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)

    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. BIOREMEDIATION

    Science.gov (United States)

    Bioremediation is a method for using the activities of microorganisms and-or plants to transform organic or inorganic compounds that may be harmful to humans, animals, plants or the environment to compounds that are less harmful. In many instances the toxic compounds may be compl...

  4. 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.

  5. Science teaching in science education

    Science.gov (United States)

    Callahan, Brendan E.; Dopico, Eduardo

    2016-04-01

    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.

  6. Games in Science Education

    DEFF Research Database (Denmark)

    Magnussen, Rikke

    2014-01-01

    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 sc...... or representations of knowledge in digital and physical science environments, Use and design of new types of models or tools for scientific inquiry and innovation education.......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...

  7. 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,…

  8. Groundwater in Science Education

    Science.gov (United States)

    Dickerson, Daniel L.; Penick, John E.; Dawkins, Karen R.; Van Sickle, Meta

    2007-01-01

    Although clean, potable groundwater constitutes one of our most valuable resources, few students or science educators hold complete and appropriate understandings regarding the concept. Recent studies that focus on secondary students' and preservice science teachers' understandings of groundwater found little difference between the groups'…

  9. 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.

  10. Science Education in Malta.

    Science.gov (United States)

    Gatt, Suzanne V.

    2000-01-01

    Presents an historical background of changes in the Maltese science curriculum for boys and girls. Describes the levels of the Maltese educational system and briefly summarizes subject areas and objectives for physics, biology, chemistry, mathematics, and the arts taught in schools from preschool to postsecondary education. (YDS)

  11. Educational Technology for a Science of Education

    Science.gov (United States)

    Ofiesh, Gabriel D.

    1970-01-01

    Dr. Ofiesh's essay introduces a series of articles on science education and educational technology by discussing the meaning of educational technology and its implications for the educational process. (LS)

  12. Ocean Science Educator Award

    Science.gov (United States)

    The Office of Naval Research announces a program to identify and support academic ocean scientists (“Educators”) who have a distinguished record of educating high-quality doctoral and/or postdoctoral students and who will, under this program, draw postdoctoral scientists from other disciplines into the ocean sciences. Named “Educators” must be U.S. citizens with research and training experience in the ocean sciences and must have a current research and teaching position at a U.S. institution that confers doctoral degrees in ocean sciences.Participation is sought from U.S. institutions that confer doctoral degrees in one or more areas of ocean sciences; show a viable plan to identify, attract, and train, in the ocean sciences, U.S. citizen post-docs (Fellows) from other disciplines; and can show institutional commitment to ocean science education at the doctoral level. Three awards will be made via grants to institutions for a period of 3 years at $75,000 per year (at least $65,000 of these funds are intended for direct support of Fellows).

  13. Discovering indigenous science: Implications for science education

    Science.gov (United States)

    Snively, Gloria; Corsiglia, John

    2001-01-01

    Indigenous science relates to both the science knowledge of long-resident, usually oral culture peoples, as well as the science knowledge of all peoples who as participants in culture are affected by the worldview and relativist interests of their home communities. This article explores aspects of multicultural science and pedagogy and describes a rich and well-documented branch of indigenous science known to biologists and ecologists as traditional ecological knowledge (TEK). Although TEK has been generally inaccessible, educators can now use a burgeoning science-based TEK literature that documents numerous examples of time-proven, ecologically relevant, and cost effective indigenous science. Disputes regarding the universality of the standard scientific account are of critical importance for science educators because the definition of science is a de facto gatekeeping device for determining what can be included in a school science curriculum and what cannot. When Western modern science (WMS) is defined as universal it does displace revelation-based knowledge (i.e., creation science); however, it also displaces pragmatic local indigenous knowledge that does not conform with formal aspects of the standard account. Thus, in most science classrooms around the globe, Western modern science has been taught at the expense of indigenous knowledge. However, because WMS has been implicated in many of the world's ecological disasters, and because the traditional wisdom component of TEK is particularly rich in time-tested approaches that foster sustainability and environmental integrity, it is possible that the universalist gatekeeper can be seen as increasingly problematic and even counter productive. This paper describes many examples from Canada and around the world of indigenous people's contributions to science, environmental understanding, and sustainability. The authors argue the view that Western or modern science is just one of many sciences that need to be

  14. Values in Science and in Science Education

    OpenAIRE

    Clément, Pierre

    2012-01-01

    We call values that which founds a judgment (good or bad, important or not, right or wrong, true or false, beautiful or ugly, expensive or cheap, ...). After giving some definitions, this paper analyzes the values that are identifiable inside science, and then inside science education. The value of science comes from its economical and political importance, but science seeks the truth by observing important values: a scientist must be honest, modest, always critical, rejecting any dogmatism a...

  15. 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....

  16. Augmented Reality for Science Education

    DEFF Research Database (Denmark)

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

    2015-01-01

    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....

  17. Education in space science

    Science.gov (United States)

    Philbrick, C. Russell

    2005-08-01

    The educational process for teaching space science has been examined as a topic at the 17th European Space Agency Symposium on European Rocket and Balloon, and Related Research. The approach used for an introductory course during the past 18 years at Penn State University is considered as an example. The opportunities for using space science topics to motivate the thinking and efforts of advanced undergraduate and beginning graduate students are examined. The topics covered in the introductory course are briefly described in an outline indicating the breath of the material covered. Several additional topics and assignments are included to help prepare the students for their careers. These topics include discussions on workplace ethics, project management, tools for research, presentation skills, and opportunities to participate in student projects.

