context of astronomy, astrophysics, astrobiology, planetary science, and the practice and philosophy of science. From this contextual basis the teacher is better prepared to educate and motivate middle and high school students in all areas of the physical sciences. Because hands-on experience is especially valuable to educators, our program uses materials and equipment including small optical telescopes (Galileoscopes), several 8-in and 14-in Celestron and Meade reflectors, and a Small Radio Telescope installed on site. (Partial funding provided by the US Department of Education through Minority Science and Engineering Improvement Program grant P120A050062.)

  18. Resonance – Journal of Science Education | Indian Academy of ...

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education. Kathy Ceceri. Articles written in Resonance – Journal of Science Education. Volume 16 Issue 9 September 2011 pp 879-880 Personal Reflections. Five Things I Learned from Richard Feynman About Science Education · Kathy Ceceri · More Details Fulltext PDF ...

  19. Insight in the PCB-degrading functional community in long-term contaminated soil under bioremediation

    Energy Technology Data Exchange (ETDEWEB)

    Petric, Ines; Hrsak, Dubravka; Udikovic-Kolic, Nikolina [Ruder Boskovic Inst., Division for Marine and Environmental Research, Zagreb (Croatia); Fingler, Sanja [Inst. for Medical Research and Occupational Health, Zagreb (Croatia); Bru, David; Martin-Laurent, Fabrice [INRA, Univ. der Bourgogne, Soil and Environmental Microbiology, Dijon (France)

    2011-02-15

    A small-scale bioremediation assay was developed in order to get insight into the functioning of a polychlorinated biphenyl (PCB) degrading community during the time course of bioremediation treatment of a contaminated soil. The study was conducted with the aim to better understand the key mechanisms involved in PCB-removal from soils. Materials and methods Two bioremediation strategies were applied in the assay: (a) biostimulation (addition of carvone as inducer of biphenyl pathway, soya lecithin for improving PCB bioavailability, and xylose as supplemental carbon source) and (b) bioaugmentation with selected seed cultures TSZ7 or Rhodococcus sp. Z6 originating from the transformer station soil and showing substantial PCB-degrading activity. Functional PCB-degrading community was investigated by using molecular-based approaches (sequencing, qPCR) targeting bphA and bphC genes, coding key enzymes of the upper biphenyl pathway, in soil DNA extracts. In addition, kinetics of PCBs removal during the bioremediation treatment was determined using gas chromatography mass spectrometry analyses. Results and discussion bphA-based phylogeny revealed that bioremediation affected the structure of the PCB-degrading community in soils, with Rhodococcus-like bacterial populations developing as dominant members. Tracking of this population further indicated that applied bioremediation treatments led to its enrichment within the PCB-degrading community. The abundance of the PCB-degrading community, estimated by quantifying the copy number of bphA and bphC genes, revealed that it represented up to 0.3% of the total bacterial community. All bioremediation treatments were shown to enhance PCB reduction in soils, with approximately 40% of total PCBs being removed during a 1-year period. The faster PCB reduction achieved in bioaugmented soils suggested an important role of the seed cultures in bioremediation processes. Conclusions The PCBs degrading community was modified in response to

  20. Cultural, Social and Political Perspectives in Science Education

    DEFF Research Database (Denmark)

    conditions and contexts in science education. The different chapters review debates and research in teacher education, school teaching and learning including when external stakeholders are involved. Even though the chapters are contextualized in Nordic settings there will be similarities and parallels...... that will be informative to the international science education research community.......This book presents a collection of critical thinking that concern cultural, social and political issues for science education in the Nordic countries. The chapter authors describe specific scenarios to challenge persisting views, interrogate frameworks and trouble contemporary approaches...

  1. Sputnik's Impact on Science Education in America

    Science.gov (United States)

    Holbrow, Charles H.

    2007-04-01

    The launch of Sputnik, the world's first artificial Earth orbiting satellite, by the Soviet Union on October 4, 1957 was a triggering event. Before Sputnik pressure had been rising to mobilize America's intellectual resources to be more effective and useful in dealing with the Cold War. Sputnik released that pressure by stirring up a mixture of American hysteria, wounded self-esteem, fears of missile attacks, and deep questioning of the intellectual capabilities of popular democratic society and its educational system. After Sputnik the federal government took several remarkable actions: President Eisenhower established the position of Presidential Science Advisor; the House and the Senate reorganized their committee structures to focus on science policy; Congress created NASA -- the National Aeronautics and Space Agency -- and charged it to create a civilian space program; they tripled funding for the National Science Foundation to support basic research but also to improve science education and draw more young Americans into science and engineering; and they passed the National Defense Education Act which involved the federal government to an unprecedented extent with all levels of American education. I will describe some pre-Sputnik pressures to change American education, review some important effects of the subsequent changes, and talk about one major failure of change fostered by the national government.

  2. Derivation and Implementation of a Model Teaching the Nature of Science Using Informal Science Education Venues

    Science.gov (United States)

    Spector, Barbara S.; Burkett, Ruth; Leard, Cyndy

    2012-01-01

    This paper introduces a model for using informal science education venues as contexts within which to teach the nature of science. The model was initially developed to enable university education students to teach science in elementary schools so as to be consistent with "National Science Education Standards" (NSES) (1996) and "A Framework for…

  3. PROGNOSIS OF VISUALIZATION USAGE IN THE SCIENCE EDUCATION PROCESS

    OpenAIRE

    Bilbokaite, Renata

    2016-01-01

    Future education depends on many external exogenous factors - society evolution, technologic progress, teachers’ opinion and their ability to organize the education process. Science education is difficult for many students but the progress of the society definitely correlated with achievements of science. This highlights the importance of teaching biology, chemistry, physics, geography and mathematics at school. Visualization helps students to learn science education but at the moment teacher...

  4. Education and Training in Forensic Science: A Guide for Forensic Science Laboratories, Educational Institutions, and Students. Special Report.

    Science.gov (United States)

    US Department of Justice, 2004

    2004-01-01

    Forensic science provides scientific and foundational information for investigators and courts, and thus plays a crucial role in the criminal justice system. This guide was developed through the work of the Technical Working Group on Education and Training in Forensic Science (TWGED) to serve as a reference on best education and training practices…

  5. Resonance journal of science education

    Indian Academy of Sciences (India)

    Resonance journal of science education. May 2012 Volume 17 Number 5. SERIES ARTICLES. 436 Dawn of Science. The Quest for Power. T Padmanabhan. GENERAL ARTICLES. 441 Bernoulli Runs Using 'Book Cricket' to Evaluate. Cricketers. Anand Ramalingam. 454 Wilhelm Ostwald, the Father of Physical Chemistry.

  6. Resonance journal of science education

    Indian Academy of Sciences (India)

    Resonance journal of science education. February 2012 Volume 17 Number 2. SERIES ARTICLES. 106 Dawn of Science. Calculus is Developed in Kerala. T Padmanabhan. GENERAL ARTICLES. 117 Willis H Carrier: Father of Air Conditioning. R V Simha. 139 Refrigerants For Vapour Compression Refrigeration. Systems.

  7. Joint Science Education Project: Learning about polar science in Greenland

    Science.gov (United States)

    Foshee Reed, Lynn

    2014-05-01

    The Joint Science Education Project (JSEP) is a successful summer science and culture opportunity in which students and teachers from the United States, Denmark, and Greenland come together to learn about the research conducted in Greenland and the logistics involved in supporting the research. They conduct experiments first-hand and participate in inquiry-based educational activities alongside scientists and graduate students at a variety of locations in and around Kangerlussuaq, Greenland, and on the top of the ice sheet at Summit Station. The Joint Committee, a high-level forum involving the Greenlandic, Danish and U.S. governments, established the Joint Science Education Project in 2007, as a collaborative diplomatic effort during the International Polar Year to: • Educate and inspire the next generation of polar scientists; • Build strong networks of students and teachers among the three countries; and • Provide an opportunity to practice language and communication skills Since its inception, JSEP has had 82 student and 22 teacher participants and has involved numerous scientists and field researchers. The JSEP format has evolved over the years into its current state, which consists of two field-based subprograms on site in Greenland: the Greenland-led Kangerlussuaq Science Field School and the U.S.-led Arctic Science Education Week. All travel, transportation, accommodations, and meals are provided to the participants at no cost. During the 2013 Kangerlussuaq Science Field School, students and teachers gathered data in a biodiversity study, created and set geo- and EarthCaches, calculated glacial discharge at a melt-water stream and river, examined microbes and tested for chemical differences in a variety of lakes, measured ablation at the edge of the Greenland Ice Sheet, and learned about fossils, plants, animals, minerals and rocks of Greenland. In addition, the students planned and led cultural nights, sharing food, games, stories, and traditions of

  8. Fast-track aquifer characterization and bioremediation of groundwater

    International Nuclear Information System (INIS)

    Owen, S.B.; Erskine, J.A.; Adkisson, C.

    1995-01-01

    A short duration step-drawdown pumping test has been used to characterize a highly permeable aquifer contaminated with petroleum hydrocarbons in support of an in situ, closed loop extraction and reinjection bioremediation system for groundwater. The short-term pumping test produces a manageable quantity of contaminated groundwater while yielding a range of values for transmissivity and specific yield parameters. This range of aquifer coefficients is used in an analytical model to estimate a range of groundwater extraction rates that provide a suitable radius of influence for the extraction and reinjection system. A multi-enzyme complex catalyzed bioremediation process has been used to aerobically degrade petroleum hydrocarbons. Enzymes, amino acids, and biosurfactants are supplied to the extracted groundwater to significantly speed up the degradation by naturally occurring bacteria. During the process, amino acids promote the rapid growth of the microbial population while enzymes and bacteria attach to hydrocarbons forming a transformation state complex that degrades to fatty acids, carbon dioxide, and water. This paper presents a case study of a fast-track bioremediation using pumping test data, analytical modeling, and an enzyme technology

  9. Sensory Science Education

    DEFF Research Database (Denmark)

    Otrel-Cass, Kathrin

    2018-01-01

    little note of the body-mind interactions we have with the material world. Utilizing examples from primary schools, it is argued that a sensory pedagogy in science requires a deliberate sensitization and validation of the senses’ presence and that a sensor pedagogy approach may reveal the unique ways...... in how we all experience the world. Troubling science education pedagogy is therefore also a reconceptualization of who we are and how we make sense of the world and the acceptance that the body-mind is present, imbalanced and complex....

  10. Discovering Science Education in the USA

    Science.gov (United States)

    Teaching Science, 2014

    2014-01-01

    Science is amazing for many reasons. One of them is its immeasurable size as a subject, and the breadth of its application. From nanotech to astrophysics, from our backyards to the global arena, science links everything and everyone on Earth. Our understanding of science--and science education--needs to be just as diverse and all-encompassing.…

  11. The paradox of un/making science people: practicing ethico-political hesitations in science education

    Science.gov (United States)

    Wallace, Maria F. G.

    2018-03-01

    Over the years neoliberal ideology and discourse have become intricately connected to making science people. Science educators work within a complicated paradox where they are obligated to meet neoliberal demands that reinscribe dominant, hegemonic assumptions for producing a scientific workforce. Whether it is the discourse of school science, processes of being a scientist, or definitions of science particular subjects are made intelligible as others are made unintelligible. This paper resides within the messy entanglements of feminist poststructural and new materialist perspectives to provoke spaces where science educators might enact ethicopolitical hesitations. By turning to and living in theory, the un/making of certain kinds of science people reveals material effects and affects. Practicing ethicopolitical hesitations prompt science educators to consider beginning their work from ontological assumptions that begin with abundance rather than lack.

  12. Optimized Enhanced Bioremediation Through 4D Geophysical Monitoring and Autonomous Data Collection, Processing and Analysis

    Science.gov (United States)

    2014-09-01

    ER-200717) Optimized Enhanced Bioremediation Through 4D Geophysical Monitoring and Autonomous Data Collection, Processing and Analysis...N/A 3. DATES COVERED - 4. TITLE AND SUBTITLE Optimized Enhanced Bioremediation Through 4D Geophysical Monitoring and Autonomous Data...8 2.1.2 The Geophysical Signatures of Bioremediation ......................................... 8 2.2 PRIOR

  13. Changes in microbial populations and enzyme activities during the bioremediation of oil-contaminated soil.

    Science.gov (United States)

    Lin, Xin; Li, Xiaojun; Sun, Tieheng; Li, Peijun; Zhou, Qixing; Sun, Lina; Hu, Xiaojun

    2009-10-01

    In the process of bioremediation in the soil contaminated by different oil concentrations, the changes in the microbial numbers (bacteria and fungi) and the enzyme (catalase (CAT), polyphenol oxidase (PPO) and lipase) activities were evaluated over a 2-year period. The results showed that the microbial numbers after 2-year bioremediation were one to ten times higher than those in the initial. The changes in the bacterial and the fungal populations were different during the bioremediation, and the highest microbial numbers for bacteria and fungi were 5.51 x 10(9) CFU g(-1) dry soil in treatment 3 (10,000 mg kg(-1)) in the initial and 5.54 x 10(5) CFU g(-1) dry soil in treatment 5 (50,000 mg kg(-1)) after the 2-year bioremediation period, respectively. The CAT and PPO activities in the contaminated soil decreased with increasing oil concentration, while the lipase activity increased. The activities of CAT and PPO improved after the bioremediation, but lipase activity was on the contrary. The CAT activity was more sensible to the oil than others, and could be alternative to monitor the bioremediation process.

  14. Principles of Professionalism for Science Educators. National Science Teachers Association Position Statement

    Science.gov (United States)

    National Science Teachers Association (NJ1), 2010

    2010-01-01

    Science educators play a central role in educating, inspiring, and guiding students to become responsible, scientifically literate citizens. Therefore, teachers of science must uphold the highest ethical standards of the profession to earn and maintain the respect, trust, and confidence of students, parents, school leaders, colleagues, and other…

  15. Compost bioremediation of hydrocarbon-contaminated soil ...

    African Journals Online (AJOL)

    STORAGESEVER

    2008-05-16

    May 16, 2008 ... The use of composting in bioremediation has received little attention (Potter et al., ..... Counts of microorganisms in the compost during composting. Values are means of three ..... chlorinated pesticides. J. Water Poll. Cont. Fed.

  16. Bioremediation of cyanotoxins.

    Science.gov (United States)

    Edwards, Christine; Lawton, Linda A

    2009-01-01

    Cyanobacteria are a diverse group of mainly aquatic microorganisms which occur globally. Eutrophication (nutrient enrichment) of water bodies, often as a result of human activities, results in prolific grow of cyanobacteria that develop into a thick scum or bloom. Many of these blooms are toxic due to the production of hepatotoxins (microcystins and cylindrospermopsin) and/or neurotoxins (saxitoxins and anatoxins) posing a serious health hazard to humans and animals. The presence of these cyanotoxins is of particular concern in drinking water supplies where conventional water treatment often fails to eliminate them. Hence, there is significant interest in water treatment strategies that ensure the removal of cyanotoxins, with the exploitation of microbes being on such possible approach. As naturally occurring compounds it is assumed that these toxins are readily biodegraded. Furthermore, there is no significant evidence of their accumulation in the environment and their relative stable under a wide range of physico-chemical conditions, suggests biodegradation is the main route for their natural removal from the environment. Microcystins, as the most commonly occurring toxins, have been the most widely studied and hence form the main focus here. The review provides an overview of research into the biodegradation of cyanotoxin, including evidence for natural bioremediation, screening and isolation of toxin biodegrading bacteria, genetic and biochemical elucidation of a degradation pathway along with attempts to harness them for bioremediation through bioactive water treatment processes.

  17. Resonance – Journal of Science Education | Indian Academy of ...

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education. Bala Iyer. Articles written in Resonance – Journal of Science Education. Volume 21 Issue 3 March 2016 pp 203-205 Editorial. Editorial · Bala Iyer · More Details Fulltext PDF. Resonance – Journal of Science Education. Current Issue : Vol. 23, Issue 4. Current ...

  18. Some Aspects of Science Education in European Context

    Science.gov (United States)

    Naumescu, Adrienne Kozan; Pasca, Roxana-Diana

    2008-01-01

    Some up-to-date problems in science education in European context are treated in this paper. The characteristics of science education across Europe are presented. Science teachers' general competencies are underlined. An example of problem-solving as teaching method in chemistry is studied in knowledge based society. Transforming teacher practice…

  19. Development and Implementation of Science and Technology Ethics Education Program for Prospective Science Teachers

    Science.gov (United States)

    Rhee, Hyang-yon; Choi, Kyunghee

    2014-05-01

    The purposes of this study were (1) to develop a science and technology (ST) ethics education program for prospective science teachers, (2) to examine the effect of the program on the perceptions of the participants, in terms of their ethics and education concerns, and (3) to evaluate the impact of the program design. The program utilized problem-based learning (PBL) which was performed as an iterative process during two cycles. A total of 23 and 29 prospective teachers in each cycle performed team activities. A PBL-based ST ethics education program for the science classroom setting was effective in enhancing participants' perceptions of ethics and education in ST. These perceptions motivated prospective science teachers to develop and implement ST ethics education in their future classrooms. The change in the prospective teachers' perceptions of ethical issues and the need for ethics education was greater when the topic was controversial.

  20. History, Philosophy and Sociology of Science in Science Education: Results from the Third International Mathematics and Science Study

    Science.gov (United States)

    Wang, Hsingchi A.; Sshmidt, William H.

    Throughout the history of enhancing the public scientific literacy, researchers have postulated that since every citizen is expected to have informal opinions on the relationships among government, education, and issues of scientific research and development, it is imperative that appreciation of the past complexities of science and society and the nature of scientific knowledge be a part of the education of both scientists and non-scientists. HPSS inclusion has been found to be an effective way to reach the goal of enhancing science literacy for all citizens. Although reports stated that HPSS inclusion is not a new educational practice in other part of the world, nevertheless, no large scale study has ever been attempted to report the HPSS educational conditions around the world. This study utilizes the rich data collected by TIMSS to unveil the current conditions of HPSS in the science education of about forty TIMSS countries. Based on the analysis results, recommendations to science educators of the world are provided.

  1. African Indigenous science in higher education in Uganda

    Science.gov (United States)

    Akena Adyanga, Francis

    This study examines African Indigenous Science (AIS) in higher education in Uganda. To achieve this, I use anticolonial theory and Indigenous knowledge discursive frameworks to situate the subjugation of Indigenous science from the education system within a colonial historical context. These theories allow for a critical examination of the intersection of power relations rooted in the politics of knowledge production, validation, and dissemination, and how this process has become a systemic and complex method of subjugating one knowledge system over the other. I also employ qualitative and autoethnographic research methodologies. Using a qualitative research method, I interviewed 10 students and 10 professors from two universities in Uganda. My research was guided by the following key questions: What is African Indigenous Science? What methodology would help us to indigenize science education in Uganda? How can we work with Indigenous knowledge and anticolonial theoretical discursive frameworks to understand and challenge the dominance of Eurocentric knowledge in mainstream education? My research findings revealed that AIS can be defined in multiple ways, in other words, there is no universal definition of AIS. However, there were some common elements that my participants talked about such as: (a) knowledge by Indigenous communities developed over a long period of time through a trial and error approach to respond to the social, economic and political challenges of their society. The science practices are generational and synergistic with other disciplines such as history, spirituality, sociology, anthropology, geography, and trade among others, (b) a cumulative practice of the use, interactions with and of biotic and abiotic organism in everyday life for the continued existence of a community in its' totality. The research findings also indicate that Indigenous science is largely lacking from Uganda's education curriculum because of the influence of colonial and

  2. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education. Deepak Nandi. Articles written in Resonance – Journal of Science Education. Volume 23 Issue 2 February 2018 pp 197-217 General Article. Thymus: The site for Development of Cellular Immunity · Shamik Majumdar Sanomy Pathak Deepak Nandi · More Details ...

  3. Global Reproduction and Transformation of Science Education

    Science.gov (United States)

    Tobin, Kenneth

    2011-01-01

    Neoliberalism has spread globally and operates hegemonically in many fields, including science education. I use historical auto/ethnography to examine global referents that have mediated the production of contemporary science education to explore how the roles of teachers and learners are related to macrostructures such as neoliberalism and…

  4. NASA Earth Science Education Collaborative

    Science.gov (United States)

    Schwerin, T. G.; Callery, S.; Chambers, L. H.; Riebeek Kohl, H.; Taylor, J.; Martin, A. M.; Ferrell, T.

    2016-12-01

    The NASA Earth Science Education Collaborative (NESEC) is led by the Institute for Global Environmental Strategies with partners at three NASA Earth science Centers: Goddard Space Flight Center, Jet Propulsion Laboratory, and Langley Research Center. This cross-organization team enables the project to draw from the diverse skills, strengths, and expertise of each partner to develop fresh and innovative approaches for building pathways between NASA's Earth-related STEM assets to large, diverse audiences in order to enhance STEM teaching, learning and opportunities for learners throughout their lifetimes. These STEM assets include subject matter experts (scientists, engineers, and education specialists), science and engineering content, and authentic participatory and experiential opportunities. Specific project activities include authentic STEM experiences through NASA Earth science themed field campaigns and citizen science as part of international GLOBE program (for elementary and secondary school audiences) and GLOBE Observer (non-school audiences of all ages); direct connections to learners through innovative collaborations with partners like Odyssey of the Mind, an international creative problem-solving and design competition; and organizing thematic core content and strategically working with external partners and collaborators to adapt and disseminate core content to support the needs of education audiences (e.g., libraries and maker spaces, student research projects, etc.). A scaffolded evaluation is being conducted that 1) assesses processes and implementation, 2) answers formative evaluation questions in order to continuously improve the project; 3) monitors progress and 4) measures outcomes.