  18. Nevada Underserved Science Education Program

    Energy Technology Data Exchange (ETDEWEB)

    Nicole Rourke; Jason Marcks

    2004-07-06

    Nevada Underserved Science Education Program (NUSEP) is a project to examine the effect of implementing new and innovative Earth and space science education curriculum in Nevada schools. The project provided professional development opportunities and educational materials for teachers participating in the program.

  19. The Globalization of Science Education

    Science.gov (United States)

    DeBoer, George E.

    2011-01-01

    Standards-based science education, with its emphasis on monitoring and accountability, is rapidly becoming a key part of the globalization of science education. Standards-based testing within countries is increasingly being used to determine the effectiveness of a country's educational system, and international testing programs such as Programme…

  20. 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.

  1. Educational Concepts in Library Science.

    Science.gov (United States)

    Derr, Richard L.

    1980-01-01

    Uses techniques from analytic philosophy of education to clarify key concepts in library education, such as "training,""education,""knowing," and "teaching." Implications of the viewing of professional programs in library science as training programs rather than education are discussed, and references are provided. (Author/BK)

  2. Blended Learning Improves Science Education.

    Science.gov (United States)

    Stockwell, Brent R; Stockwell, Melissa S; Cennamo, Michael; Jiang, Elise

    2015-08-27

    Blended learning is an emerging paradigm for science education but has not been rigorously assessed. We performed a randomized controlled trial of blended learning. We found that in-class problem solving improved exam performance, and video assignments increased attendance and satisfaction. This validates a new model for science communication and education. PMID:26317458

  3. Interview with Science Education Pioneer Bob Yager

    OpenAIRE

    Stiles, John

    2016-01-01

    In a recent interview, Dr. Yager spoke about his participation in the changing field of science education, the challenges that still persist in implementing exemplary science teaching, STEM Education and his views on the current science education standards.

  4. 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.

  5. The Data Science Education Dilemma

    OpenAIRE

    Finzer, William

    2013-01-01

    The need for people fluent in working with data is growing rapidly and enormously, but U.S. K–12 education does not provide meaningful learning experiences designed to develop understanding of data science concepts or a fluency with data science skills. Data science is inherently inter-disciplinary, so it makes sense to integrate it with existing content areas, but difficulties abound. Consideration of the work involved in doing data science and the habits of mind that lie behind it leads to ...

  6. In Brief: Improving science education

    Science.gov (United States)

    Showstack, Randy

    2010-09-01

    Over the course of the next decade, 100,000 science, technology, engineering, and math (STEM) teachers should be recruited in the United States, and 1000 new STEM-focused schools should be created, according to a 16 September report, “Prepare and inspire: K-12 education in science, technology, engineering, and math (STEM) for America's future.” Noting that the United States lags behind other nations in STEM education at the elementary and secondary levels, the report, prepared by the President's Council of Advisors on Science and Technology, also recommends improving federal coordination and leadership on STEM education and supporting a state-led movement for shared standards in math and science. The release of the report coincides with President Barack Obama's announcement of the launch of Change the Equation, an organization that aims to help with math and science education. More information is available at http://www.whitehouse.gov/administration/eop/ostp and http://www.changetheequation.org/.

  7. Is religious education compatible with science education?

    Science.gov (United States)

    Mahner, Martin; Bunge, Mario

    1996-04-01

    This paper tackles a highly controversial issue: the problem of the compatibility of science and religion, and its bearing on science and religious education respectively. We challenge the popular view that science and religion are compatible or even complementary. In order to do so, we give a brief characterization of our conceptions of science and religion. Conspicuous differences at the doctrinal, metaphysical, methodological and attitudinal level are noted. Regarding these aspects, closer examination reveals that science and religion are not only different but in fact incompatible. Some consequences of our analysis for education as well as for education policy are explored. We submit that a religious education, particularly at an early age, is an obstacle to the development of a scientific mentality. For this and other reasons, religious education should be kept away from public schools and universities. Instead of promoting a religious world view, we should teach our children what science knows about religion, i.e., how science explains the existence of religion in historical, biological, psychological and sociological terms.

  8. Educational activities for neutron sciences

    International Nuclear Information System (INIS)

    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)

  9. Science Education for the Nonscientist

    Science.gov (United States)

    Andrews, Ted F.

    1970-01-01

    "The primary goal of education in the sciences in American schools and colleges is to produce a body politic that is scientifically literate. A leading scientist/educator discusses what is being done, what is not being done, and what should be being done in this area. (Author/LS)

  10. Science in early childhood education

    DEFF Research Database (Denmark)

    Broström, Stig

    2015-01-01

    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...... 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...

  11. 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…

  12. Augmented Reality in Science Education

    DEFF Research Database (Denmark)

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

    2015-01-01

    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....

  13. Guidelines for Building Science Education

    Energy Technology Data Exchange (ETDEWEB)

    Metzger, Cheryn E.; Rashkin, Samuel; Huelman, Pat

    2015-03-11

    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

  14. 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

  15. 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.

  16. Arctic bioremediation

    International Nuclear Information System (INIS)

    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

  17. Arctic bioremediation

    International Nuclear Information System (INIS)

    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

  18. Science Education with the LSST

    Science.gov (United States)

    Jacoby, S. H.; Khandro, L. M.; Larson, A. M.; McCarthy, D. W.; Pompea, S. M.; Shara, M. M.