  5. Ten Decades of the Science Textbook: A Revealing Mirror of Science Education Past and Present.

    Science.gov (United States)

    Lynch, Paddy P.; Strube, Paul D.

    1985-01-01

    Indicates that trends in science education can be examined by examining science textbook content. Suggests that a historical overview is important and pertinent to contemporary thinking and contemporary problems in science education. (Author/JN)

  6. Bioremediation capacity, nutritional value and biorefining of macroalga Saccharina latissima

    DEFF Research Database (Denmark)

    Silva Marinho, Goncalo

    Macroalgae have the ability to assimilate and convert waste nutrients (N and P) into valuable biomass. In this context, they have been extensively studied for their bioremediation potential for integrated multi-trophic aquaculture (IMTA). With a global aquaculture production of 23.8 million tonnes...... attention as sustainable feedstock for biorefinery. Nevertheless, macroalgae resources are still very little explored in western countries. The aim of this study was fulfilled by the investigation of the bioremediation potential of the macroalga Saccharina latissima cultivated at a reference site (control...... two growing seasons enhanced the biomass yield and thus value, but not the bioremediation capacity. Harvest time had a significant impact in overall chemical composition, while cultivation site did not generally result in marked differences. The growth of epiphytic organisms from July to November...

  7. Integrating Electrokinetic and Bioremediation Process for Treating Oil Contaminated Low Permeability Soil

    Science.gov (United States)

    Ramadan, Bimastyaji Surya; Effendi, Agus Jatnika; Helmy, Qomarudin

    2018-02-01

    Traditional oil mining activities always ignores environmental regulation which may cause contamination in soil and environment. Crude oil contamination in low-permeability soil complicates recovery process because it requires substantial energy for excavating and crushing the soil. Electrokinetic technology can be used as an alternative technology to treat contaminated soil and improve bioremediation process (biostimulation) through transfer of ions and nutrient that support microorganism growth. This study was conducted using a combination of electrokinetic and bioremediation processes. Result shows that the application of electrokinetic and bioremediation in low permeability soils can provide hydrocarbon removal efficiency up to 46,3% in 7 days operation. The highest amount of microorganism can be found in 3-days operation, which is 2x108 CFU/ml using surfactant as flushing fluid for solubilizing hydrocarbon molecules. Enhancing bioremediation using electrokinetic process is very potential to recover oil contaminated low permeability soil in the future.

  8. European Meteorological Society and education in atmospheric sciences

    Science.gov (United States)

    Halenka, T.; Belda, M.

    2010-09-01

    EMS is supporting the exchange of information in the area of education in atmospheric sciences as one of its priority and organizing the educational sessions during EMS annual meetings as a good occasion for such an exchange. Brief thought will be given to the fate of the series of International Conferences on School and Popular Meteorological and Oceanographic Education - EWOC (Education in Weather, Ocean and Climate) and to the project oriented basis of further cooperation in education in atmospheric sciences across Europe. Another tool of EMS is the newly established and developed EDU portal of EMS. In most European countries the process of integration of education at university level was started after Bologna Declaration with the objective to have the system where students on some level could move to another school, or rather university. The goal is to achieve the compatibility between the systems and levels in individual countries to have no objections for students when transferring between the European countries. From this point of view EMS is trying to provide the information about the possibility of education in meteorology and climatology in different countries in centralised form, with uniform shape and content, but validated on national level. In most European countries the necessity of education in Science and Mathematics to achieve higher standard and competitiveness in research and technology development has been formulated after the Lisboa meeting. The European Meteorological Society is trying to follow this process with implication to atmospheric sciences. One of the important task of the EMS is the activity to promote public understanding of meteorology (and sciences related to it), and the ability to make use of it, through schools and more generally. One of the elements of EMS activity is the analysis of the position of atmospheric science in framework of curricula in educational systems of European countries as well as in more general sense, the

  9. Towards Science Education for all: Teacher Support for Female ...

    African Journals Online (AJOL)

    Towards Science Education for all: Teacher Support for Female Pupils in the Zimbabwean Science Class. ... Annals of Modern Education ... One hundred female pupils studying sciences at either Ordinary or Advanced level, and 10 science teachers from 10 selected secondary schools in one province in Zimbabwe, ...

  10. Engineering and science education for nuclear power

    International Nuclear Information System (INIS)

    Mautner-Markhof, F.

    1988-01-01

    Experience has shown that one of the critical conditions for the successful introduction of a nuclear power programme is the availability of sufficient numbers of personnel having the required education and experience qualifications. For this reason, the introduction of nuclear power should be preceded by a thorough assessment of the relevant capabilities of the industrial and education/training infrastructures of the country involved. The IAEA assists its Member States in a variety of ways in the development of infrastructures and capabilities for engineering and science education for nuclear power. Types of assistance provided by the IAEA to Member States include: Providing information in connection with the establishment or upgrading of academic and non-academic engineering and science education programmes for nuclear power (on the basis of curricula recommended in the Agency's Guidebook on engineering and science education for nuclear power); Expert assistance in setting up or upgrading laboratories and other teaching facilities; Assessing the capabilities and interest of Member States and their institutions/organizations for technical co-operation among countries, especially developing ones, in engineering and science education, as well as its feasibility and usefulness; Preparing and conducting nuclear specialization courses (e.g. on radiation protection) in various Member States

  11. Bioremediation of organophosphates by fungi and bacteria in agricultural soils. A systematic review

    Directory of Open Access Journals (Sweden)

    Gina María Hernández-Ruiz

    2017-01-01

    Full Text Available Organophosphates are a type of pesticides widely used in agriculture for pest control. Since these are highly toxic compounds, their excessive use has caused great deterioration of arable soils, as well as serious damage to ecosystems and human health. Bioremediation is used as an alternative way to transform pesticides into simple, less polluting compounds, using the metabolic potential of microorganisms. Therefore, the objective of this study was to summarize the fungi and bacteria involved in bioremediation of the main organophos-phorus pesticides used in agricultural soils through a systematic review of the scientific literature, in order to provide useful information for conducting further studies. Scientific information was obtained ResumoOs organofosforados são um tipo de praguicidas amplamente utilizados no setor agrícola para o controle de pragas. Dado que estes são compostos químicos altamente tóxicos, o uso excessivo destes há causado grande deterioro nos solos cultiváveis, assim como graves danos contra os ecossistemas e na saúde humana. A biorremediação surge como uma alternativa para transformar os praguicidas em compostos mais simples e pouco contaminantes mediante o uso do potencial metabólico dos micro-rganismos. Pelo anterior, o objetivo desta pesquisa foi descrever os fungos e bactérias envolvidos na biorremediação dos principais praguicidas organo-fosforados empregados em solos agrícolas por meio de uma revisão sistemática da literatura científica, com o fim de aportar informação útil para a through the use of databases such as ScienceDirect and Springer Link and unindexed information was also gathered from Google Scholar, as a result of this study, it was found that the most studied organophosphate pesticide is chlorpyrifos (Toxicity category III and microorganisms most commonly used in the bioremediation of organophosphate pesticides belongs to the genera Serratia, Bacillus and Pseudomonas. It is

  12. Science in early childhood education

    DEFF Research Database (Denmark)

    Broström, Stig

    2015-01-01

    Bildung Didaktik, and a learning approach based on a Vygotskian cultural-historical activity theory. A science-oriented dynamic contextual didactical model was developed as a tool for educational thinking and planning. The article presents five educational principles for a preschool science Didaktik......Based on an action research project with 12 preschools in a municipality north of Copenhagen the article investigates and takes a first step in order to create a preschool science Didaktik. The theoretical background comprises a pedagogical/didactical approach based on German critical constructive....... Several problems are discussed, the main being: How can preschool teachers balance children’s sense of wonder, i.e. their construction of knowledge (which often result in a anthropocentric thinking) against a teaching approach, which gives children a scientific understanding of scientific phenomena....

  13. Science Education Research Trends in Latin America

    Science.gov (United States)

    Medina-Jerez, William

    2018-01-01

    The purpose of this study was to survey and report on the empirical literature at the intersection of science education research in Latin American and previous studies addressing international research trends in this field. Reports on international trends in science education research indicate that authors from English-speaking countries are major…

  14. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education. Film Review. Articles in Resonance – Journal of Science Education. Volume 22 Issue 3 March 2017 pp 317-318 Film Review. The Untold Story of NASA's Trailblazers: Hidden Figures sheds light on the contributions of black women to the US Space Race.

  15. Students' Attitudes towards Interdisciplinary Education: A Course on Interdisciplinary Aspects of Science and Engineering Education

    Science.gov (United States)

    Gero, Aharon

    2017-01-01

    A course entitled "Science and Engineering Education: Interdisciplinary Aspects" was designed to expose undergraduate students of science and engineering education to the attributes of interdisciplinary education which integrates science and engineering. The core of the course is an interdisciplinary lesson, which each student is…

  16. A university system's approach to enhancing the educational mission of health science schools and institutions: the University of Texas Academy of Health Science Education

    Directory of Open Access Journals (Sweden)

    L. Maximilian Buja

    2013-03-01

    Full Text Available Background: The academy movement developed in the United States as an important approach to enhance the educational mission and facilitate the recognition and work of educators at medical schools and health science institutions. Objectives: Academies initially formed at individual medical schools. Educators and leaders in The University of Texas System (the UT System, UTS recognized the academy movement as a means both to address special challenges and pursue opportunities for advancing the educational mission of academic health sciences institutions. Methods: The UTS academy process was started by the appointment of a Chancellor's Health Fellow for Education in 2004. Subsequently, the University of Texas Academy of Health Science Education (UTAHSE was formed by bringing together esteemed faculty educators from the six UTS health science institutions. Results: Currently, the UTAHSE has 132 voting members who were selected through a rigorous, system-wide peer review and who represent multiple professional backgrounds and all six campuses. With support from the UTS, the UTAHSE has developed and sustained an annual Innovations in Health Science Education conference, a small grants program and an Innovations in Health Science Education Award, among other UTS health science educational activities. The UTAHSE represents one university system's innovative approach to enhancing its educational mission through multi- and interdisciplinary as well as inter-institutional collaboration. Conclusions: The UTAHSE is presented as a model for the development of other consortia-type academies that could involve several components of a university system or coalitions of several institutions.

  17. GENOTOXICITY OF BIOREMEDIATED SOILS FROM THE REILLY TARSITE, ST. LOUIS PARK, MINNESOTA

    Science.gov (United States)

    An in vitro approach was used to measure the genotoxicity of creosote-contaminated soil before and after four bioremediation processes. The soil was taken from the Reilly Tar site, a closed Superfund site in Saint Louis Park, Minnesota. The creosote soil was bioremediated in bios...

  18. PARRISE, Promoting Attainment of Responsible Research and Innovation in Science Education, FP7 : Rethinking science, rethinking education

    NARCIS (Netherlands)

    Knippels, M.C.P.J.; van Dam, F.W.

    The PARRISE (Promoting Attainment of Responsible Research & Innovation in Science Education) project aims at introducing the concept of Responsible Research and Innovation in primary and secondary education. It does so by combining inquiry-based learning and citizenship education with

  19. Introduction to In Situ Bioremediation of Groundwater

    Science.gov (United States)

    Bioremediation is an engineered technology that modifies environmental conditions (physical, chemical, biochemical, or microbiological) to encourage microorganisms to destroy or detoxify organic and inorganic contaminants in the environment.

  20. The Implications for Science Education of Heidegger's Philosophy of Science

    Science.gov (United States)

    Shaw, Robert

    2013-01-01

    Science teaching always engages a philosophy of science. This article introduces a modern philosophy of science and indicates its implications for science education. The hermeneutic philosophy of science is the tradition of Kant, Heidegger, and Heelan. Essential to this tradition are two concepts of truth, truth as correspondence and truth as…

  1. Potential of cold-adapted microorganisms for bioremediation of oil-polluted Alpine soils

    International Nuclear Information System (INIS)

    Margesin, R.

    2000-01-01

    The environmental contamination by organic pollutants is a widespread problem in all climates. The most widely distributed pollution can be attributed to oil contamination. Bioremediation methods can provide efficient, inexpensive and environmentally safe cleanup tools. The role of cold-adapted microorganisms for the bioremediation of experimentally and chronically oil-contaminated Alpine soils was evaluated in the studies described. The results demonstrated that there is a considerable potential for oil bioremediation in Alpine soils. Oil biodegradation can be significantly enhanced by biostimulation (inorganic nutrient supply), but a complete oil elimination is not possible by employing biological decontamination alone. (Author)

  2. An Examination of Black Science Teacher Educators' Experiences with Multicultural Education, Equity, and Social Justice

    Science.gov (United States)

    Atwater, Mary M.; Butler, Malcolm B.; Freeman, Tonjua B.; Carlton Parsons, Eileen R.

    2013-12-01

    Diversity, multicultural education, equity, and social justice are dominant themes in cultural studies (Hall in Cultural dialogues in cultural studies. Routledge, New York, pp 261-274, 1996; Wallace 1994). Zeichner (Studying teacher education: The report of the AERA panel on research and teacher education. Lawrence Erlbaum Associates, Mahwah, pp 737-759, 2005) called for research studies of teacher educators because little research exists on teacher educators since the late 1980s. Thomson et al. (2001) identified essential elements needed in order for critical multiculturalism to be infused in teacher education programs. However, little is known about the commitment and experiences of science teacher educators infusing multicultural education, equity, and social justice into science teacher education programs. This paper examines twenty (20) Black science teacher educators' teaching experiences as a result of their Blackness and the inclusion of multicultural education, equity, and social justice in their teaching. This qualitative case study of 20 Black science teacher educators found that some of them have attempted and stopped due to student evaluations and the need to gain promotion and tenure. Other participants were able to integrate diversity, multicultural education, equity and social justice in their courses because their colleagues were supportive. Still others continue to struggle with this infusion without the support of their colleagues, and others have stopped The investigators suggest that if science teacher educators are going to prepare science teachers for the twenty first century, then teacher candidates must be challenged to grapple with racial, ethnic, cultural, instructional, and curricular issues and what that must mean to teach science to US students in rural, urban, and suburban school contexts.

  3. Developments in Bioremediation of Soils and Sediments Pollutedwith Metals and Radionuclides: 2. Field Research on Bioremediation of Metals and Radionuclides

    Energy Technology Data Exchange (ETDEWEB)

    Hazen, Terry C.; Tabak, Henry H.

    2007-03-15

    Bioremediation of metals and radionuclides has had manyfield tests, demonstrations, and full-scale implementations in recentyears. Field research in this area has occurred for many different metalsand radionuclides using a wide array of strategies. These strategies canbe generally characterized in six major categories: biotransformation,bioaccumulation/bisorption, biodegradation of chelators, volatilization,treatment trains, and natural attenuation. For all field applicationsthere are a number of critical biogeochemical issues that most beaddressed for the successful field application. Monitoring andcharacterization parameters that are enabling to bioremediation of metalsand radionuclides are presented here. For each of the strategies a casestudy is presented to demonstrate a field application that uses thisstrategy.

  4. Introductory Comments on Philosophy and Constructivism in Science Education

    Science.gov (United States)

    Matthews, Michael R.

    This article indicates something of the enormous influence of constructivism on contemporary science education. The article distinguishes educational constructivism (that has its origins in theories of children's learning), from constructivism in the philosophy of science (usually associated with instrumentalist views of scientific theory), and from constructivism in the sociology of science (of which the Edinburgh Strong Programme in the sociology of scientific knowledge is the best known example). It notes the expansion of educational constructivism from initial considerations of how children come to learn, to views about epistemology, educational theory, ethics, and the cognitive claims of science. From the learning-theory beginnings of constructivism, and at each stage of its growth, philosophical questions arise that deserve the attention of educators. Among other things, the article identifies some theoretical problems concerning constructivist teaching of the content of science.

  5. Student Empowerment in an Environmental Science Classroom: Toward a Framework for Social Justice Science Education

    Science.gov (United States)

    Dimick, Alexandra Schindel

    2012-01-01

    Social justice education is undertheorized in science education. Given the wide range of goals and purposes proposed within both social justice education and social justice science education scholarship, these fields require reconciliation. In this paper, I suggest a student empowerment framework for conceptualizing teaching and learning social…

  6. Education in the nuclear sciences at Japanese universities

    International Nuclear Information System (INIS)

    Takashima, Y.

    1990-01-01

    Though there are 430 government and private universities in Japan, only a limited number of them have the department associated with nuclear science education. And the education is one-sided to government universities because mainly of financial problem. Nuclear engineering departments are installed at only 7 big universities. In addition, there are 3 institutes associated with a nuclear reactor. In these facilities, education on reactor physics, radiation measurement, electromagnetics and material sciences are conducted. For education on safety handling of radioactive materials, 10 radioisotope centers and 7 radiochemistry laboratories attached to big government universities act an important role. Almost all of the financial support for the above nuclear education come from the Ministry of Education, Science and Culture. However, some other funds are introduced by the private connection of professors

  7. Cultural, Social and Political Perspectives in Science Education

    DEFF Research Database (Denmark)

    education research to question whether conventional research approaches, foci and theoretical approaches are sufficient in a world of science education that is neither politically neutral, nor free of cultural values. Attention is not only on the individual learner but on the cultural, social and political......This book presents a collection of critical thinking that concern cultural, social and political issues for science education in the Nordic countries. The chapter authors describe specific scenarios to challenge persisting views, interrogate frameworks and trouble contemporary approaches...... to researching teaching and learning in science. Taking a point of departure in empirical examples from the Nordic countries the collection of work is taking a critical sideways glance at the Nordic education principles. Critical examinations target specifically those who are researching in the fields of science...

  8. Science Teacher Identity and Eco-Transformation of Science Education: Comparing Western Modernism with Confucianism and Reflexive "Bildung"

    Science.gov (United States)

    Sjöström, Jesper

    2018-01-01

    This forum article contributes to the understanding of how science teachers' identity is related to their worldviews, cultural values and educational philosophies, and to eco-transformation of science education. Special focus is put on "reform-minded" science teachers. The starting point is the paper "Science education reform in…

  9. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education. Face to Face. Articles in Resonance – Journal of Science Education. Volume 13 Issue 1 January 2008 pp 89-98 Face to Face. Viewing Life Through Numbers · C Ramakrishnan Sujata Varadarajan · More Details Fulltext PDF. Volume 13 Issue 3 March 2008 pp ...

  10. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Logo of the Indian Academy of Sciences. Indian Academy of Sciences. Home · About ... Home; Journals; Resonance – Journal of Science Education; Volume 3; Issue 12. Pictures at an Exhibition – A ... Vivek S Borkar1. Department of Computer Science and Automation, Indian Institute of Science, Bangalore 560 012, India ...

  11. IS THE INQUIRY-BASED SCIENCE EDUCATION THE BEST?

    Directory of Open Access Journals (Sweden)

    Milan Kubiatko

    2016-10-01

    Full Text Available The science education is fighting with a relatively big problem. Many academicians, teachers and also laic society are still perceiving difficulty in understanding of concepts from science subject and lack of interest about this group of subjects. In the past the teaching process was very formal focused on the memorizing of the facts without any deeper understanding of the processes in the nature. Pupils and students knew all definitions about concepts in the science subjects, but practical application was on the low level. The academicians, teachers and other people interested in the science education were eager to change system of education.

  12. Primary science education: Views from three Australian States

    Science.gov (United States)

    Jeans, Bruce; Farnsworth, Ian

    1992-12-01

    This paper reports an empirical study of science education in Australian primary schools. The data show that, while funding is seen as a major determinant of what is taught and how it is taught, teacher-confidence and teacher-knowledge are also important variables. Teachers are most confident with topics drawn from the biological sciences, particularly things to do with plants. With this exception there is no shared body of science education knowledge that could be used to develop a curriculum for science education. There was evidence that most teachers see a need for a hands-on approach to primary science education involving the use of concrete materials. A substantial proportion of teachers agree that some of the problems would be alleviated by having a set course together with simple, prepared kits containing sample learning experiences. Any such materials must make provision for individual teachers to capitalise on critical teaching incidents as they arise and must not undermine the professional pride that teachers have in their work.

  13. The Elwha Science Education Project (ESEP): Engaging an Entire Community in Geoscience Education

    Science.gov (United States)

    Young, R. S.; Kinner, F.

    2008-12-01

    Native Americans are poorly represented in all science, technology and engineering fields. This under- representation results from numerous cultural, economic, and historical factors. The Elwha Science Education Project (ESEP), initiated in 2007, strives to construct a culturally-integrated, geoscience education program for Native American young people through engagement of the entire tribal community. The ESEP has developed a unique approach to informal geoscience education, using environmental restoration as a centerpiece. Environmental restoration is an increasingly important goal for tribes. By integrating geoscience activities with community tradition and history, project stakeholders hope to show students the relevance of science to their day-to-day lives. The ESEP's strength lies in its participatory structure and unique network of partners, which include Olympic National Park; the non-profit, educational center Olympic Park Institute (OPI); a geologist providing oversight and technical expertise; and the Lower Elwha Tribe. Lower Elwha tribal elders and educators share in all phases of the project, from planning and implementation to recruitment of students and discipline. The project works collaboratively with tribal scientists and cultural educators, along with science educators to develop curriculum and best practices for this group of students. Use of hands-on, place-based outdoor activities engage students and connect them with the science outside their back doors. Preliminary results from this summer's middle school program indicate that most (75% or more) students were highly engaged approximately 90% of the time during science instruction. Recruitment of students has been particularly successful, due to a high degree of community involvement. Preliminary evaluations of the ESEP's outcomes indicate success in improving the outlook of the tribe's youth towards the geosciences and science, in general. Future evaluation will be likewise participatory

  14. Science teacher identity and eco-transformation of science education: comparing Western modernism with Confucianism and reflexive Bildung

    Science.gov (United States)

    Sjöström, Jesper

    2018-03-01

    This forum article contributes to the understanding of how science teachers' identity is related to their worldviews, cultural values and educational philosophies, and to eco-transformation of science education. Special focus is put on `reform-minded' science teachers. The starting point is the paper Science education reform in Confucian learning cultures: teachers' perspectives on policy and practice in Taiwan by Ying-Syuan Huang and Anila Asghar. It highlights several factors that can explain the difficulties of implementing "new pedagogy" in science education. One important factor is Confucian values and traditions, which seem to both hinder and support the science teachers' implementation of inquiry-based and learner-centered approaches. In this article Confucianism is compared with other learning cultures and also discussed in relation to different worldviews and educational philosophies in science education. Just like for the central/north European educational tradition called Bildung, there are various interpretations of Confucianism. However, both have subcultures (e.g. reflexive Bildung and Neo-Confucianism) with similarities that are highlighted in this article. If an "old pedagogy" in science education is related to essentialism, rationalist-objectivist focus, and a hierarchical configuration, the so called "new pedagogy" is often related to progressivism, modernism, utilitarianism, and a professional configuration. Reflexive Bildung problematizes the values associated with such a "new pedagogy" and can be described with labels such as post-positivism, reconstructionism and problematizing/critical configurations. Different educational approaches in science education, and corresponding eco-identities, are commented on in relation to transformation of educational practice.

  15. Bioremediation of Metals and Radionuclides: What It Is and How It Works (2nd Edition)

    Energy Technology Data Exchange (ETDEWEB)

    Palmisano, Anna; Hazen, Terry

    2003-09-30

    This primer is intended for people interested in environmental problems of the U.S. Department of Energy (DOE) and in their potential solutions. It will specifically look at some of the more hazardous metal and radionuclide contaminants found on DOE lands and at the possibilities for using bioremediation technology to clean up these contaminants. The second edition of the primer incorporates recent findings by researchers in DOE's Natural and Accelerated Bioremediation Research (NABIR) Program. Bioremediation is a technology that can be used to reduce, eliminate, or contain hazardous waste. Over the past two decades, it has become widely accepted that microorganisms, and to a lesser extent plants, can transform and degrade many types of contaminants. These transformation and degradation processes vary, depending on the physical-chemical environment, microbial communities, and nature of the contaminant. This technology includes intrinsic bioremediation, which relies on naturally occurring processes, and accelerated bioremediation, which enhances microbial degradation or transformation through the addition of nutrients (biostimulation) or inoculation with microorganisms (bioaugmentation). Over the past few years, interest in bioremediation has increased. It has become clear that many organic contaminants such as hydrocarbon fuels can be degraded to relatively harmless products such as CO{sub 2} (the end result of the degradation process). Waste water managers and scientists have also found that microorganisms can interact with metals and convert them from one chemical form to another. Laboratory tests and ex situ bioremediation applications have shown that microorganisms can change the valence, or oxidation state, of some heavy metals (e.g., chromium and mercury) and radionuclides (e.g., uranium) by using them as electron acceptors. In some cases, the solubility of the altered species decreases and the contaminant is immobilized in situ, i.e., precipitated into

  16. Science school and culture school: improving the efficiency of high school science teaching in a system of mass science education.

    Science.gov (United States)

    Charlton, Bruce G

    2006-01-01

    Educational expansion in western countries has been achieved mainly by adding years to full-time education; however, this process has probably reduced efficiency. Sooner or later, efficiency must improve, with a greater educational attainment per year. Future societies will probably wish more people to study science throughout high school (aged c. 11-19 years) and the first college degree. 'Science' may be defined as any abstract, systematic and research-based discipline: including mathematics, statistics and the natural sciences, economics, music theory, linguistics, and the conceptual or quantitative social sciences. Since formal teaching is usually necessary to learn science, science education should be regarded as the core function of high schools. One standard way to improve efficiency is the 'division of labour', with increased specialization of function. Modern schools are already specialized: teachers are specialized according to age-group taught, subject matter expertise, and administrative responsibilities. School students are stratified by age and academic aptitude. I propose a further institutional division of school function between science education, and cultural education (including education in arts, sports, ethics, social interaction and good citizenship). Existing schools might split into 'science school' and 'culture school', reflected in distinct buildings and zones, separate administrative structures, and the recruitment of differently-specialized teaching personnel. Science school would be distinguished by its focus on education in disciplines which promote abstract systematic cognition. All students would spend some part of each day (how much would depend on their aptitude and motivation) in the 'science school'; experiencing a traditional-style, didactic, disciplined and rigorous academic education. The remainder of the students' time at school would be spent in the cultural division, which would focus on broader aspects, and aim to generate

  17. Bioremediation of soil and water: application to chemical and nuclear pollutions

    International Nuclear Information System (INIS)

    Vavasseur, Alain

    2014-06-01

    Bioremediation is a branch of biotechnology that uses natural or diverted biological mechanisms to address environmental problems. The biological agents can be simple organic molecules, such as DNA or antibodies, or live or dead organisms (bacteria, microalgae, fungi, higher algae and plants). Phyto-remediation refers more specifically to using plants to decontaminate polluted soil, water, or air. Unlike organic pollutants such as PCBs1, TNT2, TCE3, which can be metabolized by soil microorganisms and plant roots, radionuclides - like most heavy metals - cannot be degraded. Thus, bioremediation strategies for radionuclides will consist into: - stabilization/mineralization to reduce their bioavailability through a change in their redox state; - for soil, their extraction using the plant nutrition mechanisms; - for polluted solutions, their extraction using the 'cation traps' properties of plant cell walls. Compared to physicochemical methods conventionally used to decontaminate soils but which lead to a sharp decline in fertility and productivity, bioremediation is considered a friendly environmental technology. An important advantage of this technique is its cost, much lower than traditional remediation techniques. By cons, bioremediation cannot be applied in an emergency, because processing times are spread over several years - even decades - depending on the degree of pollution. Therefore current research focuses on optimizing the processing time. We present in this paper several examples of in situ bioremediation of heavy metals and radionuclides, and we discuss in conclusion the negative and positive aspects of this technique. (author)

  18. TECHNOLOGIES FOR BIOREMEDIATION OF SOILS CONTAMINATED WITH PETROLEUM PRODUCTS

    Directory of Open Access Journals (Sweden)

    Roxana Gabriela POPA

    2012-05-01

    Full Text Available Biological methods for remediation of soils is based on the degradation of pollutants due to activity of microorganisms (bacteria, fungi. Effectiveness of biological decontamination of soils depends on the following factors: biodegradation of pollutants, type of microorganisms used, choice of oxidant and nutrient and subject to clean up environmental characteristics. Ex situ techniques for bioremediation of soils polluted are: composting (static / mechanical agitation, land farming and biopiles. Techniques in situ bioremediation of soils polluted are: bioventingul, biospargingul and biostimulation – bioaugumentarea.

  19. Exploring Secondary Science Teachers' Perceptions on the Goals of Earth Science Education in Taiwan

    Science.gov (United States)

    Chang, Chun-Yen; Chang, Yueh-Hsia; Yang, Fang-Ying

    2009-01-01

    The educational reform movement since the 1990s has led the secondary earth science curriculum in Taiwan into a stage of reshaping. The present study investigated secondary earth science teachers' perceptions on the Goals of Earth Science Education (GESE). The GESE should express the statements of philosophy and purpose toward which educators…

  20. Integrating Electrokinetic and Bioremediation Process for Treating Oil Contaminated Low Permeability Soil

    Directory of Open Access Journals (Sweden)

    Surya Ramadan Bimastyaji

    2018-01-01

    Full Text Available Traditional oil mining activities always ignores environmental regulation which may cause contamination in soil and environment. Crude oil contamination in low-permeability soil complicates recovery process because it requires substantial energy for excavating and crushing the soil. Electrokinetic technology can be used as an alternative technology to treat contaminated soil and improve bioremediation process (biostimulation through transfer of ions and nutrient that support microorganism growth. This study was conducted using a combination of electrokinetic and bioremediation processes. Result shows that the application of electrokinetic and bioremediation in low permeability soils can provide hydrocarbon removal efficiency up to 46,3% in 7 days operation. The highest amount of microorganism can be found in 3-days operation, which is 2x108 CFU/ml using surfactant as flushing fluid for solubilizing hydrocarbon molecules. Enhancing bioremediation using electrokinetic process is very potential to recover oil contaminated low permeability soil in the future.

  1. Bioremediation of waste under ocean acidification: Reviewing the role of Mytilus edulis.

    Science.gov (United States)

    Broszeit, Stefanie; Hattam, Caroline; Beaumont, Nicola

    2016-02-15

    Waste bioremediation is a key regulating ecosystem service, removing wastes from ecosystems through storage, burial and recycling. The bivalve Mytilus edulis is an important contributor to this service, and is used in managing eutrophic waters. Studies show that they are affected by changes in pH due to ocean acidification, reducing their growth. This is forecasted to lead to reductions in M. edulis biomass of up to 50% by 2100. Growth reduction will negatively affect the filtering capacity of each individual, potentially leading to a decrease in bioremediation of waste. This paper critically reviews the current state of knowledge of bioremediation of waste carried out by M. edulis, and the current knowledge of the resultant effect of ocean acidification on this key service. We show that the effects of ocean acidification on waste bioremediation could be a major issue and pave the way for empirical studies of the topic. Copyright © 2016 Elsevier Ltd. All rights reserved.

  2. Informal science education: lifelong, life-wide, life-deep.

    Science.gov (United States)

    Sacco, Kalie; Falk, John H; Bell, James

    2014-11-01

    Informal Science Education: Lifelong, Life-Wide, Life-Deep Informal science education cultivates diverse opportunities for lifelong learning outside of formal K-16 classroom settings, from museums to online media, often with the help of practicing scientists.

  3. Southern Africa Journal of Education, Science and Technology ...

    African Journals Online (AJOL)

    Southern Africa Journal of Education, Science and Technology: Journal Sponsorship. Journal Home > About the Journal > Southern Africa Journal of Education, Science and Technology: Journal Sponsorship. Log in or Register to get access to full text downloads.

  4. Searching for Meaning in Science Education.

    Science.gov (United States)

    Berkheimer, Glenn D.; McLeod, Richard J.

    1979-01-01

    Discusses how science programs K-16 should be developed to meet the modern objectives of science education and restore its true meaning. The theories of Phenix and Ausubel are included in this discussion. (HM)

  5. Encountering Science Education's Capacity to Affect and Be Affected

    Science.gov (United States)

    Alsop, Steve

    2016-01-01

    What might science education learn from the recent affective turn in the humanities and social sciences? Framed as a response to Michalinos Zembylas's article, this essay draws from selected theorizing in affect theory, science education and science and technology studies, in pursuit of diverse and productive ways to talk of affect within science…

  6. Legal and social concerns to the development of bioremediation technologies

    Energy Technology Data Exchange (ETDEWEB)

    Bilyard, G.R.; McCabe, G.H.; White, K.A.; Gajewski, S.W.; Hendrickson, P.L.; Jaksch, J.A.; Kirwan-Taylor, H.A.; McKinney, M.D.

    1996-09-01

    The social and legal framework within which bioremediation technologies must be researched, developed, and deployed in the US are discussed in this report. Discussions focus on policies, laws and regulations, intellectual property, technology transfer, and stakeholder concerns. These discussions are intended to help program managers, scientists and engineers understand the social and legal framework within which they work, and be cognizant of relevant issues that must be navigated during bioremediation technology research, development, and deployment activities. While this report focuses on the legal and social environment within which the DOE operates, the laws, regulations and social processes could apply to DoD and other sites nationwide. This report identifies specific issues related to bioremediation technologies, including those involving the use of plants; native, naturally occurring microbes; non-native, naturally occurring microbes; genetically engineered organisms; and microbial products (e.g., enzymes, surfactants, chelating compounds). It considers issues that fall within the following general categories: US biotechnology policy and the regulation of field releases of organisms; US environmental laws and waste cleanup regulations; intellectual property and patenting issues; technology transfer procedures for commercializing technology developed through government-funded research; stakeholder concerns about bioremediation proposals; and methods for assuring public involvement in technology development and deployment.

  7. Legal and social concerns to the development of bioremediation technologies

    International Nuclear Information System (INIS)

    Bilyard, G.R.; McCabe, G.H.; White, K.A.; Gajewski, S.W.; Hendrickson, P.L.; Jaksch, J.A.; Kirwan-Taylor, H.A.; McKinney, M.D.

    1996-09-01

    The social and legal framework within which bioremediation technologies must be researched, developed, and deployed in the US are discussed in this report. Discussions focus on policies, laws and regulations, intellectual property, technology transfer, and stakeholder concerns. These discussions are intended to help program managers, scientists and engineers understand the social and legal framework within which they work, and be cognizant of relevant issues that must be navigated during bioremediation technology research, development, and deployment activities. While this report focuses on the legal and social environment within which the DOE operates, the laws, regulations and social processes could apply to DoD and other sites nationwide. This report identifies specific issues related to bioremediation technologies, including those involving the use of plants; native, naturally occurring microbes; non-native, naturally occurring microbes; genetically engineered organisms; and microbial products (e.g., enzymes, surfactants, chelating compounds). It considers issues that fall within the following general categories: US biotechnology policy and the regulation of field releases of organisms; US environmental laws and waste cleanup regulations; intellectual property and patenting issues; technology transfer procedures for commercializing technology developed through government-funded research; stakeholder concerns about bioremediation proposals; and methods for assuring public involvement in technology development and deployment

  8. SunDial: embodied informal science education using GPS

    Directory of Open Access Journals (Sweden)

    Megan K. Halpern

    2011-06-01

    Full Text Available Science centers serve a number of goals for visitors, ideally providing experiences that are educational, social, and meaningful. This paper describes SunDial, a handheld application developed for families to use at a science center. Inspired by the idea of geocaching, the high-tech treasure hunting game that utilizes GPS technologies, SunDial asks families to use a single handheld device to locate and participate in a series of learning modules around the museum. Observations of 10 families suggest that it supports rich informal science education experiences, provides insights about families’ interaction patterns around and with single handheld devices, and demonstrates the value of navigation as an educational experience. Further, using recently released guidelines for Informal Science Education (ISE experiences to inform the design process proved valuable, tying features of the technology to educational and social goals, and giving evidence that explicit reference to these guidelines can improve ISE experiences and technologies.

  9. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Logo of the Indian Academy of Sciences. Indian Academy of Sciences ... Home; Journals; Resonance – Journal of Science Education; Volume 3; Issue 1. An Introduction to Parallel ... Abhiram Ranade1. Department of Computer Science and Engineering, Indian Institute of Technology Powai, Mumbai 400076, India ...

  10. Ethiopian Journal of Education and Sciences: Submissions

    African Journals Online (AJOL)

    General: Journal of Education and Sciences is the product of Jimma University ... and behavioral sciences, current sensitive issues like gender and HIV/AIDS. Priority ... and science studies, and information on teaching and learning facilitation.

  11. Making graduate research in science education more scientific

    Science.gov (United States)

    Firman, Harry

    2016-02-01

    It is expected that research conducted by graduate students in science education provide research findings which can be utilized as evidence based foundations for making decisions to improve science education practices in schools. However, lack of credibility of research become one of the factors cause idleness of thesis and dissertation in the context of education improvement. Credibility of a research is constructed by its scientificness. As a result, enhancement of scientific characters of graduate research needs to be done to close the gap between research and practice. A number of guiding principles underlie educational researchs as a scientific inquiry are explored and applied in this paper to identify common shortages of some thesis and dissertation manuscripts on science education reviewed in last two years.

  12. Design Of Bioremediation Systems For Groundwater (Aerobic and Anaerobic Plus Representative Case Studies)

    Science.gov (United States)

    The attached presentation discusses the fundamentals of bioremediation in the subsurface. The basics of aerobic, cometabolic, and anaerobic bioremediation are presented. Case studies from the Delaware Sand & Gravel Superfund Site, Dover Cometabolic Research Project and the SABR...

  13. Fungal degradation of pesticides - construction of microbial consortia for bioremediation

    DEFF Research Database (Denmark)

    Ellegaard-Jensen, Lea

    in groundwater contamination. New technologies are therefore needed for cleaning up contaminated soil and water resources. This PhD was part of the project entitled Microbial Remediation of Contaminated Soil and Water Resources (MIRESOWA) where the overall aim is to develop new technologies for bioremediation...... of pesticide contaminated soil and water. The objectives of this PhD were to investigate fungal degradation of pesticides and following to construct microbial consortia for bioremediation. In Manuscript I the fungal degradation of the phenylurea herbicide diuron was studied. Isolates of soil fungi of the genus...... slightly enhanced BAM distribution. From this work it is evident that the fungal-bacterial consortium is capable of enhancing BAM-degradation in unsaturated systems, and may therefore be a promising application for soil bioremediation. In Manuscript III two- and three-member consortia were constructed...

  14. Bioremediation Kinetics of Pharmaceutical Industrial Effluent

    Directory of Open Access Journals (Sweden)

    M. Šabić

    2015-05-01

    Full Text Available In recent years, concerns about the occurrence and fate of pharmaceuticals that could be present in water and wastewater has gained increasing attention. With the public’s enhanced awareness of eco-safety, environmentally benign methods based on microorganisms have become more accepted methods of removing pollutants from aquatic systems. This study investigates bioremediation of pharmaceutical wastewater from pharmaceutical company Pliva Hrvatska d.o.o., using activated sludge and bioaugmented activated sludge with isolated mixed bacterial culture. The experiments were conducted in a batch reactor in submerged conditions, at initial concentration of organic matter in pharmaceutical wastewater, expressed as COD, 5.01 g dm–3 and different initial concentrations of activated sludge, which ranged from 1.16 to 3.54 g dm–3. During the experiments, the COD, pH, concentrations of dissolved oxygen and biomass were monitored. Microscopic analyses were performed to monitor the quality of activated sludge. Before starting with the bioremediation in the batch reactor, toxicity of the pharmaceutical wastewater was determined by toxicity test using bacteria Vibrio fischeri. The obtained results showed that the effective concentration of the pharmaceutical wastewater was EC50 = 17 % and toxicity impact index was TII50 = 5.9, meaning that the untreated pharmaceutical industrial effluent must not be discharged into the environment before treatment. The results of the pharmaceutical wastewater bioremediation process in the batch reactor are presented in Table 1. The ratio γXv ⁄ γX maintained high values throughout all experiments and ranged from 0.90 and 0.95, suggesting that the concentrations of biomass remained unchanged during the experiments. The important kinetic parameters required for performance of the biological removal process, namely μmax, Ks, Ki, Y and kd were calculated from batch experiments (Table 2. Figs. 1 and 2 show the experimental

  15. Impact of Informal Science Education on Children's Attitudes About Science

    Science.gov (United States)

    Wulf, Rosemary; Mayhew, Laurel M.; Finkelstein, Noah D.

    2010-10-01

    The JILA Physics Frontier Center Partnerships for Informal Science Education in the Community (PISEC) provides informal afterschool inquiry-based science teaching opportunities for university participants with children typically underrepresented in science. We focus on the potential for this program to help increase children's interest in science, mathematics, and engineering and their understanding of the nature of science by validating the Children's Attitude Survey, which is based on the Colorado Learning Attitudes about Science Survey [1] and designed to measure shifts in children's attitudes about science and the nature of science. We present pre- and post-semester results for several semesters of the PISEC program, and demonstrate that, unlike most introductory physics courses in college, our after-school informal science programs support and promote positive attitudes about science.

  16. Engagement as a Threshold Concept for Science Education and Science Communication

    Science.gov (United States)

    McKinnon, Merryn; Vos, Judith

    2015-01-01

    Science communication and science education have the same overarching aim--to engage their audiences in science--and both disciplines face similar challenges in achieving this aim. Knowing how to effectively engage their "audiences" is fundamental to the success of both. Both disciplines have well-developed research fields identifying…

  17. Training Informal Educators Provides Leverage for Space Science Education and Public Outreach

    Science.gov (United States)

    Allen, J. S.; Tobola, K. W.; Betrue, R.

    2004-01-01

    How do we reach the public with the exciting story of Solar System Exploration? How do we encourage girls to think about careers in science, math, engineering and technology? Why should NASA scientists make an effort to reach the public and informal education settings to tell the Solar System Exploration story? These are questions that the Solar System Exploration Forum, a part of the NASA Office of Space Science Education (SSE) and Public Outreach network, has tackled over the past few years. The SSE Forum is a group of education teams and scientists who work to share the excitement of solar system exploration with colleagues, formal educators, and informal educators like museums and youth groups. One major area of the SSE Forum outreach supports the training of Girl Scouts of the USA (GS) leaders and trainers in a suite of activities that reflect NASA missions and science research. Youth groups like Girl Scouts structure their activities as informal education.