    2004-12-01

    LSST will create the first true celestial cinematography - a revolution in public access to the changing universe. The challenge will be to take advantage of the unique capabilities of the LSST while presenting the data in ways that are manageable, engaging, and supportive of national science education goals. To prepare for this opportunity for exploration, tools and displays will be developed using current deep-sky multi-color imaging data. Education professionals from LSST partners invite input from interested members of the community. Initial LSST science education priorities include: - Fostering authentic student-teacher research projects at all levels, - Exploring methods of visualizing the large and changing datasets in science centers, - Defining Web-based interfaces and tools for access and interaction with the data, - Delivering online instructional materials, and - Developing meaningful interactions between LSST scientists and the public.

  19. Science in early childhood education

    OpenAIRE

    Broström, Stig

    2015-01-01

    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 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 th...

  20. 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...

  1. Ocean science educator award announced

    Science.gov (United States)

    The Office of Naval Research has announced a program to identify and support academic ocean scientists (“educators”) who have a distinguished record of educating high-quality doctoral and/or postdoctoral students and who will, under this program, draw postdoctoral scientists from other disciplines into the ocean sciences.Named “educators” must be U.S. citizens with research and training experience in the ocean sciences and must have a current research and teaching position at a U.S. institution that confers doctoral degrees in ocean sciences.

  2. Cognitive science and mathematics education

    CERN Document Server

    Schoenfeld, Alan H

    2013-01-01

    This volume is a result of mathematicians, cognitive scientists, mathematics educators, and classroom teachers combining their efforts to help address issues of importance to classroom instruction in mathematics. In so doing, the contributors provide a general introduction to fundamental ideas in cognitive science, plus an overview of cognitive theory and its direct implications for mathematics education. A practical, no-nonsense attempt to bring recent research within reach for practicing teachers, this book also raises many issues for cognitive researchers to consider.

  3. The Japanese science education centers.

    Science.gov (United States)

    Glass, B

    1966-10-14

    These six Japanese science education centers signify a sweeping reform of elementary and secondary school science teaching. They achieve their striking results because they are established on a permanent, local basis and are supported mainly by the local boards of education. They have avoided control by pedagogues and specialists in "education." Instead, they are operated by trained scientists and experienced school teachers who work together to devise programs specially suited to the needs of their teachers. With small and practicable steps, the teachers improve their understanding of methods which they can readily test in their own classrooms rooms and laboratories. The laboratory equipment in the science education centers is only slightly superior to that which the teachers have in their own schools, but superior enough to make them desire to improve their own facilities. Major facilities, such as x-ray machines, electron microscopes, telescopes (15-cm), and machine shops, as well as good working collections of minerals and fossils, and adequate greenhouses, permit the teachers to work with more expensive equipment, to gain a firsthand knowledge of its operation, and to bring groups of students to the center to observe what such instruments make possible. The use of American experimental course content improvement programs is widespread. Every science education center I visited is using PSSC, CHEMS, CBA, BSCS, or ESCP materials and studying the philosophy of these programs. Yet no center is entirely dependent on these programs, but uses them critically to supplement and improve its own courses. The emphasis is on good laboratory and field teaching as a basis for understanding scientific methods and concepts. Science as investigation and inquiry, instead of treatment solely as an authoritative body of facts, is coming into its own. The few defects of the science education centers of Japan inhere in the educational situation itself. The centers are at present

  4. 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...... 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 of...... science and mathematics education in the current information society and provides insight essential for developing possibilities to improve science and mathematics education in universities all around the world. The uniquely broad treatment offered by University Science and Mathematics Education in...

  5. The Utopia of Science Education

    Science.gov (United States)

    Castano, Carolina

    2012-01-01

    In this forum I expand on the ideas I initially presented in "Extending the purposes of science education: addressing violence within socio-economic disadvantaged communities" by responding to the comments provided by Matthew Weinstein, Francis Broadway and Sheri Leafgren. Focusing on their notion of utopias and superheroes, I ask us to reconsider…

  6. Retooling Ocean Drilling Science into Earth Science Educational Resources

    OpenAIRE

    L. Peart; Klaus, A

    2007-01-01

    Integrating robust and relevant earth science content into higher education earth science courses is a primary objective shared by high school, undergraduate, and graduate level educators. Developing a strong educational outreach network to increase accessibility to the Integrated Ocean Drilling Program (IODP) scientific and technological accomplishments that can be used by earth science educators is acentral outreach objective for the United States Implementing Organization (USIO). To marry ...

  7. Strengthening Science Education in Sri Lanka

    OpenAIRE

    Aturupane, Harsha; Dissanayake, Visaka; Jayewardene, Romaine; Shojo, Mari; Sonnadara, Upul

    2011-01-01

    Scientific literacy is essential to stimulate an environment conducive to new knowledge generation, discovery and innovation. A quality school science education is central to building a scientifically literate population. Science education in Sri Lanka has progressed both quantitatively and qualitatively since the 1950s. Access to science education has grown steadily. This paper addresses the challenges to providing a good science education and considers pathways to the future. Policy initiat...

  8. 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…

  9. Science Education as South Africa's Trojan Horse.

    Science.gov (United States)

    Rogan, John M.; Gray, Brian V.

    1999-01-01

    Presents the story of one nongovernmental organization (NGO) and the role it played in reconceptualizing science education in South Africa. Describes the success of the Science Education Project (SEP) in confronting authoritarian practices of government organizations and those within its own ranks. Science education can become the Trojan horse of…

  10. Strengthening Science Education in Sri Lanka

    OpenAIRE

    World Bank

    2011-01-01

    Scientific literacy is essential to stimulate an environment conducive to new knowledge generation, discovery and innovation. A quality school science education is central to building a scientifically literate population. Science education in Sri Lanka has progressed both quantitatively and qualitatively since the 1950s. Access to science education has grown steadily. This paper addresses ...