  18. In Situ Bioremediation of Chlorinated Ethenes in Hydraulically-Tight Sediments: Challenges and Limitations

    Science.gov (United States)

    Zhang, M.; Yoshikawa, M.; Takeuchi, M.; Komai, T.

    2011-12-01

    Chlorinated ethenes, like perchloroethene (PCE) and trichloroethene (TCE), have been widely used by many industries, especially in developed countries like Japan. Because of their wide applications, lack of proper regulation, poor handing, storage and disposal practices in the past, chlorinated ethenes have become a type of the most prevalent contaminants for soils and groundwater pollution. For the sake of their degradability, bioremediation has been considered as a potentially cost-effective and environmentally friendly approach for cleanup of chlorinated ethenes in situ. In this presentation, we briefly overview the status of soil and groundwater pollution, the recent amendment of the Soil Contamination Countermeasures Act in Japan, comparison between the bioremediation and other techniques like pump and treat, and the mechanisms of reductive dechlorination, direct oxidation and co-metabolism of chlorinated ethenes. We then introduce and discuss some recent challenges and advancements in in-situ bioremediation including technologies for accelerating bio-degradation of chlorinated ethenes, technologies for assessing diffusive properties of dissolved hydrogen in hydraulically-tight soil samples, and combination of bioremediation with other techniques like electro-kinetic approach. Limiting factors that may cause incomplete remediation and/or ineffectiveness of bioremediation are examined from biochemical, geochemical and hydro-geological aspects. This study reconfirmed and illustrated that: 1) The key factor for an effective bioremediation is how to disperse a proper accelerating agent throughout the polluted strata, 2) The effective diffusion coefficient of dissolved hydrogen in geologic media is relatively big and is almost independent on their permeability, and 3) To effectively design and perform an accelerated bioremediation, a combination of natural migration with pressurized injection and/or other approaches, like electro-migration, for stimulating mass

  19. The ongoing educational anomaly of earth science placement

    Science.gov (United States)

    Messina, P.; Speranza, P.; Metzger, E.P.; Stoffer, P.

    2003-01-01

    The geosciences have traditionally been viewed with less "aCademic prTstige" than other science curricula. Among the results of this perception are depressed K-16 enrollments, Earth Science assignments to lower-performing students, and relegation of these classes to sometimes under-qualified educators, all of which serve to confirm the widely-held misconceptions. An Earth Systems course developed at San Jos??e State University demonstrates the difficulty of a standard high school Earth science curriculum, while recognizing the deficiencies in pre-college Earth science education. Restructuring pre-college science curricula so that Earth Science is placed as a capstone course would greatly improve student understanding of the geosciences, while development of Earth systems courses that infuse real-world and hands-on learning at the college level is critical to bridging the information gap for those with no prior exposure to the Earth sciences. Well-crafted workshops for pre-service and inservice teachers of Earth Science can heIp to reverse the trends and unfortunate "sTatus" in geoscience education.

  20. Individuals with greater science literacy and education have more polarized beliefs on controversial science topics.

    Science.gov (United States)

    Drummond, Caitlin; Fischhoff, Baruch

    2017-09-05

    Although Americans generally hold science in high regard and respect its findings, for some contested issues, such as the existence of anthropogenic climate change, public opinion is polarized along religious and political lines. We ask whether individuals with more general education and greater science knowledge, measured in terms of science education and science literacy, display more (or less) polarized beliefs on several such issues. We report secondary analyses of a nationally representative dataset (the General Social Survey), examining the predictors of beliefs regarding six potentially controversial issues. We find that beliefs are correlated with both political and religious identity for stem cell research, the Big Bang, and human evolution, and with political identity alone on climate change. Individuals with greater education, science education, and science literacy display more polarized beliefs on these issues. We find little evidence of political or religious polarization regarding nanotechnology and genetically modified foods. On all six topics, people who trust the scientific enterprise more are also more likely to accept its findings. We discuss the causal mechanisms that might underlie the correlation between education and identity-based polarization.

  1. Kuhn in the Classroom, Lakatos in the Lab: Science Educators Confront the Nature-of-Science Debate.

    Science.gov (United States)

    Turner, Steven; Sullenger, Karen

    1999-01-01

    Examines how science educators and educational researchers have drawn on the fragmented teachings of science studies about the nature of science, and how they have used those teachings as a resource in their own projects. Analyzes some of the deep assumptions about the relationship between science, school science, and children's learning.…

  2. ENHANCING STAKEHOLDER ACCEPTANCE OF BIOREMEDIATION TECHNOLOGIES

    Energy Technology Data Exchange (ETDEWEB)

    Focht, Will; Albright, Matt; Anex, Robert P., Jr., ed.

    2009-04-21

    This project inquired into the judgments and beliefs of people living near DOE reservations and facilities at Oak Ridge, Tennessee; Hanford, Washington; and Los Alamos, Tennessee about bioremediation of subsurface contamination. The purpose of the investigation was to identify strategies based on these judgments and beliefs for enhancing public support of bioremediation. Several methods were used to collect and analyze data including content analysis of transcripts of face-to-face personal interviews, factor analysis of subjective perspectives using Q methodology, and statistical analysis of results from a large-sample randomized telephone survey. Content analysis of interview transcripts identified themes about public perceptions and constructions of contamination risk, risk management, and risk managers. This analysis revealed that those who have no employment relationship at the sites and are not engaged in technical professions are most concerned about contamination risks. We also found that most interviewees are unfamiliar with subsurface contamination risks and how they can be reduced, believe they have little control over exposure, are frustrated with the lack of progress in remediation, are concerned about a lack of commitment of DOE to full remediation, and distrust site managers to act in the public interest. Concern is also expressed over frequent site management turnover, excessive secrecy, ineffective and biased communication, perceived attempts to talk the public into accepting risk, and apparent lack of concern about community welfare. In the telephone survey, we asked respondents who were aware of site contamination about their perceptions of risk from exposure to subsurface contamination. Response analysis revealed that most people believe that they are at significant risk from subsurface contamination but they acknowledge that more education is needed to calibrate risk perceptions against scientific risk assessments. Most rate their personal

  3. Enhancing Stakeholder Acceptance Of Bioremediation Technologies

    International Nuclear Information System (INIS)

    Focht, Will; Albright, Matt; Anex, Robert P. Jr.

    2009-01-01

    This project inquired into the judgments and beliefs of people living near DOE reservations and facilities at Oak Ridge, Tennessee; Hanford, Washington; and Los Alamos, Tennessee about bioremediation of subsurface contamination. The purpose of the investigation was to identify strategies based on these judgments and beliefs for enhancing public support of bioremediation. Several methods were used to collect and analyze data including content analysis of transcripts of face-to-face personal interviews, factor analysis of subjective perspectives using Q methodology, and statistical analysis of results from a large-sample randomized telephone survey. Content analysis of interview transcripts identified themes about public perceptions and constructions of contamination risk, risk management, and risk managers. This analysis revealed that those who have no employment relationship at the sites and are not engaged in technical professions are most concerned about contamination risks. We also found that most interviewees are unfamiliar with subsurface contamination risks and how they can be reduced, believe they have little control over exposure, are frustrated with the lack of progress in remediation, are concerned about a lack of commitment of DOE to full remediation, and distrust site managers to act in the public interest. Concern is also expressed over frequent site management turnover, excessive secrecy, ineffective and biased communication, perceived attempts to talk the public into accepting risk, and apparent lack of concern about community welfare. In the telephone survey, we asked respondents who were aware of site contamination about their perceptions of risk from exposure to subsurface contamination. Response analysis revealed that most people believe that they are at significant risk from subsurface contamination but they acknowledge that more education is needed to calibrate risk perceptions against scientific risk assessments. Most rate their personal

  4. Reconceptualizing the Nature of Science for Science Education: Why Does it Matter?

    Science.gov (United States)

    Dagher, Zoubeida R.; Erduran, Sibel

    2016-01-01

    Two fundamental questions about science are relevant for science educators: (a) What is the nature of science? and (b) what aspects of nature of science should be taught and learned? They are fundamental because they pertain to how science gets to be framed as a school subject and determines what aspects of it are worthy of inclusion in school…

  5. Bioremediation of soil contaminated crude oil by Agaricomycetes.

    Science.gov (United States)

    Mohammadi-Sichani, M Maryam; Assadi, M Mazaheri; Farazmand, A; Kianirad, M; Ahadi, A M; Ghahderijani, H Hadian

    2017-01-01

    One of the most important environmental problems is the decontamination of petroleum hydrocarbons polluted soil, particularly in the oil-rich country. Bioremediation is the most effective way to remove these pollutants in the soil. Spent mushroom compost has great ability to decompose lignin-like pollution. The purpose of this study was the bioremediation of soil contaminated with crude oil by an Agaricomycetes . Soil sample amended with spent mushroom compost into 3%, 5% and 10% (w/w) with or without fertilizer. Ecotoxicity germination test was conducted with Lipidium sativa . The amplified fragment (18 s rDNA) sequence of this mushroom confirmed that the strain belonged to Pleurotus ostreatus species with complete homology (100% identity). All tests experiment sets were effective at supporting the degradation of petroleum hydrocarbons contaminated soil after three months. Petroleum contaminated soil amended with Spent mushroom compost 10% and fertilizer removed 64.7% of total petroleum hydrocarbons compared control. The germination index (%) in ecotoxicity tests ranged from 60.4 to 93.8%. This showed that the petroleum hydrocarbons contaminated soil amended with 10% Spent mushroom compost had higher bioremediation ability and reduced soil toxicity in less than three months.

  6. Taking the Lead in Science Education: Forging Next-Generation Science Standards. International Science Benchmarking Report. Appendix

    Science.gov (United States)

    Achieve, Inc., 2010

    2010-01-01

    This appendix accompanies the report "Taking the Lead in Science Education: Forging Next-Generation Science Standards. International Science Benchmarking Report," a study conducted by Achieve to compare the science standards of 10 countries. This appendix includes the following: (1) PISA and TIMSS Assessment Rankings; (2) Courses and…

  7. Ernst Mach and the Epistemological Ideas Specific for Finnish Science Education

    Science.gov (United States)

    Siemsen, Hayo

    2011-03-01

    Where does Finnish science education come from? Where will it go? The following outside view reflects on relations, which Finns consider "normal" (and thus unrecognizable in introspection) in science education. But what is "normal" in Finnish culture cannot be considered "normal" for science education in other cultures, for example in Germany. The following article will trace the central ideas, which had a larger influence in the development of this difference. The question is, if and why the Finnish uniqueness in the philosophy of science education is empirically important. This puts Finnish science education into the perspective of a more general epistemological debate around Ernst Mach's Erkenntnistheorie (a German term similar to the meaning of history and philosophy of science, though more general; literally translated "cognition/knowledge theory"). From this perspective, an outlook will be given on open questions within the epistemology of Finnish science education. Following such questions could lead to the adaptation of the "successful" ideas in Finnish science education (indicated by empirical studies, such as the OECD PISA study) as well as the further development of the central ideas of Finnish science education.

  8. 75 FR 5771 - Institute of Education Sciences; Overview Information; Education Research and Special Education...

    Science.gov (United States)

    2010-02-04

    ... DEPARTMENT OF EDUCATION Institute of Education Sciences; Overview Information; Education Research and Special Education Research Grant Programs; Notice Inviting Applications for New Awards for Fiscal....305D, 84.305E, 84.324A, 84.324B, and 84.324C. Summary: The Director of the Institute of Education...

  9. Changing the science education paradigm: from teaching facts to engaging the intellect: Science Education Colloquia Series, Spring 2011.

    Science.gov (United States)

    Fischer, Caleb Nathaniel

    2011-09-01

    Dr. Jo Handelsman, Howard Hughes Medical Institute Professor in the Department of Molecular, Cellular and Developmental Biology at Yale University, is a long-time devotee of scientific teaching, receiving this year's Presidential Award for Science Mentoring. She gave a seminar entitled "What is Scientific Teaching? The Changing Landscape of Science Education" as a part of the Scientific Education Colloquia Series in spring 2011. After dissecting what is wrong with the status quo of American scientific education, several ideological and practical changes are proposed, including active learning, regular assessment, diversity, and mentorship. Copyright © 2011.

  10. Immobilization of bacteria isolated from the mining areas on polymeric supports for bioremediation

    International Nuclear Information System (INIS)

    Romdhane, Marwa

    2011-01-01

    Today pollution is an important environmental problem. Many bacteria have the ability to degrade several types of pollutants in various media (soil, water and air) are used in bioremediation. The present work is to study bacterial diversity colonizing contaminated soil from a mining site in the region of Gafsa and Sfax phosphogypsum and evaluate their potential in bioremediation. Three bacterial strains were selected based on the presence of pigments. These strains have been studied for their tolerances of strontium. Selected strains, was assessed for its bioremediation potential to confirm his use in the biodeppolution processes.

  11. Integrating Art into Science Education: A Survey of Science Teachers' Practices

    Science.gov (United States)

    Turkka, Jaakko; Haatainen, Outi; Aksela, Maija

    2017-01-01

    Numerous case studies suggest that integrating art and science education could engage students with creative projects and encourage students to express science in multitude of ways. However, little is known about art integration practices in everyday science teaching. With a qualitative e-survey, this study explores the art integration of science…

  12. Informal Science: Family Education, Experiences, and Initial Interest in Science

    Science.gov (United States)

    Dabney, Katherine P.; Tai, Robert H.; Scott, Michael R.

    2016-01-01

    Recent research and public policy have indicated the need for increasing the physical science workforce through development of interest and engagement with informal and formal science, technology, engineering, and mathematics experiences. This study examines the association of family education and physical scientists' informal experiences in…

  13. Toward inclusive science education: University scientists' views of students,instructional practices, and the nature of science

    Science.gov (United States)

    Bianchini, Julie A.; Whitney, David J.; Breton, Therese D.; Hilton-Brown, Bryan A.

    2002-01-01

    This study examined the perceptions and self-reported practices of 18 scientists participating in a yearlong seminar series designed to explore issues of gender and ethnicity in science. Scientists and seminar were part of the Promoting Women and Scientific Literacy project, a curriculum transformation and professional development initiative undertaken by science, science education, and women's studies faculty at their university. Researchers treated participating scientists as critical friends able to bring clarity to and raise questions about conceptions of inclusion in science education. Through questionnaires and semistructured interviews, we explored their (a) rationales for differential student success in undergraduate science education; (b) self-reports of ways they structure, teach, and assess courses to promote inclusion; and (c) views of androcentric and ethnocentric bias in science. Statistical analysis of questionnaires yielded few differences in scientists' views and reported practices by sex or across time. Qualitative analysis of interviews offered insight into how scientists can help address the problem of women and ethnic minorities in science education; constraints encountered in attempts to implement pedagogical and curricular innovations; and areas of consensus and debate across scientists and science studies scholars' descriptions of science. From our findings, we provided recommendations for other professional developers working with scientists to promote excellence and equity in undergraduate science education.

  14. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 19; Issue 9. Science Academies' Refresher Course in Advances in Chemical Sciences and Sustainable Development. Information and Announcements Volume 19 Issue 9 September 2014 pp 876-876 ...

  15. Trends in Basic Sciences Education in Dental Schools, 1999-2016.

    Science.gov (United States)

    Lantz, Marilyn S; Shuler, Charles F

    2017-08-01

    The purpose of this study was to examine data published over the past two decades to identify trends in the basic sciences curriculum in dental education, provide an analysis of those trends, and compare them with trends in the basic sciences curriculum in medical education. Data published from the American Dental Association (ADA) Surveys of Dental Education, American Dental Education Association (ADEA) Surveys of Dental School Seniors, and two additional surveys were examined. In large part, survey data collected focused on the structure, content, and instructional strategies used in dental education: what was taught and how. Great variability was noted in the total clock hours of instruction and the clock hours of basic sciences instruction reported by dental schools. Moreover, the participation of medical schools in the basic sciences education of dental students appears to have decreased dramatically over the past decade. Although modest progress has been made in implementing some of the curriculum changes recommended in the 1995 Institute of Medicine report such as integrated basic and clinical sciences curricula, adoption of active learning methods, and closer engagement with medical and other health professions education programs, educational effectiveness studies needed to generate data to support evidence-based approaches to curriculum reform are lacking. Overall, trends in the basic sciences curriculum in medical education were similar to those for dental education. Potential drivers of curriculum change were identified, as was recent work in other fields that should encourage reconsideration of dentistry's approach to basic sciences education. This article was written as part of the project "Advancing Dental Education in the 21st Century."

  16. Bioremediation case studies: Abstracts. Final report

    International Nuclear Information System (INIS)

    Devine, K.

    1992-03-01

    The report contains abstracts of 132 case studies of bioremediation technology applied to hazardous waste clean-up. It was prepared to compile bioremediation studies in a variety of locations and treating diverse contaminants, most of which were previously undocumented. All data are based on vendor-supplied information and there was no opportunity to independently confirm its accuracy. These 132 case studies, from 10 different biotechnology companies, provide users with reference information about on-going and/or completed field applications and studies. About two-thirds of the cases were at full-scale clean-up level with the remainder at pilot or laboratory scale. In 74 percent of the cases, soil was at least one of the media treated. Soil alone accounts for 46 percent of the cases. Petroleum-related wastes account for the largest contaminant with 82 cases. Thirty-one states are represented in the case studies

  17. Flogging a Dead Horse: Pseudoscience and School Science Education

    Science.gov (United States)

    Vlaardingerbroek, Barend

    2011-01-01

    Pseudoscience is a ubiquitous aspect of popular culture which constitutes a direct challenge to science, and by association, to science education. With the exception of politically influential pseudosciences trying to impose themselves on official curricula such as creationism, science education authorities and professional organisations seem…

  18. Resonance – Journal of Science Education | Indian Academy of ...

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education. R Jagannathan. Articles written in Resonance – Journal of Science Education. Volume 4 Issue 1 January 1999 pp 89-92 Information and Announcements. The Institute of Mathematical Sciences · R Jagannathan · More Details Fulltext PDF ...

  19. Resonance – Journal of Science Education | Indian Academy of ...

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 9; Issue 4. Simulation of Electron Motion in Fields – An Interactive Teaching Aid ... Department of Physics Shivaji Education Society Amravati's Science College Congress Nagar, Nagpur 440 012, India; Department of Computer Science Anuradha ...

  20. Biopolitics and the `subject' of labor in science education

    Science.gov (United States)

    Bazzul, Jesse

    2017-12-01

    Viewing science education as a site of biopolitical engagement—intervention into forces that seek to define, control, and exploit life (biopower)—requires that science educators ask after how individuals and populations are governed by technologies of power. In this paper, I argue that microanalyses, the analysis of everyday practices and discourses, are integral to biopolitical engagement, are needed to examine practices that constitute subjectivities and maintain oppressive social conditions. As an example of a microanalysis I will discuss how repetitive close-ended lab/assessment tasks, as well as discourses surrounding careers in science, can work to constitute students as depoliticized, self-investing subjects of human capital. I also explore the relationship between science education, (bio)labor and its relation to biopolitics, which remains an underdeveloped area of science education. This paper, part of my doctoral work, began to take shape in 2011, shortly after the 2008 economic crisis achieved a tiny breached in the thick neoliberal stupor of everyday (educational) life.

  1. New Technique for Speciation of Uranium in Sediments Following Acetate-Stimulated Bioremediation

    Energy Technology Data Exchange (ETDEWEB)

    2011-06-22

    Acetate-stimulated bioremediation is a promising new technique for sequestering toxic uranium contamination from groundwater. The speciation of uranium in sediments after such bioremediation attempts remains unknown as a result of low uranium concentration, and is important to analyzing the stability of sequestered uranium. A new technique was developed for investigating the oxidation state and local molecular structure of uranium from field site sediments using X-Ray Absorption Spectroscopy (XAS), and was implemented at the site of a former uranium mill in Rifle, CO. Glass columns filled with bioactive Rifle sediments were deployed in wells in the contaminated Rifle aquifer and amended with a hexavalent uranium (U(VI)) stock solution to increase uranium concentration while maintaining field conditions. This sediment was harvested and XAS was utilized to analyze the oxidation state and local molecular structure of the uranium in sediment samples. Extended X-Ray Absorption Fine Structure (EXAFS) data was collected and compared to known uranium spectra to determine the local molecular structure of the uranium in the sediment. Fitting was used to determine that the field site sediments did not contain uraninite (UO{sub 2}), indicating that models based on bioreduction using pure bacterial cultures are not accurate for bioremediation in the field. Stability tests on the monomeric tetravalent uranium (U(IV)) produced by bioremediation are needed in order to assess the efficacy of acetate-stimulation bioremediation.

  2. Principles of Bioremediation Assessment

    Science.gov (United States)

    Madsen, E. L.