  11. The Role of Public Policy in K-12 Science Education. Research in Science Education

    Science.gov (United States)

    DeBoer, George E., Ed.

    2011-01-01

    The goal of this volume of "Research in Science Education" is to examine the relationship between science education policy and practice and the special role that science education researchers play in influencing policy. It has been suggested that the science education research community is isolated from the political process, pays little attention…

  12. 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…

  13. Earth System Science Education Alliance

    Science.gov (United States)

    Myers, R.; Schwerin, T.

    2007-12-01

    The Earth System Science Education Alliance (ESSEA) professional development program is providing in-depth geoscience content and teaching methods to pre- and in-service teachers. The program is building and expanding on NASA's successful ESSEA program that was funded from 2000-2005. Now sponsored by NSF, the network has expanded to nearly 40 institutions of higher learning committed to teacher Earth system science education. The program supports participating institutions with funding, training, and standards-aligned courses and resources for pre- and in-service teachers. As a result, teachers are prepared to teach Earth system science using inquiry-based classroom methods, geoscience data and tools. From 1999-2005, the NASA funded ESSEA Program delivered online Earth system science professional development for K-12 teachers through a network of 20 colleges and universities. The program was led by the Institute for Global Environmental Strategies (IGES) and based on a trio of 16-week online courses (for elementary, middle, and high school teachers) that had been developed and piloted by NASA's Classroom of the Future at Wheeling Jesuit University. The ESSEA program's mission was to: 1) support universities, colleges, and science education organizations delivering the K-12 online graduate courses; 2) strengthen teachers' understanding of Earth system science; 3) demonstrate the ability to deliver exceptional professional development to a national audience; and 4) create a solid infrastructure to sustain the program. As of spring 2006, the courses had been used by 40 faculty at 20 institutions educating over 1,700 K-12 teachers in Earth system science. Through NSF funding beginning in late 2006, IGES is enhancing and building on the ESSEA foundation by: 1. Introducing extensive use of data, models and existing Earth system educational materials to support the courses; 2. Implementing a rigorous evaluation program designed to demonstrate growth in teachers' Earth

  14. Postremediation bioremediation

    International Nuclear Information System (INIS)

    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

  15. Tutorial Instruction in Science Education

    Directory of Open Access Journals (Sweden)

    Rhea Miles

    2015-06-01

    Full Text Available The purpose of the study is to examine the tutorial practices of in-service teachers to address the underachievement in the science education of K-12 students. Method: In-service teachers in Virginia and North Carolina were given a survey questionnaire to examine how they tutored students who were in need of additional instruction. Results: When these teachers were asked, “How do you describe a typical one-on-one science tutorial session?” the majority of their responses were categorized as teacher-directed. Many of the teachers would provide a science tutorial session for a student after school for 16-30 minutes, one to three times a week. Respondents also indicated they would rely on technology, peer tutoring, scientific inquiry, or themselves for one-on-one science instruction. Over half of the in-service teachers that responded to the questionnaire stated that they would never rely on outside assistance, such as a family member or an after school program to provide tutorial services in science. Additionally, very few reported that they incorporated the ethnicity, culture, or the native language of ELL students into their science tutoring sessions.

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

    Science.gov (United States)

    Schulz, Roland M.

    2009-01-01

    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…

  17. 76 FR 11765 - Education Research and Special Education Research Grant Programs; Institute of Education Sciences...

    Science.gov (United States)

    2011-03-03

    ... Education Research and Special Education Research Grant Programs; Institute of Education Sciences; Overview Information; Education Research and Special Education Research Grant Programs; Notice Inviting Applications... support education research and special education research. The Director takes this action under...

  18. Philosophy of Science and Education

    Science.gov (United States)

    Jung, Walter

    2012-08-01

    This is a vast and vague topic. In order to do justice to it one has to write a book or maybe more than one. For it can be understood in quite different ways and on different levels For example you may think mainly of the historical aspect, that is how philosophy of science developed in the last hundred or so years and how its influence on education changed; you may think of quite different schools of philosophy, from Marxist or positivist to such exotic but at some places influential philosophic positions like that of Rudolph Steiner; of course, you may limit the subject to special fields like epistemology, theory of scientific methodology, or, what has become fashionable recently, sociology of knowledge which may have a considerable bearing on physics teaching (Collins and Shapin 1983; Jung 1985). Again we may think of the topic treated by a philosopher, a scientist, an educationalist, a teacher, which would mean quite a difference. I am trying here to speak as an educationalist, with the physics teacher in mind: this is my vocational perspective as someone who educates physics teachers. Of course, our main concern is the contribution of science, especially physics, to general education, which integrates many of the special topics mentioned. Philosophy of science comes in because it is not at all clear what science and physics is, and what of it should be taught, and how such chosen parts should be taught. I also take this opportunity to give an idea of the longstanding tradition of this discussion in Germany, connected with names like Wagenshein, Litt, Heisenberg and many others.

  19. Science and Religion: Implications for Science Educators

    Science.gov (United States)

    Reiss, Michael J.

    2010-01-01

    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…

  20. 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…

  1. Reconceptualising inquiry in science education

    Science.gov (United States)

    Bevins, Stuart; Price, Gareth

    2016-01-01

    Decades of discussion and debate about how science is most effectively taught and learned have resulted in a number of similar but competing inquiry models. These aim to develop students learning of science through approaches which reflect the authenticity of science as practiced by professional scientists while being practical and manageable within the school context. This paper offers a collection of our current reflections and suggestions concerning inquiry and its place in science education. We suggest that many of the current models of inquiry are too limited in their vision concerning themselves, almost exclusively, with producing a scaffold which reduces the complex process of inquiry into an algorithmic approach based around a sequence of relatively simple steps. We argue that this restricts students' experience of authentic inquiry to make classroom management and assessment procedures easier. We then speculate that a more integrated approach is required through an alternative inquiry model that depends on three dimensions (conceptual, procedural and personal) and we propose that it will be more likely to promote effective learning and a willingness to engage in inquiry across all facets of a students' school career and beyond.

  2. Cultural studies of science education

    Science.gov (United States)

    Higgins, Joanna; McDonald, Geraldine

    2008-07-01

    In response to Stetsenko's [2008, Cultural Studies of Science Education, 3] call for a more unified approach in sociocultural perspectives, this paper traces the origins of the use of sociocultural ideas in New Zealand from the 1970s to the present. Of those New Zealanders working from a sociocultural perspective who responded to our query most had encountered these ideas while overseas. More recently activity theory has been of interest and used in reports of work in early childhood, workplace change in the apple industry, and in-service teacher education. In all these projects the use of activity theory has been useful for understanding how the elements of a system can transform the activity. We end by agreeing with Stetsenko that there needs to be a more concerted approach by those working from a sociocultural perspective to recognise the contribution of others in the field.

  3. Invest in Today's Science Educators: Ensure Tomorrow's Science Workforce

    Science.gov (United States)

    MacLeish, Marlene Y.; Thomson, William A.

    2008-06-01

    The National Space Biomedical Research Institute (NSBRI) is contributing to United States of America's (US) efforts to educate a science workforce capable of competing in a knowledge-based 21st century global society by employing space exploration science to educate and encourage students to pursue careers in science, technology, engineering, and mathematics (STEM). This approach supports the National Aeronautics and Space Administration's (NASA) education mission to provide educational opportunities for scientists, students and teachers, and to inform the public about the benefits that space exploration hold for life on Earth [1] [2]. During the past decade, the NSBRI-Education Outreach Program (EOP) has evolved from a predominantly Kindergarten through undergraduate college (K-16) educational program to include graduate and post-doctoral components and a senior education fellow position. This position aims to foster STEM educational research and global conversations on a shared vision for space exploration.

  4. 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.…

  5. 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…

  6. Reconceptualizing the Nature of Science for Science Education

    Science.gov (United States)

    Dagher, Zoubeida R.; Erduran, Sibel

    2016-03-01

    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 science. This conceptual article re-examines extant notions of nature of science and proposes an expanded version of the Family Resemblance Approach (FRA), originally developed by Irzik and Nola (International handbook of research in history, philosophy and science teaching. Springer, Dordrecht, pp 999-1021, 2014) in which they view science as a cognitive-epistemic and as an institutional-social system. The conceptual basis of the expanded FRA is described and justified in this article based on a detailed account published elsewhere (Erduran and Dagher in Reconceptualizing the nature of science for science education: scientific knowledge, practices and other family categories. Springer, Dordrecht, 2014a). The expanded FRA provides a useful framework for organizing science curriculum and instruction and gives rise to generative visual tools that support the implementation of a richer understanding of and about science. The practical implications for this approach have been incorporated into analysis of curriculum policy documents, curriculum implementation resources, textbook analysis and teacher education settings.

  7. 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…

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

    OpenAIRE

    Akarsu, Bayram

    2011-01-01

    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 trends (e.g. current research ideas) within PER.

  9. Earth System Science Education Modules

    Science.gov (United States)

    Hall, C.; Kaufman, C.; Humphreys, R. R.; Colgan, M. W.

    2009-12-01

    The College of Charleston is developing several new geoscience-based education modules for integration into the Earth System Science Education Alliance (ESSEA). These three new modules provide opportunities for science and pre-service education students to participate in inquiry-based, data-driven experiences. The three new modules will be discussed in this session. Coastal Crisis is a module that analyzes rapidly changing coastlines and uses technology - remotely sensed data and geographic information systems (GIS) to delineate, understand and monitor changes in coastal environments. The beaches near Charleston, SC are undergoing erosion and therefore are used as examples of rapidly changing coastlines. Students will use real data from NASA, NOAA and other federal agencies in the classroom to study coastal change. Through this case study, learners will acquire remotely sensed images and GIS data sets from online sources, utilize those data sets within Google Earth or other visualization programs, and understand what the data is telling them. Analyzing the data will allow learners to contemplate and make predictions on the impact associated with changing environmental conditions, within the context of a coastal setting. To Drill or Not To Drill is a multidisciplinary problem based module to increase students’ knowledge of problems associated with nonrenewable resource extraction. The controversial topic of drilling in the Arctic National Wildlife Refuge (ANWR) examines whether the economic benefit of the oil extracted from ANWR is worth the social cost of the environmental damage that such extraction may inflict. By attempting to answer this question, learners must balance the interests of preservation with the economic need for oil. The learners are exposed to the difficulties associated with a real world problem that requires trade-off between environmental trust and economic well-being. The Citizen Science module challenges students to translate scientific

  10. Reforming Science and Mathematics Education

    Science.gov (United States)

    Lagowski, J. J.