    2001-12-01

    Although microorganisms have successfully and spontaneously maintained the biosphere since its inception, industrialized societies now produce undesirable chemical compounds at rates that outpace naturally occurring microbial detoxification processes. This presentation provides an overview of both the complexities of contaminated sites and methodological limitations in environmental microbiology that impede the documentation of biodegradation processes in the field. An essential step toward attaining reliable bioremediation technologies is the development of criteria which prove that microorganisms in contaminated field sites are truly active in metabolizing contaminants of interest. These criteria, which rely upon genetic, biochemical, physiological, and ecological principles and apply to both in situ and ex situ bioremediation strategies include: (i) internal conservative tracers; (ii) added conservative tracers; (iii) added radioactive tracers; (iv) added isotopic tracers; (v) stable isotopic fractionation patterns; (vi) detection of intermediary metabolites; (vii) replicated field plots; (viii) microbial metabolic adaptation; (ix) molecular biological indicators; (x) gradients of coreactants and/or products; (xi) in situ rates of respiration; (xii) mass balances of contaminants, coreactants, and products; and (xiii) computer modeling that incorporates transport and reactive stoichiometries of electron donors and acceptors. The ideal goal is achieving a quantitative understanding of the geochemistry, hydrogeology, and physiology of complex real-world systems.

  3. Science Under Attack Public Policy, Science Education, and the Emperor's New Clothes

    International Nuclear Information System (INIS)

    Krauss, Lawrence

    2005-01-01

    The popular debate about the teaching of intelligent design in public schools is but one quandary for scientists and policy makers. Given recent developments which have worked to breed a general distrust of science, it is evident that researchers and politicians alike should be wary of using popular opinion as a guide for policy and pedagogy when it comes to science in public education. Dr. Krauss will qualify this complex issue and will address how educators, policy makers and scientists can work effectively to prevent public misconceptions of science.

  4. Science comics as tools for science education and communication: a brief, exploratory study

    Directory of Open Access Journals (Sweden)

    M. Tatalovic

    2009-11-01

    Full Text Available Comics are a popular art form especially among children and as such provide a potential medium for science education and communication. In an attempt to present science comics in a museum exhibit I found many science themed comics and graphic books. Here I attempt to provide an overview of already available comics that communicate science, the genre of ‘science comics’. I also provide a quick literature review for evidence that comics can indeed be efficiently used for promoting scientific literacy via education and communication. I address the issue of lack of studies about science comics and their readers and suggest some possible reasons for this as well as some questions that could be addressed in future studies on the effect these comics may have on science communication.

  5. Rural science education as social justice

    Science.gov (United States)

    Eppley, Karen

    2017-03-01

    What part can science education play in the dismantling of obstacles to social justice in rural places? In this Forum contribution, I use "Learning in and about Rural Places: Connections and Tensions Between Students' Everyday Experiences and Environmental Quality Issues in their Community"(Zimmerman and Weible 2016) to explicitly position rural education as a project of social justice that seeks full participatory parity for rural citizens. Fraser's (2009) conceptualization of social justice in rural education requires attention to the just distribution of resources, the recognition of the inherent capacities of rural people, and the right to equal participation in democratic processes that lead to opportunities to make decisions affecting local, regional, and global lives. This Forum piece considers the potential of place-based science education to contribute to this project.

  6. Educational activities for neutron sciences

    International Nuclear Information System (INIS)

    Hiraka, Haruhiro; Ohoyama, Kenji; Iwasa, Kazuaki

    2011-01-01

    Since now we have several world-leading neutron science facilities in Japan, enlightenment activities for introducing neutron sciences, for example, to young people is an indispensable issue. Hereafter, we will report present status of the activities based on collaborations between universities and neutron facilities. A few suggestions for future educational activity of JSNS are also shown. (author)

  7. The pedagogy of argumentation in science education: science teachers' instructional practices

    Science.gov (United States)

    Özdem Yilmaz, Yasemin; Cakiroglu, Jale; Ertepinar, Hamide; Erduran, Sibel

    2017-07-01

    Argumentation has been a prominent concern in science education research and a common goal in science curriculum in many countries over the past decade. With reference to this goal, policy documents burden responsibilities on science teachers, such as involving students in dialogues and being guides in students' spoken or written argumentation. Consequently, teachers' pedagogical practices regarding argumentation gain importance due to their impact on how they incorporate this practice into their classrooms. In this study, therefore, we investigated the instructional strategies adopted by science teachers for their argumentation-based science teaching. Participants were one elementary science teacher, two chemistry teachers, and four graduate students, who have a background in science education. The study took place during a graduate course, which was aimed at developing science teachers' theory and pedagogy of argumentation. Data sources included the participants' video-recorded classroom practices, audio-recorded reflections, post-interviews, and participants' written materials. The findings revealed three typologies of instructional strategies towards argumentation. They are named as Basic Instructional Strategies for Argumentation, Meta-level Instructional ‌St‌‌rategies for ‌Argumentation, and Meta-strategic Instructional ‌St‌‌rategies for ‌Argumentation. In conclusion, the study provided a detailed coding framework for the exploration of science teachers' instructional practices while they are implementing argumentation-based lessons.

  8. Bioremediation of textile effluent using Phanerochaete chrysosporium

    African Journals Online (AJOL)

    Bioremediation of textile effluent using Phanerochaete chrysosporium. ... African Journal of Biotechnology. Journal Home · ABOUT THIS ... The discharge of these waste residues into the environment eventually poison, damage or affect one or ...

  9. DEVELOPMENT STRATEGY OF PARTNERSHIP OF HIGHER EDUCATION, SCIENCE AND BUSINESS

    Directory of Open Access Journals (Sweden)

    I. Mazur

    2014-12-01

    Full Text Available In the article the cooperation of higher education, science and business is analysed. A conflict of civilizations wave development in the confrontation of two forces: the "factory of Education" and force change is disclosed. European and Ukrainian higher education quality estimation is analysed. The effect of unsynchronization in time is educed between the necessities of business and possibilities of education and science. Reasons of bribery are exposed at higher school. The development strategy of partnership of higher education, science and business is proposed.

  10. Bioremediation of crude oil spills in marine and terrestrial environments

    International Nuclear Information System (INIS)

    Prince, R.C.

    1995-01-01

    Bioremediation can be a safe and effective tool for dealing with crude oil spills, as demonstrated during the cleanup following the Exxon Valdez spill in Alaska. Crude oil has also been spilled on land, and bioremediation is a promising option for land spills too. Nevertheless, there are still areas where understanding of the phenomenon is rather incomplete. Research groups around the world are addressing these problems, and this symposium provides an excellent overview of some of this work

  11. Bioremediation: Hope/Hype for Environmental Cleanup (LBNL Summer Lecture Series)

    Energy Technology Data Exchange (ETDEWEB)

    Hazen, Terry [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States). Ecology Dept.

    2007-07-18

    Summer Lecture Series 2007: Terry Hazen, Senior Staff Scientists and Head of the LBNL Ecology Department, discusses when it's best to resort to engineered bioremediation of contaminated sites, and when it's best to rely on natural attenuation. Recent advances have greatly broadened the potential applications for bioremediation. At the same time, scientists' knowledge of biogeochemical processes has advanced and they can better gauge how quickly and completely contaminants can be degraded without human intervention.

  12. Southern Africa Journal of Education, Science and Technology ...

    African Journals Online (AJOL)

    BCom Management (Finance (MSU), MCom Strategic Management and Corporate Governance (MSU), Diploma in Education (GTC). Prof. G. Nyamadzawo. BSc (Hons) Agriculture (Soil Science) (UZ), MPhil Agriculture (Soil Science) (UZ), MSc Agriculture (WSU, USA), Diploma in Education, PhD (UZ). ISSN: 1819-3692.

  13. Population Health Science: A Core Element of Health Science Education in Sub-Saharan Africa.

    Science.gov (United States)

    Hiatt, Robert A; Engmann, Natalie J; Ahmed, Mushtaq; Amarsi, Yasmin; Macharia, William M; Macfarlane, Sarah B; Ngugi, Anthony K; Rabbani, Fauziah; Walraven, Gijs; Armstrong, Robert W

    2017-04-01

    Sub-Saharan Africa suffers an inordinate burden of disease and does not have the numbers of suitably trained health care workers to address this challenge. New concepts in health sciences education are needed to offer alternatives to current training approaches.A perspective of integrated training in population health for undergraduate medical and nursing education is advanced, rather than continuing to take separate approaches for clinical and public health education. Population health science educates students in the social and environmental origins of disease, thus complementing disease-specific training and providing opportunities for learners to take the perspective of the community as a critical part of their education.Many of the recent initiatives in health science education in sub-Saharan Africa are reviewed, and two case studies of innovative change in undergraduate medical education are presented that begin to incorporate such population health thinking. The focus is on East Africa, one of the most rapidly growing economies in sub-Saharan Africa where opportunities for change in health science education are opening. The authors conclude that a focus on population health is a timely and effective way for enhancing training of health care professionals to reduce the burden of disease in sub-Saharan Africa.

  14. Earthworm-assisted bioremediation of petroleum hydrocarbon ...

    African Journals Online (AJOL)

    Ameh

    The use of earthworms (Eudrilus eugenia) for vermi-assisted bioremediation of petroleum hydrocarbon contaminated mechanic workshop soils ... not always result in complete neutrali- zation of pollutants (Yerushalmi et al., 2003). ..... Screening of biofouling activity in marine bacterial isolate from ship hull. Int. J. Environ. Sci.

  15. Preservice Teachers' Memories of Their Secondary Science Education Experiences

    Science.gov (United States)

    Hudson, Peter; Usak, Muhammet; Fančovičová, Jana; Erdoğan, Mehmet; Prokop, Pavol

    2010-12-01

    Understanding preservice teachers' memories of their education may aid towards articulating high-impact teaching practices. This study describes 246 preservice teachers' perceptions of their secondary science education experiences through a questionnaire and 28-item survey. ANOVA was statistically significant about participants' memories of science with 15 of the 28 survey items. Descriptive statistics through SPSS further showed that a teacher's enthusiastic nature (87%) and positive attitude towards science (87%) were regarded as highly memorable. In addition, explaining abstract concepts well (79%), and guiding the students' conceptual development with practical science activities (73%) may be considered as memorable secondary science teaching strategies. Implementing science lessons with one or more of these memorable science teaching practices may "make a difference" towards influencing high school students' positive long-term memories about science and their science education. Further research in other key learning areas may provide a clearer picture of high-impact teaching and a way to enhance pedagogical practices.

  16. Structural basis for expanding the application of bioligand in metal bioremediation: A review.

    Science.gov (United States)

    Sharma, Virbala; Pant, Deepak

    2018-03-01

    Bioligands (BL) present in plant and microbes are primarily responsible for their use in metal decontamination. Both primary (proteins and amino acid) and secondary (proliferated) response in the form of BL is possible in plants and microbes toward metal bioremediation. Structure of these BL have specific requirement for preferential binding towards a particular metal in biomass. The aim of this review is to explore various templates from BL (as metal host) for the metal detoxification/decontamination and associated bioremediation. Mechanistic explanation for bioremediation may involve the various processes like: (i) electron transfer; (ii) translocation; and (iii) coordination number variation. HSAB (hard and soft acid and base) concept can act as guiding principle for many such processes. It is possible to investigate various structural homolog of BL (similar to secondary response in living stage) for the possible improvement in bioremediation process. Copyright © 2017 Elsevier Ltd. All rights reserved.

  17. Science Education & Advocacy: Tools to Support Better Education Policies

    Science.gov (United States)

    O'Donnell, Christine; Cunningham, B.; Hehn, J. G.

    2014-01-01

    Education is strongly affected by federal and local policies, such as testing requirements and program funding, and many scientists and science teachers are increasingly interested in becoming more engaged with the policy process. To address this need, I worked with the American Association of Physics Teachers (AAPT) --- a professional membership society of scientists and science teachers that is dedicated to enhancing the understanding and appreciation of physics through teaching --- to create advocacy tools for its members to use, including one-page leave-behinds, guides for meeting with policymakers, and strategies for framing issues. In addition, I developed a general tutorial to aid AAPT members in developing effective advocacy strategies to support better education policies. This work was done through the Society for Physics Students (SPS) Internship program, which provides a range of opportunities for undergraduates, including research, education and public outreach, and public policy. In this presentation, I summarize these new advocacy tools and their application to astronomy education issues.

  18. Cost effectiveness of in situ bioremediation at Savannah River

    International Nuclear Information System (INIS)

    Saaty, R.P.; Showalter, W.E.; Booth, S.R.

    1995-01-01

    In situ bioremediation (ISBR) is an innovative new remediation technology for the removal of chlorinated solvents from contaminated soils and groundwater. The principal contaminant at the Savannah River Integrated Demonstration is tricloroethylene (TCE) a volatile organic compound (VOC). A 384-day test run at Savannah River, sponsored by the US Department of Energy (DOE), Office of Technology Development (EM-50), furnished information about the performance and applications of ISBR. In situ bioremediation, as tested, is based on two distinct processes occurring simultaneously; the physical process of in situ air stripping and the biological process of bioremediation. Both processes have the potential to remediate some amount of contamination. A quantity of VOCs, directly measured from the extracted airstream, was removed from the test area by the physical process of air stripping. The biological process is difficult to examine. However, the results of several tests performed at the SRID and independent numerical modeling determined that the biological process remediated an additional 40% above the physical process. Given these data, the cost effectiveness of this new technology can be evaluated

  19. Intrinsic bioremediation of BTEX in a cold temperature environment

    International Nuclear Information System (INIS)

    Johns, C.; Biggar, K.; Foght, J.; Mullick, A.

    1999-01-01

    Investigation of Intrinsic bioremediation technology at cold temperature sites contaminated with BTEX (benzene, toluene, ethyl benzene, xylene) is discussed. Site investigation at each of the sites was carried out to delineate stratigraphy, hydrogeology, microbiological setting, level of contamination and geochemical conditions. Preferred conditions for viable sites were found to include minimal risk of contaminants coming into contact with receptors, low hydraulic gradient, and the presence of adequate nutrients and terminal electron acceptors (TEAs). Enumeration of contaminant degrading microorganisms was completed through the Most Probable Number (MPN) technique indicating viable populations of aerobic petroleum degrading, nitrogen reducing and iron reducing bacteria. The effects of cold temperatures on the rate and extent of substrate utilization was studied in the laboratory, Results to date indicate that the sites under consideration are suitable candidates for intrinsic bioremediation and that significant rates of biodegradation are possible at low temperatures. If risk analysis proves to be favorable, the intrinsic bioremediation methodology is likely to provide an effective and affordable solution. 16 refs., 3 tabs., 3 figs

  20. Non-radioactive disposal facility-bioremediation horizontal well installation project

    International Nuclear Information System (INIS)

    Kupar, J.; Hasek, M.

    1998-01-01

    The Sanitary Landfill Corrective Action Plan proposes a two pronged approach to remediation. The first part of the total remediation strategy is the placement of a RCRA style closure cap to provide source control of contaminants into the groundwater. The second part of the proposed remediation package is a phased approach primarily using an in situ bioremediation system for groundwater clean up of the Constituents of Concern (COCs) that exceed their proposed Alternate Concentration Limits (ACL). The phased in approach of groundwater clean up will involve operation of the in situ bioremediation system, followed by evaluation of the Phase 1 system and, if necessary, additional phased remediation strategies. This document presents pertinent information on operations, well locations, anticipated capture zones, monitoring strategies, observation wells and other information which will allow a decision on the acceptability of the remedial strategy as an interim corrective action prior to permit application approval. The proposed interim phase of the remediation program will position two horizontal bioremediation wells such that the respective zones of influence will intersect the migration path for the highest concentrations of each plume

  1. Advancing Pre-college Science and Mathematics Education

    Energy Technology Data Exchange (ETDEWEB)

    Lee, Rick [General Atomics, San Diego, CA (United States)

    2015-05-06

    With support from the US Department of Energy, Office of Science, Fusion Energy Sciences, and General Atomics, an educational and outreach program primarily for grades G6-G13 was developed using the basic science of plasma and fusion as the content foundation. The program period was 1994 - 2015 and provided many students and teachers unique experiences such as a visit to the DIII-D National Fusion Facility to tour the nation’s premiere tokamak facility or to interact with interesting and informative demonstration equipment and have the opportunity to increase their understanding of a wide range of scientific content, including states of matter, the electromagnetic spectrum, radiation & radioactivity, and much more. Engaging activities were developed for classroom-size audiences, many made by teachers in Build-it Day workshops. Scientist and engineer team members visited classrooms, participated in science expositions, held workshops, produced informational handouts in paper, video, online, and gaming-CD format. Participants could interact with team members from different institutions and countries and gain a wider view of the world of science and engineering educational and career possibilities. In addition, multiple science stage shows were presented to audiences of up to 700 persons in a formal theatre setting over a several day period at Science & Technology Education Partnership (STEP) Conferences. Annually repeated participation by team members in various classroom and public venue events allowed for the development of excellent interactive skills when working with students, teachers, and educational administrative staff members. We believe this program has had a positive impact in science understanding and the role of the Department of Energy in fusion research on thousands of students, teachers, and members of the general public through various interactive venues.

  2. It's not rocket science : developing pupils’ science talent in out-of-school science education for primary schools

    NARCIS (Netherlands)

    Geveke, Carla

    2017-01-01

    Out-of-school science educational activities, such as school visits to a science center, aim at stimulating pupils’ science talent. Science talent is a developmental potential that takes the form of talented behaviors such as curiosity and conceptual understanding. This dissertation investigates

  3. It's not rocket science : Developing pupils’ science talent in out-of-school science education for Primary Schools

    NARCIS (Netherlands)

    Geveke, Catherina

    2017-01-01

    Out-of-school science educational activities, such as school visits to a science center, aim at stimulating pupils’ science talent. Science talent is a developmental potential that takes the form of talented behaviors such as curiosity and conceptual understanding. This dissertation investigates

  4. Resonance – Journal of Science Education | Indian Academy of ...

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education. Sheela K Ramasesha. Articles written in Resonance – Journal of Science Education. Volume 4 Issue 8 August 1999 pp 16-24 Series Article. Science and Technology of Ceramics - Traditional Ceramics · Sheela K Ramasesha · More Details Fulltext PDF. Volume ...

  5. Avoiding the Issue of Gender in Japanese Science Education

    Science.gov (United States)

    Scantlebury, Kathryn; Baker, Dale; Sugi, Ayumi; Yoshida, Atsushi; Uysal, Sibel

    2007-01-01

    This paper describes how the patriarchal structure of Japanese society and its notions of women, femininity, and gendered stereotypes produced strong cultural barriers to increasing the participation of females in science education. Baseline data on attitudes toward science and the perceptions of gender issues in science education, academic major…

  6. Resonance – Journal of Science Education | Indian Academy of ...

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education. Srinivasan Ramani. Articles written in Resonance – Journal of Science Education. Volume 13 Issue 5 May 2008 pp 407-409 Article-in-a-Box. Rangaswamy Narasimhan: Doyen of Computer Science and Technology · Srinivasan Ramani · More Details Fulltext ...

  7. Resonance – Journal of Science Education | Indian Academy of ...

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education. Veena Srinivasan. Articles written in Resonance – Journal of Science Education. Volume 22 Issue 3 March 2017 pp 303-313 Research News. Doing Science That Matters to Address India'sWater Crisis · Veena Srinivasan · More Details Abstract Fulltext PDF.

  8. Making science education meaningful for American Indian students: The effect of science fair participation

    Science.gov (United States)

    Welsh, Cynthia Ann

    Creating opportunities for all learners has not been common practice in the United States, especially when the history of Native American educational practice is examined (Bull, 2006; Chenoweth, 1999; Starnes, 2006a). The American Indian Science and Engineering Society (AISES) is an organization working to increase educational opportunity for American Indian students in science, engineering, and technology related fields (AISES, 2005). AISES provides pre-college support in science by promoting student science fair participation. The purpose of this qualitative research is to describe how American Indian student participation in science fairs and the relationship formed with their teacher affects academic achievement and the likelihood of continued education beyond high school. Two former American Indian students mentored by the principal investigator participated in this study. Four ethnographic research methods were incorporated: participant observation, ethnographic interviewing, search for artifacts, and auto-ethnographic researcher introspection (Eisenhart, 1988). After the interview transcripts, photos documenting past science fair participation, and researcher field notes were analyzed, patterns and themes emerged from the interviews that were supported in literature. American Indian academic success and life long learning are impacted by: (a) the effects of racism and oppression result in creating incredible obstacles to successful learning, (b) positive identity formation and the importance of family and community are essential in student learning, (c) the use of best practice in science education, including the use of curricular cultural integration for American Indian learners, supports student success, (d) the motivational need for student-directed educational opportunities (science fair/inquiry based research) is evident, (e) supportive teacher-student relationships in high school positively influences successful transitions into higher education. An

  9. Creating Science Education Specialists and Scientific Literacy in Students through a Successful Partnership among Scientists, Science Teachers, and Education Researchers

    Science.gov (United States)

    Metoyer, S.; Prouhet, T.; Radencic, S.