    1995-09-01

    Since 1991, the National Science Foundation has signed cooperative agreements with 26 states to undertake ambitious and comprehensive initiatives to reform science, mathematics, and technology education. Collectively, those agreements are known as the State Systemic Initiatives (SSI's). Two complimentary programs, The Urban and Rural Systemic Initiatives (USI's and RSI's), address similar reforms in the nation's largest cities and poorest rural areas. The SSI Program departs significantly from past NSF practice in several ways. The funding is for a longer term and is larger in amount, and the NSF is taking a more activist role, seeking to leverage state and private funds and promote the coordination of programs within states. The Initiatives also have a stronger policy orientation than previous NSF programs have had. The NSF strategy is a reflection of the growing and widely held view that meaningful reforms in schools are most likely to be achieved through state initiatives that set clear and ambitious learning goals and standards; align all of the available policy levers in support of reform; stimulate school-level initiatives; and mobilize human and financial resources to support these changes. Two premises underlie systemic reform: (1) all children can meet significantly higher standards if they are asked to do so and given adequate opportunities to master the content, and (2) state and local policy changes can create opportunities by giving schools strong and consistent signals about the changes in practice and performance that are expected. Because this is an enormous investment of Federal resources that is intended to bring about deep, systemic improvement in the nation's ability to teach science and mathematics effectively, the NSF has contracted with a consortium of independent evaluators to conduct a review of the program. The first of the SSI's were funded in 1991, sufficiently long ago to begin to formulate some initial impressions of their impact. Take

  11. 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...

  12. Research facility access & science education

    Energy Technology Data Exchange (ETDEWEB)

    Rosen, S.P. [Univ. of Texas, Arlington, TX (United States); Teplitz, V.L. [Southern Methodist Univ., Dallas, TX (United States). Physics Dept.

    1994-10-01

    As Congress voted to terminate the Superconducting Super Collider (SSC) Laboratory in October of 1993, the Department of Energy was encouraged to maximize the benefits to the nation of approximately $2 billion which had already been expended to date on its evolution. Having been recruited to Texas from other intellectually challenging enclaves around the world, many regional scientists, especially physicists, of course, also began to look for viable ways to preserve some of the potentially short-lived gains made by Texas higher education in anticipation of {open_quotes}the SSC era.{close_quotes} In fact, by November, 1993, approximately 150 physicists and engineers from thirteen Texas universities and the SSC itself, had gathered on the SMU campus to discuss possible re-uses of the SSC assets. Participants at that meeting drew up a petition addressed to the state and federal governments requesting the creation of a joint Texas Facility for Science Education and Research. The idea was to create a facility, open to universities and industry alike, which would preserve the research and development infrastructure and continue the educational mission of the SSC.

  13. [Educational science, 'the hardest science of all'].

    NARCIS (Netherlands)

    Tartwijk, J. van; Driessen, E.W.; Vleuten, C.P.M. van der; Wubbels, T.

    2012-01-01

    Educational research not only showed that student characteristics are of major importance for study success, but also that education does make a difference. Essentially, teaching is about stimulating students to invest time in learning and to use that time as effectively as possible. Assessment, goa

  14. Mediated Modeling in Science Education

    Science.gov (United States)

    Halloun, Ibrahim A.

    2007-08-01

    Following two decades of corroboration, modeling theory is presented as a pedagogical theory that promotes mediated experiential learning of model-laden theory and inquiry in science education. Students develop experiential knowledge about physical realities through interplay between their own ideas about the physical world and particular patterns in this world. Under teacher mediation, they represent each pattern with a particular model that they develop through a five-phase learning cycle, following particular modeling schemata of well-defined dimensions and rules of engagement. Significantly greater student achievement has been increasingly demonstrated under mediated modeling than under conventional instruction of lecture and demonstration, especially in secondary school and university physics courses. The improved achievement is reflected in more meaningful understanding of course materials, better learning styles, higher success rates, lower attrition rates and narrower gaps between students of different backgrounds.

  15. Modern Engineering : Science and Education

    CERN Document Server

    2016-01-01

    This book draws together the most interesting recent results to emerge in mechanical engineering in Russia, providing a fascinating overview of the state of the art in the field in that country which will be of interest to a wide readership. A broad range of topics and issues in modern engineering are discussed, including dynamics of machines, materials engineering, structural strength and tribological behavior, transport technologies, machinery quality and innovations. The book comprises selected papers presented at the conference "Modern Engineering: Science and Education", held at the Saint Petersburg State Polytechnic University in 2014 with the support of the Russian Engineering Union. The authors are experts in various fields of engineering, and all of the papers have been carefully reviewed. The book will be of interest to mechanical engineers, lecturers in engineering disciplines and engineering graduates.

  16. 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.

  17. Should Science and Arts Education Be Separated?

    Institute of Scientific and Technical Information of China (English)

    2009-01-01

    China’s practice of separating science and arts education has a long and complicated history. Back in the early 1950s, China decided to adopt the Soviet Union’s practice of separating science and arts education into two systems, the upshot of which was many universities finding themselves divided into

  18. 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.

  19. 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…

  20. 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,…

  1. Enhancing science education in the elementary schools

    OpenAIRE

    Cole, Milton W.; Zembal-Saul, Carla

    2002-01-01

    This article describes some collaborative activities of the authors, aimed at improving science education in elementary schools. These include curriculum enhancement, development of new apparatus (a wind tunnel), science-education web site contributions and production of a film about the physics of flight. The output of these projects is intended to be generally accessible or reproducible.

  2. 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.