    2007-12-01

    The nature of science and the nature of learning are often assumed to have little practical relationship to each other. Scientists conduct research and science teachers teach. Rarely do the scientist and the science teacher have an opportunity to learn from each other. Here we describe results from a program funded by NSF, the Information Technology in Science (ITS) Center for Teaching and Learning. The ITS Center provided the support and structure necessary for successful long-term collaboration among scientists, science teachers, and education researchers that has resulted in the creation of new science education specialists. These specialists are not only among the science teachers, but also include avid recruits to science education from the scientists themselves. Science teachers returned to their classrooms armed with new knowledge of content, inquiry, and ideas for technology tools that could support and enhance students' scientific literacy. Teachers developed and implemented action research plans as a means of exploring educational outcomes of their use and understanding of new technologies and inquiry applied to the classroom. In other words, they tried something different in the class related to authentic inquiry and technology. They then assessed the students' to determine if there was an impact to the students in some way. Many of the scientists, on the other hand, report that they have modified their instructional practices for undergraduate courses based on their experiences with the teachers and the ITS Center. Some joined other collaborative projects pairing scientists and educators. And, many of the scientists continue on-going communication with the science teachers serving as mentors, collaborators, and as an "expert" source for the students to ask questions to. In order to convey the success of this partnership, we illustrate and discuss four interdependent components. First, costs and benefits to the science teacher are discussed through case

  10. Individuals with greater science literacy and education have more polarized beliefs on controversial science topics

    Science.gov (United States)

    2017-01-01

    Although Americans generally hold science in high regard and respect its findings, for some contested issues, such as the existence of anthropogenic climate change, public opinion is polarized along religious and political lines. We ask whether individuals with more general education and greater science knowledge, measured in terms of science education and science literacy, display more (or less) polarized beliefs on several such issues. We report secondary analyses of a nationally representative dataset (the General Social Survey), examining the predictors of beliefs regarding six potentially controversial issues. We find that beliefs are correlated with both political and religious identity for stem cell research, the Big Bang, and human evolution, and with political identity alone on climate change. Individuals with greater education, science education, and science literacy display more polarized beliefs on these issues. We find little evidence of political or religious polarization regarding nanotechnology and genetically modified foods. On all six topics, people who trust the scientific enterprise more are also more likely to accept its findings. We discuss the causal mechanisms that might underlie the correlation between education and identity-based polarization. PMID:28827344

  11. Ecotoxicological evaluation of diesel-contaminated soil before and after a bioremediation process.

    Science.gov (United States)

    Molina-Barahona, L; Vega-Loyo, L; Guerrero, M; Ramírez, S; Romero, I; Vega-Jarquín, C; Albores, A

    2005-02-01

    Evaluation of contaminated sites is usually performed by chemical analysis of pollutants in soil. This is not enough either to evaluate the environmental risk of contaminated soil nor to evaluate the efficiency of soil cleanup techniques. Information on the bioavailability of complex mixtures of xenobiotics and degradation products cannot be totally provided by chemical analytical data, but results from bioassays can integrate the effects of pollutants in complex mixtures. In the preservation of human health and environment quality, it is important to assess the ecotoxicological effects of contaminated soils to obtain a better evaluation of the healthiness of this system. The monitoring of a diesel-contaminated soil and the evaluation of a bioremediation technique conducted on a microcosm scale were performed by a battery of ecotoxicological tests including phytotoxicity, Daphnia magna, and nematode assays. In this study we biostimulated the native microflora of soil contaminated with diesel by adding nutrients and crop residue (corn straw) as a bulking agent and as a source of microorganisms and nutrients; in addition, moisture was adjusted to enhance diesel removal. The bioremediation process efficiency was evaluated directly by an innovative, simple phytotoxicity test system and the diesel extracts by Daphnia magna and nematode assays. Contaminated soil samples were revealed to have toxic effects on seed germination, seedling growth, and Daphnia survival. After biostimulation, the diesel concentration was reduced by 50.6%, and the soil samples showed a significant reduction in phytotoxicity (9%-15%) and Daphnia assays (3-fold), confirming the effectiveness of the bioremediation process. Results from our microcosm study suggest that in addition to the evaluation of the bioremediation processes efficiency, toxicity testing is different with organisms representative of diverse phylogenic levels. The integration of analytical, toxicological and bioremediation data

  12. The New Science Education Leadership: An IT-Based Learning Ecology Model. Technology, Education--Connections (TEC) Series

    Science.gov (United States)

    Schielack, Jane F., Ed.; Knight, Stephanie L., Ed.

    2012-01-01

    How can we use new technology to support and educate the science leaders of tomorrow? This unique book describes the design, development, and implementation of an effective science leadership program that promotes collaboration among scientists and science educators, provides authentic research experiences for educators, and facilitates adaptation…

  13. Science Education for Democratic Citizenship through the Use of the History of Science

    Science.gov (United States)

    Kolsto, Stein Dankert

    2008-01-01

    Scholars have argued that the history of science might facilitate an understanding of processes of science. Focusing on science education for citizenship and active involvement in debates on socioscientific issues, one might argue that today's post-academic science differs from academic science in the past, making the history of academic science…

  14. The opportunities and challenges for ICT in science education

    OpenAIRE

    Ferk Savec, Vesna

    2017-01-01

    This article examines the opportunities and challenges for the use of ICT in science education in the light of science teachers’ Technological Pedagogical Content Knowledge (TPACK). Some of the variables that have been studied with regard to the TPACK fra mework in science classrooms (such as teachers’ self - efficacy, gender, teaching experience, teachers’ beliefs, etc.) are reviewed, and variations of the TPACK framework specific for science education ...

  15. Science Education on the Internet: Conference for Developers of OnLine Curricula ''Learning Strategies for Science Education Websites''; FINAL

    International Nuclear Information System (INIS)

    Gesteland, Raymond F.; Dart, Dorothy S.; Logan, Jennifer; Stark, Louisa

    2000-01-01

    Internet-based science education programs are coming of age. Educators now look seriously to the Internet as a source of accessible classroom materials, and they are finding many high-quality online science programs. Beyond providing solid curriculum, these programs have many advantages. They provide materials that are far more current than what textbooks offer and are more accessible to disadvantaged and rural population. Students can engage in inquiry-based learning online through interactive and virtual activities, accessing databases, tracking nature occurrences in real time, joining online science communities and conversing with scientists

  16. Germination and initial growth of Campomanesia xanthocarpa O. Berg. (Myrtaceae, in petroleum-contaminated soil and bioremediated soil

    Directory of Open Access Journals (Sweden)

    AM. Gogosz

    Full Text Available In 2000 there was an oil spill at the Getúlio Vargas Refinery (REPAR in Paraná. Nearly five years after contamination and the use of bioremediation, a study was carried out to identify the effects of the contaminated soil and the bioremediated soil on the germination and initial growth of C. xanthocarpa. The experiment was established with soil from REPAR, with three treatment groups: contaminated soil (C, bioremediated soil (B and uncontaminated soil (U; with five repetitions of 50 seeds each. There was no significant difference in the percentage of germination and the speed of germination index. The production of total biomass (30 - 60 days and shoot biomass (60 days was greater in the bioremediated soil compared to the other treatments. The averages for the root biomass were lower in the contaminated soil than in the bioremediated soil. The shoot length and the total length of the seedling in the contaminated soil and uncontaminated soil were lower than in the bioremediated soil.

  17. Effectiveness of bioremediation for the Prestige fuel spill : a summary of case studies

    Energy Technology Data Exchange (ETDEWEB)

    Gallego, J.R. [Oviedo Univ., Asturias (Spain); Gonzalez-Rojas, E.; Pelaez, A.I.; Sanchez, J [Oviedo Univ., Asturias (Spain). Inst. de Biotecnologia de Asturias; Garcia-Martinez, M.J.; Llamas, J.F. [Univ. Polictenica de Madrid, Madrid (Spain). Laboratorio de Estratigrafia Biomolecular

    2006-07-01

    This paper described novel bioremediation strategies used to remediate coastal areas in Spain impacted by the Prestige fuel oil spill in 2002. The bioremediation techniques were applied after hot pressurized water washing was used to remove hydrocarbons adhering to shorelines and rocks. Bioremediation strategies included monitored natural attenuation as well as accelerating biodegradation by stimulating indigenous populations through the addition of exogenous microbial populations. The sites selected for bioremediation were rocky shorelines of heterogenous granitic sediments with grain sizes ranging from sands to huge boulders; limestone-sandstone pebbles and cobbles; and fuel-coated limestone cliffs. Total surface area covered by the fuel was determined through the use of image analysis calculations. A statistical measurement of the fuel layer thickness was calculated by averaging the weights of multiple-fuel sampling increments. Bioremediation products included the use of oleophilic fertilizers; a biodegradable surfactant; and a microbial seeding agent. Determinations of saturate, aromatic, resins, and asphaltene (SARA) were performed using maltenes extraction and liquid chromatography. Microbial plating and selective enrichment with fuel as the sole carbon source were used to monitor the evolution of microbial populations in a variety of experiments. It was concluded that the biostimulation technique enhanced the efficiency of the in situ oleophilic fertilizers. 17 refs., 2 tabs., 6 figs.

  18. Effectiveness of bioremediation for the Prestige fuel spill : a summary of case studies

    International Nuclear Information System (INIS)

    Gallego, J.R.; Gonzalez-Rojas, E.; Pelaez, A.I.; Sanchez, J; Garcia-Martinez, M.J.; Llamas, J.F.

    2006-01-01

    This paper described novel bioremediation strategies used to remediate coastal areas in Spain impacted by the Prestige fuel oil spill in 2002. The bioremediation techniques were applied after hot pressurized water washing was used to remove hydrocarbons adhering to shorelines and rocks. Bioremediation strategies included monitored natural attenuation as well as accelerating biodegradation by stimulating indigenous populations through the addition of exogenous microbial populations. The sites selected for bioremediation were rocky shorelines of heterogenous granitic sediments with grain sizes ranging from sands to huge boulders; limestone-sandstone pebbles and cobbles; and fuel-coated limestone cliffs. Total surface area covered by the fuel was determined through the use of image analysis calculations. A statistical measurement of the fuel layer thickness was calculated by averaging the weights of multiple-fuel sampling increments. Bioremediation products included the use of oleophilic fertilizers; a biodegradable surfactant; and a microbial seeding agent. Determinations of saturate, aromatic, resins, and asphaltene (SARA) were performed using maltenes extraction and liquid chromatography. Microbial plating and selective enrichment with fuel as the sole carbon source were used to monitor the evolution of microbial populations in a variety of experiments. It was concluded that the biostimulation technique enhanced the efficiency of the in situ oleophilic fertilizers. 17 refs., 2 tabs., 6 figs

  19. Pseudoscience, the Paranormal, and Science Education.

    Science.gov (United States)

    Martin, Michael

    1994-01-01

    Given the widespread acceptance of pseudoscientific and paranormal beliefs, this article suggests that science educators need to seriously consider the problem of how these beliefs can be combated. Proposes teaching science students to critically evaluate the claims of pseudoscience and the paranormal. (LZ)

  20. Plagiarism challenges at Ukrainian science and education

    Directory of Open Access Journals (Sweden)

    Denys Svyrydenko

    2016-12-01

    Full Text Available The article analyzes the types and severity of plagiarism violations at the modern educational and scientific spheres using the philosophic methodological approaches. The author analyzes Ukrainian context as well as global one and tries to formulate "order of the day" of plagiarism challenges. The plagiarism phenomenon is intuitively comprehensible for academicians but in reality it has a very complex nature and a lot of manifestation. Using approaches of ethics, philosophical anthropology, philosophy of science and education author formulates the series of recommendation for overcoming of plagiarism challenges at Ukrainian science and education.

  1. Resonance – Journal of Science Education | Indian Academy of ...

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education. Palash Sarkar. Articles written in Resonance – Journal of Science Education. Volume 5 Issue 9 September 2000 pp 22-40 General Article. A Sketch of Modern Cryptology - The Art and Science of Secrecy Systems · Palash Sarkar · More Details Fulltext PDF ...

  2. Educational challenges of molecular life science: Characteristics and implications for education and research.

    Science.gov (United States)

    Tibell, Lena A E; Rundgren, Carl-Johan

    2010-01-01

    Molecular life science is one of the fastest-growing fields of scientific and technical innovation, and biotechnology has profound effects on many aspects of daily life-often with deep, ethical dimensions. At the same time, the content is inherently complex, highly abstract, and deeply rooted in diverse disciplines ranging from "pure sciences," such as math, chemistry, and physics, through "applied sciences," such as medicine and agriculture, to subjects that are traditionally within the remit of humanities, notably philosophy and ethics. Together, these features pose diverse, important, and exciting challenges for tomorrow's teachers and educational establishments. With backgrounds in molecular life science research and secondary life science teaching, we (Tibell and Rundgren, respectively) bring different experiences, perspectives, concerns, and awareness of these issues. Taking the nature of the discipline as a starting point, we highlight important facets of molecular life science that are both characteristic of the domain and challenging for learning and education. Of these challenges, we focus most detail on content, reasoning difficulties, and communication issues. We also discuss implications for education research and teaching in the molecular life sciences.

  3. Improving Health with Science: Exploring Community-Driven Science Education in Kenya

    Science.gov (United States)

    Leak, Anne Emerson

    This study examines the role of place-based science education in fostering student-driven health interventions. While literature shows the need to connect science with students' place and community, there is limited understanding of strategies for doing so. Making such connections is important for underrepresented students who tend to perceive learning science in school as disconnected to their experiences out of school (Aikenhead, Calabrese-Barton, & Chinn, 2006). To better understand how students can learn to connect place and community with science and engineering practices in a village in Kenya, I worked with community leaders, teachers, and students to develop and study an education program (a school-based health club) with the goal of improving knowledge of health and sanitation in a Kenyan village. While students selected the health topics and problems they hoped to address through participating in the club, the topics were taught with a focus on providing opportunities for students to learn the practices of science and health applications of these practices. Students learned chemistry, physics, environmental science, and engineering to help them address the health problems they had identified in their community. Surveys, student artifacts, ethnographic field notes, and interview data from six months of field research were used to examine the following questions: (1) In what ways were learning opportunities planned for using science and engineering practices to improve community health? (2) In what ways did students apply science and engineering practices and knowledge learned from the health club in their school, homes, and community? and (3) What factors seemed to influence whether students applied or intended to apply what they learned in the health club? Drawing on place-based science education theory and community-engagement models of health, process and structural coding (Saldana, 2013) were used to determine patterns in students' applications of their

  4. Gaming science innovations to integrate health systems science into medical education and practice.

    Science.gov (United States)

    White, Earla J; Lewis, Joy H; McCoy, Lise

    2018-01-01

    Health systems science (HSS) is an emerging discipline addressing multiple, complex, interdependent variables that affect providers' abilities to deliver patient care and influence population health. New perspectives and innovations are required as physician leaders and medical educators strive to accelerate changes in medical education and practice to meet the needs of evolving populations and systems. The purpose of this paper is to introduce gaming science as a lens to magnify HSS integration opportunities in the scope of medical education and practice. Evidence supports gaming science innovations as effective teaching and learning tools to promote learner engagement in scientific and systems thinking for decision making in complex scenarios. Valuable insights and lessons gained through the history of war games have resulted in strategic thinking to minimize risk and save lives. In health care, where decisions can affect patient and population outcomes, gaming science innovations have the potential to provide safe learning environments to practice crucial decision-making skills. Research of gaming science limitations, gaps, and strategies to maximize innovations to further advance HSS in medical education and practice is required. Gaming science holds promise to equip health care teams with HSS knowledge and skills required for transformative practice. The ultimate goals are to empower providers to work in complex systems to improve patient and population health outcomes and experiences, and to reduce costs and improve care team well-being.

  5. Science and the city: A visual journey towards a critical place based science education

    Science.gov (United States)

    Ibrahim, Sheliza

    The inclusion of societal and environmental considerations during the teaching and learning of science and technology has been a central focus among science educators for many decades. Major initiatives in science and technology curriculum advocate for science, technology, society and environment (STSE). Yet, it is surprising that despite these longstanding discussions, it is only recently that a handful of researchers have turned to students' 'places' (and the literature of place based education) to serve as a source of teaching and learning in science education. In my study, I explore three issues evident in place based science education. First, it seems that past scholarship focused on place-based projects which explore issues usually proposed by government initiatives, university affiliation, or community organizations. Second, some of the studies fail to pay extended attention to the collaborative and intergenerational agency that occurs between researcher, teacher, student, and community member dynamics, nor does it share the participatory action research process in order to understand how teacher practice, student learning, and researcher/local collaborations might help pedagogy emerge. The third issue is that past place-based projects, rarely if ever, return to the projects to remember the collaborative efforts and question what aspects sustained after they were complete. To address these issues, I propose a critical place based science education (CPBSE) model. I describe a participatory action research project that develops and explores the CPBSE model. The data were gathered collaboratively among teachers, researchers, and students over 3 years (2006-2008), via digital video ethnography, photographs, and written reflections. The data were analysed using a case study approach and the constant comparative method. I discuss the implications for its practice in the field of STSE and place based education. I conclude that an effective pedagogical model of

  6. Biosurfactant-enhanced bioremediation of hydrophobic pollutants

    Energy Technology Data Exchange (ETDEWEB)

    Cameotra, S.S.; Makkar, R.S. [Inst. of Microbial Technology, Chandigarh (India)

    2010-01-15

    Biosurfactants are surface-active compounds synthesized by a wide variety of microorganisms. They are molecules that have both hydrophobic and - philic domains and are capable of lowering the surface tension and the interfacial tension of the growth medium. Biosurfactants possess different chemical structures-lipopeptides, glycolipids, neutral lipids, and fatty acids. They are nontoxic biomolecules that are biodegradable. Biosurfactants also exhibit strong emulsification of hydrophobic compounds and form stable emulsions. Polycyclic aromatic hydrocarbons (PAHs), crude on sludge, and pesticides call be toxic, mutagenic, and carcinogenic compounds that pollute the environment. They are released into the environment as a result of oil spillage and by-products of coal treatment processes. The low water solubility of these compounds limits their availability to microorganisms, which is a potential problem for bioremediation of contaminated sites. Microbially produced surfactants enhance the bioavailability of these hydrophobic compounds for bioremediation. Therefore, biosurfactant-enhanced solubility of pollutants has potential hioremediation applications.

  7. Informing the Development of Science Exhibitions through Educational Research

    Science.gov (United States)

    Laherto, Antti

    2013-01-01

    This paper calls for greater use of educational research in the development of science exhibitions. During the past few decades, museums and science centres throughout the world have placed increasing emphasis on their educational function. Although exhibitions are the primary means of promoting visitors' learning, educational research is not…

  8. Research on Educational Standards in German Science Education--Towards a Model of Student Competences

    Science.gov (United States)

    Kulgemeyer, Christoph; Schecker, Horst

    2014-01-01

    This paper gives an overview of research on modelling science competence in German science education. Since the first national German educational standards for physics, chemistry and biology education were released in 2004 research projects dealing with competences have become prominent strands. Most of this research is about the structure of…

  9. Bioremediation without earth moving. Biologische Altlastensanierung ohne Erdaushub

    Energy Technology Data Exchange (ETDEWEB)

    Franz, B; Knapp, A; Mueller, D

    1992-05-01

    According to rough estimates, there are 70,000 sites in the pre-unification Federal Republic of Germany where contamination is suspected. Some 50 to 60% of the contaminated sites are suitable for bioremediation. The Bioux-S process permits in-situ cleanup without any need for complicated and expensive earth moving operations. The culture conditions of the aerobic microorganisms already present in the soil are improved by the introduction of pure oxygen and special nutrients. Such microorganisms are already ideally adapted to the contaminants present and utilise them partly as nutrients and partly to maintain their energy balance. The process has already been successfully used for bioremediation of refinery and gasworks as well as chemical production sites. (orig.).

  10. A Model for Effective Professional Development of Formal Science Educators

    Science.gov (United States)

    Bleacher, L.; Jones, A. P.; Farrell, W. M.

    2015-12-01

    The Lunar Workshops for Educators (LWE) series was developed by the Lunar Reconnaissance Orbiter (LRO) education team in 2010 to provide professional development on lunar science and exploration concepts for grades 6-9 science teachers. Over 300 educators have been trained to date. The LWE model incorporates best practices from pedagogical research of science education, thoughtful integration of scientists and engineer subject matter experts for both content presentations and informal networking with educators, access to NASA-unique facilities, hands-on and data-rich activities aligned with education standards, exposure to the practice of science, tools for addressing common misconceptions, follow-up with participants, and extensive evaluation. Evaluation of the LWE model via pre- and post-assessments, daily workshop surveys, and follow-up surveys at 6-month and 1-year intervals indicate that the LWE are extremely effective in increasing educators' content knowledge, confidence in incorporating content into the classroom, understanding of the practice of science, and ability to address common student misconceptions. In order to address the efficacy of the LWE model for other science content areas, the Dynamic Response of Environments at Asteroids, the Moon, and moons of Mars (DREAM2) education team, funded by NASA's Solar System Exploration Research Virtual Institute, developed and ran a pilot workshop called Dream2Explore at NASA's Goddard Space Flight Center in June, 2015. Dream2Explore utilized the LWE model, but incorporated content related to the science and exploration of asteroids and the moons of Mars. Evaluation results indicate that the LWE model was effectively used for educator professional development on non-lunar content. We will present more detail on the LWE model, evaluation results from the Dream2Explore pilot workshop, and suggestions for the application of the model with other science content for robust educator professional development.

  11. A Model for Effective Professional Development of Formal Science Educators

    Science.gov (United States)

    Bleacher, L. V.; Jones, A. J. P.; Farrell, W. M.

    2015-01-01

    The Lunar Workshops for Educators (LWE) series was developed by the Lunar Reconnaissance Orbiter (LRO) education team in 2010 to provide professional development on lunar science and exploration concepts for grades 6-9 science teachers. Over 300 educators have been trained to date. The LWE model incorporates best practices from pedagogical research of science education, thoughtful integration of scientists and engineer subject matter experts for both content presentations and informal networking with educators, access to NASA-unique facilities, hands-on and data-rich activities aligned with education standards, exposure to the practice of science, tools for addressing common misconceptions, follow-up with participants, and extensive evaluation. Evaluation of the LWE model via pre- and post-assessments, daily workshop surveys, and follow-up surveys at 6-month and 1-year intervals indicate that the LWE are extremely effective in increasing educators' content knowledge, confidence in incorporating content into the classroom, understanding of the practice of science, and ability to address common student misconceptions. In order to address the efficacy of the LWE model for other science content areas, the Dynamic Response of Environments at Asteroids, the Moon, and moons of Mars (DREAM2) education team, funded by NASA's Solar System Exploration Research Virtual Institute, developed and ran a pilot workshop called Dream2Explore at NASA's Goddard Space Flight Center in June, 2015. Dream2Explore utilized the LWE model, but incorporated content related to the science and exploration of asteroids and the moons of Mars. Evaluation results indicate that the LWE model was effectively used for educator professional development on non-lunar content. We will present more detail on the LWE model, evaluation results from the Dream2Explore pilot workshop, and suggestions for the application of the model with other science content for robust educator professional development.

  12. Resonance – Journal of Science Education | Indian Academy of ...

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education. C S Yogananda. Articles written in Resonance – Journal of Science Education. Volume 1 Issue 1 January 1996 ... Galileo Galilei: Father of Modern Science · C S Yogananda · More Details Fulltext PDF. Volume 6 Issue 9 September 2001 pp 1-2 Editorial. Editorial.

  13. Resonance – Journal of Science Education | Indian Academy of ...

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education. Nirupama Raghavan. Articles written in Resonance – Journal of Science Education. Volume 9 Issue 5 May 2004 pp 72-78 Classroom. A Public Experiment in the History of Science Naked Eye Visibility of the Transit of Venus · Nirupama Raghavan · More Details ...

  14. Quantitative Framework and Management Expectation Tool for the Selection of Bioremediation Approaches at Chlorinated Solvent Sites

    Science.gov (United States)

    2015-03-19

    Bioremediation Approaches at Chlorinated Solvent Sites March 19, 2015 SERDP & ESTCP Webinar Series (#11) SERDP & ESTCP Webinar Series Welcome and...Expectation Tool for the Selection of Bioremediation Approaches at Chlorinated Solvent Sites Ms. Carmen Lebrón, Independent Consultant (20 minutes + Q&A) Dr...ESTCP Webinar Series Quantitative Framework and Management Expectation Tool for the Selection of Bioremediation Approaches at Chlorinated

  15. Bioremediation efficacy in Marrow Marsh following the Apex oil spill, Galveston Bay, Texas

    International Nuclear Information System (INIS)

    Nadeau, R.; Singhvi, R.; Ryabik, J.; Lin, Yihua; Syslo, J.

    1992-01-01

    Samples taken from Marrow Marsh in Galveston Bay, Texas were taken to assess the efficacy of the August 5, 1990 bioremediation treatment in the marsh following the Apex barges oil spill on July 28, 1990. The bioremediation treatment combined a lyophilized bacterial mixture and a nutrient mix containing phosphorus and nitrogen. Samples from the marsh had been collected over a 96 h period from both treated and untreated oiled sites. Oil fingerprinting, fatty acid analysis, polynuclear aromatic hydrocarbons analysis, and total petroleum hydrocarbons analysis were performed to evaluate changes in the chemical characteristics of spilled oil. Results of analyses, although not statistically reliable, failed to support the occurrence of any definite chemical alteration in the spilled oil that could be attributed to the bioremediation treatment. The relatively short sampling period and the number of samples taken, however, may have been insufficient to document the efficacy of the overall bioremediation effect. 13 refs., 6 figs., 4 tabs

  16. Education in Soil Science: the Italian approach

    Science.gov (United States)

    Benedetti, Anna; Canfora, Loredana; Dazzi, Carmelo; Lo Papa, Giuseppe

    2017-04-01

    The Italian Society of Soil Science (SISS) was founded in Florence on February 18th, 1952. It is an association legally acknowledged by Decree of the President of the Italian Republic in February 1957. The Society is member of the International Union of Soil Sciences (IUSS) of the European Confederation of Soil Science Societies (ECSSS) and collaborates with several companies, institutions and organizations having similar objectives or policy aspects. SISS promotes progress, coordination and dissemination of soil science and its applications encouraging relationships and collaborations among soil lovers. Within the SISS there are Working Groups and Technical Committees for specific issues of interest. In particular: • the Working Group on Pedotechniques; • the Working Group on Hydromorphic and Subaqueous Soils and • the Technical Committee for Soil Education and Public Awareness. In this communication we wish to stress the activities developed since its foundation by SISS to spread soil awareness and education in Italy through this last Technical Committee, focusing also the aspect concerning grants for young graduates and PhD graduates to stimulate the involvement of young people in the field of soil science. Keywords: SISS, soil education and awareness.

  17. Resonance – Journal of Science Education | Indian Academy of ...

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education. Roddam Narasimha. Articles written in Resonance – Journal of Science Education. Volume 1 Issue 2 February 1996 pp 6-11. Higher Education in India · Roddam Narasimha · More Details Fulltext PDF. Volume 4 Issue 1 January 1999 pp 76-79 Book Review.

  18. Resonance – Journal of Science Education | Indian Academy of ...

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education. I Ceyhun. Articles written in Resonance – Journal of Science Education. Volume 9 Issue 6 June 2004 pp 86-91 Classroom. An Experiment for Teaching Chemical Kinetics in Chemical Education · I Ceyhun Z Karagölge · More Details Fulltext PDF ...

  19. Potential of augmented reality in sciences education. A literature review.

    OpenAIRE

    Swensen, Håkon

    2016-01-01

    POTENTIAL OF AUGMENTED REALITY IN SCIENCES EDUCATION A LITERATURE REVIEW H. Swensen Oslo and Akershus University College of Applied Sciences (NORWAY) Fewer and fewer students in Europe choose STEM education, while in today's job market have a growing need for people with such education. There are many reasons for this situation, but one important factor is that many students perceive school science as difficult. In science, there are many complex and abstract concepts to be learned, which put...

  20. Overview of the First Forum about Informal Science Education

    Science.gov (United States)

    Lebron Santos, Mayra; Pantoja, Carmen

    2018-01-01

    The First Forum on Informal Science Education was held at the University of Puerto Rico in 2015. This Forum had the following goals:1. Gather for the first time professionals dedicated to public communication and science outreach in Puerto Rico. 2. Exchange experiences and dissemination strategies with international professional science communicators.3. Encourage a fruitful dialogue between communicators with experience in museums, the media, and the integration of sciences with the arts.4. Encourage dialogue between communicators to facilitate future collaborations.The invited speakers came from Ibero-America and addressed aspects of science communication in museums and the media, the dissemination of science through the arts, the participation of universities in informal science education and the formal education of science communicators. The participants included museum specialists, journalists, artists, outreach specialists, formal educators interested in science outreach, and college students. During the Forum special events for the public were coordinated to celebrate the International Year of Light (2015). The exhibit “Light: Beyond the Bulb” was displayed. Dr. Julieta Fierro, recipient of the prestigious Kalinga Prize for the Popularization of Science awarded by UNESCO, presented the public talk “Light in the Universe”. Dr. Inés Rodríguez Hidalgo, director of the Science Museum of Valladolid, presented the talk "O Sole Mío: An Invitation to Solar Physics". We present an overview of the forum and some critical reflections on the topics discussed.

  1. Tailoring science education graduate programs to the needs of science educators in low-income countries

    Science.gov (United States)

    Lunetta, Vincent N.; van den Berg, Euwe

    Science education graduate programs in high-income countries frequently enroll students from low-income countries. Upon admission these students have profiles of knowledge, skills, and experiences which can be quite different from those of students from the host high-income countries. Upon graduation, they will normally return to work in education systems with conditions which differ greatly from those in high-income countries. This article attempts to clarify some of the differences and similarities between such students. It offers suggestions for making graduate programs more responsive to the special needs of students from low-income countries and to the opportunities they offer for enhancing cross-cultural sensitivity. Many of the suggestions can be incorporated within existing programs through choices of elective courses and topics for papers, projects, and research. Many references are provided to relevant literature on cultural issues and on science education in low-income countries.

  2. Invited to Academia. Recruited for Science or Teaching in Education Sciences

    Science.gov (United States)

    Angervall, Petra; Gustafsson, Jan

    2016-01-01

    In the context of higher education in Sweden, we see how major policy change is forming the field of Education Sciences. This change has promoted an increased focus on competitiveness, while reducing inefficiencies in mass-education. It has given legitimacy to specific recruitment strategies and career paths, but can also explain what determines…

  3. Distribution of hydrocarbon-degrading bacteria in the soil environment and their contribution to bioremediation.

    Science.gov (United States)

    Fukuhara, Yuki; Horii, Sachie; Matsuno, Toshihide; Matsumiya, Yoshiki; Mukai, Masaki; Kubo, Motoki

    2013-05-01

    A real-time PCR quantification method for indigenous hydrocarbon-degrading bacteria (HDB) carrying the alkB gene in the soil environment was developed to investigate their distribution in soil. The detection limit of indigenous HDB by the method was 1 × 10(6) cells/g-soil. The indigenous HDB were widely distributed throughout the soil environment and ranged from 3.7 × 10(7) to 5.0 × 10(8) cells/g-soil, and the ratio to total bacteria was 0.1-4.3 %. The dynamics of total bacteria, indigenous HDB, and Rhodococcus erythropolis NDKK6 (carrying alkB R2) during bioremediation were analyzed. During bioremediation with an inorganic nutrient treatment, the numbers of these bacteria were slightly increased. The numbers of HDB (both indigenous bacteria and strain NDKK6) were gradually decreased from the middle stage of bioremediation. Meanwhile, the numbers of these bacteria were highly increased and were maintained during bioremediation with an organic nutrient. The organic treatment led to activation of not only the soil bacteria but also the HDB, so an efficient bioremediation was carried out.

  4. Education and Professional Outreach as an Integrated Component of Science and Graduate Education

    Science.gov (United States)

    Staudigel, H.; Koppers, A. A.

    2007-12-01

    Education and Professional Outreach (EPO) is increasingly becoming a substantive and much needed activity for scientists. Significant efforts are expended to satisfy funding agency requirements, but such requirements may also develop into a mutually beneficial collaboration between scientists and K-16 educators with a minimal impact on science productivity. We focus here on two particularly high impact EPO opportunities, hosting of high school interns and the inclusion of an educational component to a graduate student's&pthesis work. We emphasize the importance of hands-on collaboration with teachers and teacher-educators, and the substantive benefits of highly leveraged customized internet-distribution. We will present two examples for how we integrated this K-12 EPO into our university-based science and education efforts, what types of products emerged from these activities, and how such products may be widely produced by any scientist and disseminated to the educational community. High school seniors offer a unique resource to university EPO because some of them can substantively contribute to the science, and they can be very effective peer-mentors for high and middle schools. Extended internships may be built easily into the schedule of many senior high school student programs, and we were able to involve such interns into a three-week seagoing expedition. The seniors were responsible for our EPO by maintaining a cruise website and video conferencing with their high school. They added substantially to the science outcome, through programming and participating in a range of shipboard science chores. Graduate theses may be augmented with an educational component that places the main theme of the thesis into an educational setting. We designed and supervised such a Master's graduate thesis with an educational component on the geochronology of hot spot volcanoes, including a high school lesson plan, enactment in the classroom and preparation of a wide range of web

  5. Building Ocean Learning Communities: A COSEE Science and Education Partnership

    Science.gov (United States)

    Robigou, V.; Bullerdick, S.; Anderson, A.

    2007-12-01

    The core mission of the Centers for Ocean Sciences Education Excellence (COSEE) is to promote partnerships between research scientists and educators through a national network of regional and thematic centers. In addition, the COSEEs also disseminate best practices in ocean sciences education, and promote ocean sciences as a charismatic interdisciplinary vehicle for creating a more scientifically literate workforce and citizenry. Although each center is mainly funded through a peer-reviewed grant process by the National Science Foundation (NSF), the centers form a national network that fosters collaborative efforts among the centers to design and implement initiatives for the benefit of the entire network and beyond. Among these initiatives the COSEE network has contributed to the definition, promotion, and dissemination of Ocean Literacy in formal and informal learning settings. Relevant to all research scientists, an Education and Public Outreach guide for scientists is now available at www.tos.org. This guide highlights strategies for engaging scientists in Ocean Sciences Education that are often applicable in other sciences. To address the challenging issue of ocean sciences education informed by scientific research, the COSEE approach supports centers that are partnerships between research institutions, formal and informal education venues, advocacy groups, industry, and others. The COSEE Ocean Learning Communities, is a partnership between the University of Washington College of Ocean and Fishery Sciences and College of Education, the Seattle Aquarium, and a not-for-profit educational organization. The main focus of the center is to foster and create Learning Communities that cultivate contributing, and ocean sciences-literate citizens aware of the ocean's impact on daily life. The center is currently working with volunteer groups around the Northwest region that are actively involved in projects in the marine environment and to empower these diverse groups

  6. Innovations in Undergraduate Science Education: Going Viral

    OpenAIRE

    Hatfull, Graham F.

    2015-01-01

    Bacteriophage discovery and genomics provides a powerful and effective platform for integrating missions in research and education. Implementation of the Science Education Alliance Phage Hunters Advancing Genomics and Evolutionary Science (SEA-PHAGES) program facilitates a broad impact by including a diverse array of schools, faculty, and students. The program generates new insights into the diversity and evolution of the bacteriophage population and presents a model for introducing first-yea...

  7. Science Education & Cultural Environments in the Americas. Report of the Inter-American Seminar on Science Education (Panama City, Panama, December 10-14, 1984).

    Science.gov (United States)

    Gallagher, James J., Ed.; Dawson, George, Ed.

    The impact of cultural background on science learning is explored in this compilation of papers and reports from an inter-American Seminar on science education. For the purposes of enriching science program planning, teacher education, research, and practice in the schools, varying ideas are offered on the effects of cultural background on science…

  8. ethiopian students' achievement challenges in science education

    African Journals Online (AJOL)

    IICBA01

    Oli Negassa. Adama Science and Technology University, Ethiopia ... achievement in science education across selected preparatory schools of Ethiopia. The .... To what extent do students' achievements vary across grade levels, regions,.

  9. Bioremediation of hydrocarbon-contaminated soils: are treatability and ecotoxicity endpoints related?

    International Nuclear Information System (INIS)

    Visser, S.

    1999-01-01

    To determine if there is a relationship between biotreatability and ecotoxicity endpoints in a wide range of hydrocarbon-contaminated soils, including medium and heavy crude oil-contaminated flare pit wastes and lubrication oil contaminated soil, research was conducted. Each test material was analyzed for pH, water repellency, electrical conductivity, available N and P, total extractable hydrocarbons, oil and grease, and toxicity to seedling emergence, root elongation in barley, lettuce and canola, earthworm survival and luminescent bacteria (Microtox), prior to, and following three months of bioremediation in the laboratory. By monitoring soil respiration, progress of the bioremediation process and determination of a treatment endpoint were assessed. The time required to attain a treatment endpoint under laboratory conditions can range from 30 days to 100 days depending on the concentration of hydrocarbons and degree of weathering. Most flare pits are biotreatable, averaging a loss of 25-30% of hydrocarbons during bioremediation. Once a treatment endpoint is achieved, residual hydrocarbons contents almost always exceeds Alberta Tier I criteria for mineral oil and grease. As a result of bioremediation treatments, hydrophobicity is often reduced from severe to low. Many flare pit materials are still moderately to extremely toxic after reaching a treatment endpoint. (Abstract only)

  10. The Environmental Issues of DDT Pollution and Bioremediation: a Multidisciplinary Review.

    Science.gov (United States)

    Mansouri, Ahlem; Cregut, Mickael; Abbes, Chiraz; Durand, Marie-Jose; Landoulsi, Ahmed; Thouand, Gerald

    2017-01-01

    DDT (1,1,1-trichloro-2,2-bis(4-chlorophenyl) ethane) is probably the best known and most useful organochlorine insecticide in the world which was used since 1945 for agricultural purposes and also for vector-borne disease control such as malaria since 1955, until its banishment in most countries by the Stockholm convention for ecologic considerations. However, the World Health Organization allowed its reintroduction only for control of vector-borne diseases in some tropical countries in 2006. Due to its physicochemical properties and specially its persistence related with a half-life up to 30 years, DDT linked to several health and social problems which are due to its accumulation in the environment and its biomagnification properties in living organisms. This manuscript compiles a multidisciplinary review to evaluate primarily (i) the worldwide contamination of DDT and (ii) its (eco) toxicological impact onto living organisms. Secondly, several ways for DDT bioremediation from contaminated environment are discussed. For this, reports on DDT biodegradation capabilities by microorganisms and ways to enhance bioremediation strategies to remove DDT are presented. The different existing strategies for DDT bioremediation are evaluated with their efficiencies and limitations to struggle efficiently this contaminant. Finally, rising new approaches and technological bottlenecks to promote DDT bioremediation are discussed.

  11. Modeling In Situ Bioremediation of Perchlorate-Contaminated Groundwater

    National Research Council Canada - National Science Library

    Secody, Roland E

    2007-01-01

    .... An innovative technology was recently developed which uses dual-screened treatment wells to mix an electron donor into perchlorate-contaminated groundwater in order to effect in situ bioremediation...

  12. Decolonizing Science and Science Education in a Postcolonial Space (Trinidad, a Developing Caribbean Nation, Illustrates

    Directory of Open Access Journals (Sweden)

    Laila N. Boisselle

    2016-03-01

    Full Text Available The article addresses how remnant or transformed colonialist structures continue to shape science and science education, and how that impact might be mitigated within a postcolonial environment in favor of the development of the particular community being addressed. Though cognizant of, and resistant to, the ongoing colonial impact globally and nationally (and any attempts at subjugation, imperialism, and marginalization, this article is not about anticolonial science. Indeed, it is realized that the postcolonial state of science and science education is not simply defined, and may exist as a mix of the scientific practices of the colonizer and the colonized. The discussion occurs through a generic postcolonial lens and is organized into two main sections. First, the discussion of the postcolonial lens is eased through a consideration of globalization which is held here as the new colonialism. The article then uses this lens to interrogate conceptions of science and science education, and to suggest that the mainstream, standard account of what science is seems to represent a globalized- or arguably a Western, modern, secular-conception of science. This standard account of science can act as a gatekeeper to the indigenous ways of being, knowing, and doing of postcolonial populations. The article goes on to suggest that as a postcolonial response, decolonizing science and science education might be possible through practices that are primarily contextually respectful and responsive. That is, localization is suggested as one possible antidote to the deleterious effects of globalization. Trinidad, a postcolonial developing Caribbean nation, is used as illustration.

  13. Female distance education students overtaking males in science ...

    African Journals Online (AJOL)

    This study was initiated to compare the performance of male and female distance education students of the University of Education, Winneba in Integrated Science. This was done by randomly selecting the cumulated grades of male and female students of 2002, 2003 and 2004-year groups in Integrated Science for analysis ...

  14. Mind Maps as Facilitative Tools in Science Education

    Science.gov (United States)

    Safar, Ammar H.; Jafer,Yaqoub J.; Alqadiri, Mohammad A.

    2014-01-01

    This study explored the perceptions, attitudes, and willingness of pre-service science teachers in the College of Education at Kuwait University about using concept/mind maps and its related application software as facilitative tools, for teaching and learning, in science education. The first level (i.e., reaction) of Kirkpatrick's/Phillips'…

  15. Integrating Inquiry-Based Science and Education Methods Courses in a "Science Semester" for Future Elementary Teachers

    Science.gov (United States)

    Madsen, J.; Fifield, S.; Allen, D.; Brickhouse, N.; Dagher, Z.; Ford, D.; Shipman, H.

    2001-05-01

    In this NSF-funded project we will adapt problem-based learning (PBL) and other inquiry-based approaches to create an integrated science and education methods curriculum ("science semester") for elementary teacher education majors. Our goal is to foster integrated understandings of science and pedagogy that future elementary teachers need to effectively use inquiry-based approaches in their classrooms. This project responds to calls to improve science education for all students by making preservice teachers' experiences in undergraduate science courses more consistent with reforms at the K-12 level. The involved faculty teach three science courses (biology, earth science, physical science) and an elementary science education methods course that are degree requirements for elementary teacher education majors. Presently, students take the courses in variable sequences and at widely scattered times. Too many students fail to appreciate the value of science courses to their future careers as teachers, and when they reach the methods course in the junior year they often retain little of the science content studied earlier. These episodic encounters with science make it difficult for students to learn the content, and to translate their understandings of science into effective, inquiry-based teaching strategies. To encourage integrated understandings of science concepts and pedagogy we will coordinate the science and methods courses in a junior-year science semester. Traditional subject matter boundaries will be crossed to stress shared themes that teachers must understand to teach standards-based elementary science. We will adapt exemplary approaches that support both learning science and learning how to teach science. Students will work collaboratively on multidisciplinary PBL activities that place science concepts in authentic contexts and build learning skills. "Lecture" meetings will be large group active learning sessions that help students understand difficult

  16. Ex-situ bioremediation of Brazilian soil contaminated with plasticizers process wastes

    Directory of Open Access Journals (Sweden)

    I. D. Ferreira

    2012-03-01

    Full Text Available The aim of this research was to evaluate the bioremediation of a soil contaminated with wastes from a plasticizers industry, located in São Paulo, Brazil. A 100-kg soil sample containing alcohols, adipates and phthalates was treated in an aerobic slurry-phase reactor using indigenous and acclimated microorganisms from the sludge of a wastewater treatment plant of the plasticizers industry (11gVSS kg-1 dry soil, during 120 days. The soil pH and temperature were not corrected during bioremediation; soil humidity was corrected weekly to maintain 40%. The biodegradation of the pollutants followed first-order kinetics; the removal efficiencies were above 61% and, among the analyzed plasticizers, adipate was removed to below the detection limit. Biological molecular analysis during bioremediation revealed a significant change in the dominant populations initially present in the reactor.