  3. Hermeneutics and science education: An introduction

    Science.gov (United States)

    Eger, Martin

    1992-12-01

    This paper is a programmatic sketch of a line of theoretical investigation in the philosophy of science education. The basic idea is that philosophical hermeneutics is an appropriate framework for science education in most of its aspects. A brief discussion is given of hermeneutics in general, of the version of it developed by H. G. Gadamer, and of the reasons for its relevance to science and to the problem of meaning in science education. A key element in this approach is the suggestion that each science be biewed as a language. Arguments against the appropriateness of hermeneutics to natural science are also discussed. One application of the theory to ongoing educational research — ‘misconceptions’ — is specifically treated.

  4. General Atomics Science Education Outreach Programs

    Science.gov (United States)

    Winter, Patricia S.

    1996-11-01

    Motivated by a desire to improve science literacy and to help the current generation of students to be more prepared for an increasingly technological future, General Atomics has been a leader in science education outreach to local K-12 schools. Through its nonprofit ``Sciences Education Foundation,'' and in cooperation with local science teachers, General Atomics has sponsored a variety of education activities and developed several science teaching units including Fusion --- Energy of the Stars; An Exploration of Materials Science, Recombinant DNA Technology; Environmental Radioactivity; and Energy from the Atom. Printed materials and laboratory kits for ``hands-on'' teaching units have been made available to over 600 teachers (from over 175 schools) who have attended General Atomics sponsored workshops, and presentations at education and professional meetings. Additional outreach activities include school partnerships, facility tours, and mentoring programs.

  5. Supporting STEM Education in Secondary Science Contexts

    OpenAIRE

    Asghar, Anila; Ellington, Roni; Rice, Eric; Johnson, Francine; Prime, Glenda M.

    2012-01-01

    Science education scholars emphasize the significance of an integrative, interdisciplinary STEM (Science, Technology, Engineering, and Mathematics) education that encourages students to learn about the natural world through exploration, inquiry, and problem-solving experiences. This article reports on a professional development program aimed at improving a group of secondary science and mathematics teachers’ competence in using a problem-based approach in the teaching of STEM. Through surveys...

  6. 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.

  7. Library and information science education in Slovenia

    OpenAIRE

    Irena Marinko

    1998-01-01

    The article describes the development of library and information science education in Slovenia and the present state of post-graduate programmes. It contains a detailed analysis of course units and their contents. The author proves that Slovene university education of library and information science specialists needs more full-time teachers with appropriate education, it is necessary to invest in their further training, to enlarge premises and enhance equipment. The programme ought to have mo...

  8. Serious computer games in computer science education

    OpenAIRE

    Jože Rugelj

    2016-01-01

    The role and importance of serious computer games in contemporary educational practice is presented in this paper as well as the theoretical fundamentals that justify their use in different forms of education. We present a project for designing and developing serious games that take place within the curriculum for computer science teachers’ education as an independent project work in teams. In this project work students have to use their knowledge in the field of didactics and computer scienc...

  9. Hermeneutics and Science Education: The role of history of science

    Science.gov (United States)

    Bevilacqua, Fabio; Giannetto, Enrico

    1995-04-01

    Eger's contribution towards a reapprochment of Hermeneutics, Science and Science Education is very welcome. His focus on the problem of misconceptions is relevant. All the same in our opinion some not minor points need a clarification. We will try to argue that: a) Hermeneutics cannot be reduced to a semantical interpretation of science texts; its phenomenological aspects have to be taken in account. b) Science has an unavoidable historical dimension; original papers and advanced textbooks are the real depositaries of scientific research. Standard textbooks are a caricature not worth it of a hermeneutical analysis. c) A parallelism can be traced between two dicothomies: the lifeworld of hermeneutics and the scienceworld of epistemology on one side and the extraordinary and the normal science on the other. d) For an overcoming of the misconceptions' problem we propose that the previous dicothomies be bridged through a hermeneutical phenomenological approach to science education that stresses the alternative, historical interpretations of natural phenomena.

  10. Hermeneutics of Science and Multi-Gendered Science Education

    Science.gov (United States)

    Ginev, Dimitri Jordan

    2008-01-01

    In this paper, I consider the relevance of the view of cognitive existentialism to a multi-gendered picture of science education. I am opposing both the search for a particular feminist standpoint epistemology and the reduction of philosophy of science to cultural studies of scientific practices as championed by supporters of postmodern political…

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

    OpenAIRE

    Ildeo de Castro Moreira

    2014-01-01

    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...

  12. University Science and Mathematics Education in Transition

    DEFF Research Database (Denmark)

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

    More than ever, our time is characterized by rapid changes in the organization and the production of knowledge. This movement is deeply rooted in the evolution of the scientific endeavor, as well as in the transformation of the political, economic and cultural organization of society It is also c...... Transition makes the volume an important resource for University science and mathematics education researchers and faculty...... 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...

  13. Gender Equity in Science Education

    Science.gov (United States)

    Hall, Johanna R.

    2011-01-01

    The dearth of females in high-level science courses and professions is a well-documented phenomenon in modern society. Inequality in science instruction is a crucial component to the under representation of females in science. This paper provides a review of current literature published concerning gender inequality in K-12 science instruction.…

  14. Science, Worldviews and Education: An Introduction

    Science.gov (United States)

    Matthews, Michael R.