  17. Education sciences, schooling, and abjection: recognizing ...

    African Journals Online (AJOL)

    people to that future. The double gestures continue in contemporary school reform and its sciences. ... understand their different cultural theses about cosmopolitan modes of life and the child cast out as different and ... Keywords: educational sciences; history of present; politics of schooling; reform; social inclusion/exclusion

  18. Planetary Science Educational Materials for Out-of-School Time Educators

    Science.gov (United States)

    Barlow, Nadine G.; Clark, Joelle G.

    2017-10-01

    Planetary Learning that Advances the Nexus of Engineering, Technology, and Science (PLANETS) is a five-year NASA-funded (NNX16AC53A) interdisciplinary and cross-institutional partnership to develop and disseminate STEM out-of-school time (OST) curricular and professional development units that integrate planetary science, technology, and engineering. The Center for Science Teaching and Learning (CSTL) and Department of Physics and Astronomy (P&A) at Northern Arizona University, the U.S. Geological Survey Astrogeology Science Center (USGS ASC), and the Museum of Science Boston (MoS) are partners in developing, piloting, and researching the impact of three out-of-school time units. Planetary scientists at USGS ASC and P&A have developed two units for middle grades youth and one for upper elementary aged youth. The two middle school units focus on greywater recycling and remote sensing of planetary surfaces while the elementary unit centers on exploring space hazards. All units are designed for small teams of ~4 youth to work together to investigate materials, engineer tools to assist in the explorations, and utilize what they have learned to solve a problem. Youth participate in a final share-out with adults and other youth of what they learned and their solution to the problem. Curriculum pilot testing of the two middle school units has begun with out-of-school time educators. A needs assessment has been conducted nationwide among educators and evaluation of the curriculum units is being conducted by CSTL during the pilot testing. Based on data analysis, the project is developing and testing four tiers of professional support for OST educators. Tier 1 meets the immediate needs of OST educators to teach curriculum and include how-to videos and other direct support materials. Tier 2 provides additional content and pedagogical knowledge and includes short content videos designed to specifically address the content of the curriculum. Tier 3 elaborates on best practices

  19. Resonance – Journal of Science Education | Indian Academy of ...

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education. Harold A Scheraga. Articles written in Resonance – Journal of Science Education. Volume 8 Issue 6 June 2003 pp 2-5 Article-in-a-Box. Paul J. Flory – The Man Who Laid the Foundations of Modern Polymer Science · Harold A Scheraga · More Details Fulltext ...

  20. Bioremediation at a petroleum refinery

    International Nuclear Information System (INIS)

    Carson, A.W.; Jarvis, J.; Richardson, K.E.

    1994-01-01

    This paper presents a summary of three projects at the Mobil Refinery in Torrance, California where bioremediation technologies were successfully employed for the remediation of hydrocarbon contaminated soil. The three projects represent variations of implementation of bioremediation, both in-situ and ex-situ. Soil from all of the projects was considered non-hazardous designated waste under the California Code of Regulations, Title 23, section 2522. The projects were permitted and cleanup requirements were defined with the Los Angeles Regional Water Quality Control Board. In all of the projects, different methods were used for supplying water, oxygen, and nutrients to the hydrocarbon degrading bacteria to stimulate growth. The Stormwater Retention Basin Project utilized in-situ mechanical mixing of soils to supply solid nutrients and oxygen, and a self-propelled irrigation system to supply water. The Tank Farm Lake project used an in-situ active bioventing technology to introduce oxygen, moisture, and vapor phase nutrients. The Tank 1340X247 project was an ex-situ bioventing remediation project using a drip irrigation system to supply water and dissolved nutrients, and a vapor extraction system to provide oxygen

  1. Monitoring and interpreting bioremediation effectiveness

    International Nuclear Information System (INIS)

    Bragg, J.R.; Prince, R.C.; Harner, J.; Atlas, R.M.

    1993-01-01

    Following the Exxon Valdez oil spill in 1989, extensive research was conducted by the US Environments Protection Agency and Exxon to develop and implement bioremediation techniques for oil spill cleanup. A key challenge of this program was to develop effective methods for monitoring and interpreting bioremediation effectiveness on extremely heterogenous intertidal shorelines. Fertilizers were applied to shorelines at concentrations known to be safe, and effectiveness achieved in acceleration biodegradation of oil residues was measure using several techniques. This paper describes the most definitive method identified, which monitors biodegradation loss by measuring changes in ratios of hydrocarbons to hopane, a cycloalkane present in the oil that showed no measurable degradation. Rates of loss measured by the hopane ratio method have high levels of statistical confidence, and show that the fertilizer addition stimulated biodegradation rates as much a fivefold. Multiple regression analyses of data show that fertilizer addition of nitrogen in interstitial pore water per unit of oil load was the most important parameter affecting biodegradation rate, and results suggest that monitoring nitrogen concentrations in the subsurface pore water is preferred technique for determining fertilizer dosage and reapplication frequency

  2. African Journal of Educational Studies in Mathematics and Sciences ...

    African Journals Online (AJOL)

    African Journal of Educational Studies in Mathematics and Sciences: Advanced Search. Journal Home > African Journal of Educational Studies in Mathematics and Sciences: Advanced Search. Log in or Register to get access to full text downloads.

  3. In Situ Bioremediation of 1,4-Dioxane by Methane Oxidizing Bacteria in Coupled Anaerobic-Aerobic Zones

    Science.gov (United States)

    2016-02-11

    FINAL REPORT In Situ Bioremediation of 1,4-Dioxane by Methane Oxidizing Bacteria in Coupled Anaerobic-Aerobic Zones SERDP Project ER-2306...volatile organic compound (CVOCs), ethene and ethane in groundwater at Raritan Arsenal Area 18C after in situ bioremediation . 4 List of...aquifers, the bioremediation approach most commonly used for chlorinated solvents. The ability of methanotrophs to biodegrade 1,4-dioxane was

  4. Science and technology related global problems: An international survey of science educators

    Science.gov (United States)

    Bybee, Rodger W.; Mau, Teri

    This survey evaluated one aspect of the Science-Technology-Society theme, namely, the teaching of global problems related to science and technology. The survey was conducted during spring 1984. Two hundred sixty-two science educators representing 41 countries completed the survey. Response was 80%. Findings included a ranking of twelve global problems (the top six were: World Hunger and Food Resources, Population Growth, Air Quality and Atmosphere, Water Resources, War Technology, and Human Health and Disease). Science educators generally indicated the following: the science and technology related global problems would be worse by the year 2000; they were slightly or moderately knowledgeable about the problems; print, audio-visual media, and personal experiences were their primary sources of information; it is important to study global problems in schools; emphasis on global problems should increase with age/grade level; an integrated approach should be used to teach about global problems; courses including global problems should be required of all students; most countries are in the early stages of developing programs including global problems; there is a clear trend toward S-T-S; there is public support for including global problems; and, the most significant limitations to implementation of the S-T-S theme (in order of significance) are political, personnel, social, psychological, economic, pedagogical, and physical. Implications for research and development in science education are discussed.

  5. Collaborative learning in radiologic science education.

    Science.gov (United States)

    Yates, Jennifer L

    2006-01-01

    Radiologic science is a complex health profession, requiring the competent use of technology as well as the ability to function as part of a team, think critically, exercise independent judgment, solve problems creatively and communicate effectively. This article presents a review of literature in support of the relevance of collaborative learning to radiologic science education. In addition, strategies for effective design, facilitation and authentic assessment of activities are provided for educators wishing to incorporate collaborative techniques into their program curriculum. The connection between the benefits of collaborative learning and necessary workplace skills, particularly in the areas of critical thinking, creative problem solving and communication skills, suggests that collaborative learning techniques may be particularly useful in the education of future radiologic technologists. This article summarizes research identifying the benefits of collaborative learning for adult education and identifying the link between these benefits and the necessary characteristics of medical imaging technologists.

  6. Groundbreaking technology: in-situ anaerobic bioremediation for treatment of contaminated soil and groundwater

    International Nuclear Information System (INIS)

    Fernandes, K.A.

    2002-01-01

    Anaerobic in-situ bioremediation is a technique often used to cleanse contaminated soil and groundwater. 'Anaerobic in-situ bioremediation' is a phrase with distinct terms all having relevance in the application of this technique. Anaerobic implies the absence of dissolved oxygen, while 'in-situ' simply means that the environmental cleansing occurs with out removing, displacing, or significantly disturbing the specimen or surrounding area. 'Bioremediation' is a term used to describe the biological use of microbes or plants to detoxify the environment. In order to properly implement this complex process, one must have an understanding of microbiology, biochemistry, genetics, metabolic processes, and structure and function of natural microbial communities. (author)

  7. Collaboration between science teacher educators and science faculty from arts and sciences for the purpose of developing a middle childhood science teacher education program: A case study

    Science.gov (United States)

    Buck, Gayle A.

    1998-12-01

    The science teacher educators at a midwestern university set a goal to establish a collaborative relationship between themselves and representatives from the College of Arts & Sciences for the purpose of developing a middle childhood science education program. The coming together of these two faculties provided a unique opportunity to explore the issues and experiences that emerge as such a collaborative relationship is formed. In order to gain a holistic perspective of the collaboration, a phenomenological case study design and methods were utilized. The study took a qualitative approach to allow the experiences and issues to emerge in a naturalistic manner. The question, 'What are the issues and experiences that emerge as science teacher educators and science faculty attempt to form a collaborative relationship for the purpose of developing a middle childhood science teacher program?' was answered by gathering a wealth of data. These data were collected by means of semi-structured interviews, observations and written document reviews. An overall picture was painted of the case by means of heuristic, phenomenological, and issues analyses. The researcher followed Moustakas' Phases of Heuristic Research to answer the questions 'What does science mean to me?' and 'What are my beliefs about the issues guiding this case?' prior to completing the phenomenological analysis. The phenomenological analysis followed Moustakas' 'Modification of the Van Kaam Methods of Analysis of Phenomenological Data'. This inquiry showed that the participants in this study came to the collaboration for many different reasons and ideas about the purpose for such a relationship. The participants also had very different ideas about how such a relationship should be conducted. These differences combined to create some issues that affected the development of curriculum and instruction. The issues involved the lack of (a) mutual respect for the work of the partners, (b) understanding about the

  8. Integrating art into science education: a survey of science teachers' practices

    Science.gov (United States)

    Turkka, Jaakko; Haatainen, Outi; Aksela, Maija

    2017-07-01

    Numerous case studies suggest that integrating art and science education could engage students with creative projects and encourage students to express science in multitude of ways. However, little is known about art integration practices in everyday science teaching. With a qualitative e-survey, this study explores the art integration of science teachers (n = 66). A pedagogical model for science teachers' art integration emerged from a qualitative content analysis conducted on examples of art integration. In the model, art integration is characterised as integration through content and activities. Whilst the links in the content were facilitated either directly between concepts and ideas or indirectly through themes or artefacts, the integration through activity often connected an activity in one domain and a concept, idea or artefact in the other domain with the exception of some activities that could belong to both domains. Moreover, the examples of art integration in everyday classroom did not include expression of emotions often associated with art. In addition, quantitative part of the survey confirmed that integration is infrequent in all mapped areas. The findings of this study have implications for science teacher education that should offer opportunities for more consistent art integration.

  9. Potential use of cyanobacterial species in bioremediation of ...

    African Journals Online (AJOL)

    Potential use of cyanobacterial species in bioremediation of industrial effluents. ... African Journal of Biotechnology ... Abstract. This study investigated the potential degradation of industrial effluents by environmental species of cyanobacteria.

  10. Data Curation Education Grounded in Earth Sciences and the Science of Data

    Science.gov (United States)

    Palmer, C. L.

    2015-12-01

    This presentation looks back over ten years of experience advancing data curation education at two Information Schools, highlighting the vital role of earth science case studies, expertise, and collaborations in development of curriculum and internships. We also consider current data curation practices and workforce demand in data centers in the geosciences, drawing on studies conducted in the Data Curation Education in Research Centers (DCERC) initiative and the Site-Based Data Curation project. Outcomes from this decade of data curation research and education has reinforced the importance of key areas of information science in preparing data professionals to respond to the needs of user communities, provide services across disciplines, invest in standards and interoperability, and promote open data practices. However, a serious void remains in principles to guide education and practice that are distinct to the development of data systems and services that meet both local and global aims. We identify principles emerging from recent empirical studies on the reuse value of data in the earth sciences and propose an approach for advancing data curation education that depends on systematic coordination with data intensive research and propagation of current best practices from data centers into curriculum. This collaborative model can increase both domain-based and cross-disciplinary expertise among data professionals, ultimately improving data systems and services in our universities and data centers while building the new base of knowledge needed for a foundational science of data.

  11. Science Education and Education for Citizenship and Sustainable Development

    Science.gov (United States)

    Johnston, Ronald

    2011-01-01

    In the United Kingdom (UK) and Europe, the need for education for sustainable development and global citizenship has recently been emphasised. This emphasis has arguably found its major home in the social studies in higher education. Concurrently, there has been a decline in interest in "the sciences" as evidenced by a reduction in the…

  12. Southern Africa Journal of Education, Science and Technology: Site ...

    African Journals Online (AJOL)

    Southern Africa Journal of Education, Science and Technology: Site Map. Journal Home > About the Journal > Southern Africa Journal of Education, Science and Technology: Site Map. Log in or Register to get access to full text downloads.

  13. Science and religion: implications for science educators

    Science.gov (United States)

    Reiss, Michael J.

    2010-03-01

    A religious perspective on life shapes how and what those with such a perspective learn in science; for some students a religious perspective can hinder learning in science. For such reasons Staver's article is to be welcomed as it proposes a new way of resolving the widely perceived discord between science and religion. Staver notes that Western thinking has traditionally postulated the existence and comprehensibility of a world that is external to and independent of human consciousness. This has led to a conception of truth, truth as correspondence, in which our knowledge corresponds to the facts in this external world. Staver rejects such a conception, preferring the conception of truth as coherence in which the links are between and among independent knowledge claims themselves rather than between a knowledge claim and reality. Staver then proposes constructivism as a vehicle potentially capable of resolving the tension between religion and science. My contention is that the resolution between science and religion that Staver proposes comes at too great a cost—both to science and to religion. Instead I defend a different version of constructivism where humans are seen as capable of generating models of reality that do provide richer and more meaningful understandings of reality, over time and with respect both to science and to religion. I argue that scientific knowledge is a subset of religious knowledge and explore the implications of this for science education in general and when teaching about evolution in particular.

  14. Lunar and Planetary Science XXXV: Engaging K-12 Educators, Students, and the General Public in Space Science Exploration

    Science.gov (United States)

    2004-01-01

    The session "Engaging K-12 Educators, Students, and the General Public in Space Science Exploration" included the following reports:Training Informal Educators Provides Leverage for Space Science Education and Public Outreach; Teacher Leaders in Research Based Science Education: K-12 Teacher Retention, Renewal, and Involvement in Professional Science; Telling the Tale of Two Deserts: Teacher Training and Utilization of a New Standards-based, Bilingual E/PO Product; Lindstrom M. M. Tobola K. W. Stocco K. Henry M. Allen J. S. McReynolds J. Porter T. T. Veile J. Space Rocks Tell Their Secrets: Space Science Applications of Physics and Chemistry for High School and College Classes -- Update; Utilizing Mars Data in Education: Delivering Standards-based Content by Exposing Educators and Students to Authentic Scientific Opportunities and Curriculum; K. E. Little Elementary School and the Young Astronaut Robotics Program; Integrated Solar System Exploration Education and Public Outreach: Theme, Products and Activities; and Online Access to the NEAR Image Collection: A Resource for Educators and Scientists.

  15. Accomplishing the Visions for Teacher Education Programs Advocated in the National Science Education Standards

    Science.gov (United States)

    Akcay, Hakan; Yager, Robert

    2010-10-01

    The purpose of this study was to investigate the advantages of an approach to instruction using current problems and issues as curriculum organizers and illustrating how teaching must change to accomplish real learning. The study sample consisted of 41 preservice science teachers (13 males and 28 females) in a model science teacher education program. Both qualitative and quantitative research methods were used to determine success with science discipline-specific “Societal and Educational Applications” courses as one part of a total science teacher education program at a large Midwestern university. Students were involved with idea generation, consideration of multiple points of views, collaborative inquiries, and problem solving. All of these factors promoted grounded instruction using constructivist perspectives that situated science with actual experiences in the lives of students.

  16. Science as Myth in Physical Education.

    Science.gov (United States)

    Kirk, David

    Scientization is a process that refers to the mythologies that are generated around the practices of working scientists. This paper discusses how science works on popular consciousness and how particular occupational groups use science to legitimatize their discipline, specifically in physical education. Two examples are presented to illustrate…

  17. Teacher Leaders in Research Based Science Education

    Science.gov (United States)

    Rector, T. A.; Jacoby, S. H.; Lockwood, J. F.; McCarthy, D. W.

    2001-12-01

    NOAO facilities will be used in support of ``Teacher Leaders in Research Based Science Education" (TLRBSE), a new Teacher Retention and Renewal program that will be funded through the National Science Foundation's Directorate for Education and Human Resources. The goal of TLRBSE is to provide professional development for secondary teachers of mathematics and science in an effort to support novice teachers beginning their careers as well as to motivate and retain experienced teachers. Within the context of astronomy, TLRBSE will develop master teachers who will mentor a second tier of novice teachers in the exemplary method of research-based science education, a proven effective teaching method which models the process of inquiry and exploration used by scientists. Participants will be trained through a combination of in-residence workshops at Kitt Peak National Observatory and the National Solar Observatory, a distance-learning program during the academic year, interaction at professional meetings and mentor support from teacher leaders and professional astronomers. A total of 360 teachers will participate in the program over five years.

  18. Electrokinetic-enhanced bioremediation of organic contaminants: a review of processes and environmental applications.

    Science.gov (United States)

    Gill, R T; Harbottle, M J; Smith, J W N; Thornton, S F

    2014-07-01

    There is current interest in finding sustainable remediation technologies for the removal of contaminants from soil and groundwater. This review focuses on the combination of electrokinetics, the use of an electric potential to move organic and inorganic compounds, or charged particles/organisms in the subsurface independent of hydraulic conductivity; and bioremediation, the destruction of organic contaminants or attenuation of inorganic compounds by the activity of microorganisms in situ or ex situ. The objective of the review is to examine the state of knowledge on electrokinetic bioremediation and critically evaluate factors which affect the up-scaling of laboratory and bench-scale research to field-scale application. It discusses the mechanisms of electrokinetic bioremediation in the subsurface environment at different micro and macroscales, the influence of environmental processes on electrokinetic phenomena and the design options available for application to the field scale. The review also presents results from a modelling exercise to illustrate the effectiveness of electrokinetics on the supply electron acceptors to a plume scale scenario where these are limiting. Current research needs include analysis of electrokinetic bioremediation in more representative environmental settings, such as those in physically heterogeneous systems in order to gain a greater understanding of the controlling mechanisms on both electrokinetics and bioremediation in those scenarios. Copyright © 2014 The Authors. Published by Elsevier Ltd.. All rights reserved.

  19. Cross-curricular goals and raising the relevance of science education

    DEFF Research Database (Denmark)

    Belova, Nadja; Dittmar, Johanna; Hansson, Lena

    2017-01-01

    ‘Relevance’ is one of the most commonly used terms when it comes to reforms in science education. The term is used in manifold ways. It can be understood – among other things – as meeting an interest, fulfilling needs or contributing to intellectual development. Many components of relevant science...... education go beyond single contents and concepts; many challenges are tied to cross-curricular goals. Specifically, when it comes to the societal and vocational relevance of science education, many demands can only be met when we develop corresponding skills across disciplines and grade levels. This chapter...... focuses on a set of such cross-curricular goals from a chemistry education perspective, namely, education for sustainability, critical media literacy, innovation competence, vocational orientation and employability. It relates them to the idea of relevant chemistry and science education. Directions...

  20. Resonance – Journal of Science Education | Indian Academy of ...

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Editorial Board. Editorial Board. Resonance – Journal of Science Education. Chief Editor. N Sathyamurthy, Jawaharlal Nehru Centre for Advanced Scientific Research, Bangalore ... Guruswamy Kumaraswamy, CSIR-National Chemical Laboratory, Pune