    2009-06-01

    This special issue of Science & Education deals with the theme of ‘Science, Worldviews and Education’. The theme is of particular importance at the present time as many national and provincial education authorities are requiring that students learn about the Nature of Science (NOS) as well as learning science content knowledge and process skills. NOS topics are being written into national and provincial curricula. Such NOS matters give rise to questions about science and worldviews: What is a worldview? Does science have a worldview? Are there specific ontological, epistemological and ethical prerequisites for the conduct of science? Does science lack a worldview but nevertheless have implications for worldviews? How can scientific worldviews be reconciled with seemingly discordant religious and cultural worldviews? In addition to this major curricular impetus for refining understanding of science and worldviews, there are also pressing cultural and social forces that give prominence to questions about science, worldviews and education. There is something of an avalanche of popular literature on the subject that teachers and students are variously engaged by. Additionally the modernisation and science-based industrialisation of huge non-Western populations whose traditional religions and beliefs are different from those that have been associated with orthodox science, make very pressing the questions of whether, and how, science is committed to particular worldviews. Hugh Gauch Jr. provides a long and extensive lead essay in the volume, and 12 philosophers, educators, scientists and theologians having read his paper, then engage with the theme. Hopefully the special issue will contribute to a more informed understanding of the relationship between science, worldviews and education, and provide assistance to teachers who are routinely engaged with the subject.

  15. 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.

  16. 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…

  17. Can Education Become a Science?

    Science.gov (United States)

    Hansgen, Richard D.

    1991-01-01

    The study of education does not lend itself well to an experimental approach. Educators cannot even agree on a fixed body of common knowledge constituting a discipline of education. Education is subjective, lacking governing equations, unifying principles, and invariant experiments. Education must be dealt with in words, with feelings, and from a…

  18. 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…

  19. 75 FR 65305 - National Board for Education Sciences

    Science.gov (United States)

    2010-10-22

    ... National Board for Education Sciences AGENCY: Department of Education, Institute of Education Sciences... proposed agenda of an upcoming meeting of the National Board for Education Sciences. The notice also..., Designated Federal Official, National Board for Education Sciences, 555 New Jersey Ave., NW., Room 602...

  20. 78 FR 57136 - National Board for Education Sciences; Meeting

    Science.gov (United States)

    2013-09-17

    ... National Board for Education Sciences; Meeting AGENCY: Institute of Education Sciences, ED. ACTION: Notice... meeting of the National Board for Education Sciences (NBES). The notice also describes the functions of... INFORMATION: The National Board for Education Sciences is authorized by Section 116 of the Education...

  1. 75 FR 53280 - National Board for Education Sciences

    Science.gov (United States)

    2010-08-31

    ... National Board for Education Sciences AGENCY: Department of Education, Institute of Education Sciences... upcoming meeting of the National Board for Education Sciences. The notice also describes the functions of... CONTACT: Norma Garza, Executive Director, National Board for Education Sciences, 555 New Jersey Ave.,...

  2. 75 FR 13265 - National Board for Education Sciences

    Science.gov (United States)

    2010-03-19

    ... National Board for Education Sciences AGENCY: Institute of Education Sciences, Department of Education... upcoming meeting of the National Board for Education Sciences. The notice also describes the functions of..., Executive Director, National Board for Education Sciences, 555 New Jersey Ave., NW., Room 602 K,...

  3. Improving science literacy and education through space life sciences

    Science.gov (United States)

    MacLeish, Marlene Y.; Moreno, Nancy P.; Tharp, Barbara Z.; Denton, Jon J.; Jessup, George; Clipper, Milton C.

    2001-08-01

    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 institutions—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.

  4. Toward the sociopolitical in science education

    Science.gov (United States)

    Tolbert, Sara; Bazzul, Jesse

    2016-07-01

    In this paper, we explore how Jacques Rancière's (The ignorant schoolmaster: five lessons in intellectual emancipation. Stanford University Press, Stanford, 1991) notions of radical equality and dissensus reveal horizons for activism and sociopolitical engagement in science education theory, research, and practice. Drawing on Rochelle Gutiérrez' (J Res Math Educ 44(1):37-68, 2013a. doi: 10.5951/jresematheduc.44.1.0037; J Urban Math Educ 6(2):7-19, b) "sociopolitical turn" for mathematics education, we identify how the field of science education can/is turning from more traditional notions of equity, achievement and access toward issues of systemic oppression, identity and power. Building on the conversation initiated by Lorraine Otoide who draws from French philosopher Jacques Rancière to experiment with a pedagogy of radical equality, we posit that a sociopolitical turn in science education is not only imminent, but necessary to meet twenty-first century crises.

  5. Interactions of Economics of Science and Science Education: Investigating the Implications for Science Teaching and Learning

    Science.gov (United States)

    Erduran, Sibel; Mugaloglu, Ebru Z.

    2013-10-01

    In recent years, there has been upsurge of interest in the applications of interdisciplinary perspectives on science in science education. Within this framework, the implications of the so-called "economics of science" is virtually an uncharted territory. In this paper, we trace a set of arguments that provide a dialectic engagement with two conflicting agendas: (a) the broadening of science education to include the contextual positioning of science including economical dimensions of science, and (b) the guarding of the proliferation and reinforcement of those aspects of economics of science such as commodification of scientific knowledge that embraces inequity and restricted access to the products of the scientific enterprise. Our aim is broadly to engage, as science education researchers, in the debates in economics of science so as to investigate the reciprocal interactions that might exist with science education. In so doing, we draw out some recommendations whereby the goals of science education might provide as much input into the intellectual debates within philosophy of science on issues related to the commercialisation and commodification of scientific knowledge. We explore some implications of commodification of science in the context of modelling and argumentation in science education.

  6. Academic education (and training) in nuclear sciences

    International Nuclear Information System (INIS)

    The article discusses academic education initiatives in Belgium with particular emphasis on the master after master in nuclear engineering programme that is provided by the Belgian Nuclear Higher Education Network (BNEN). Furthermore, other education and training initiatives are described such as the master in industrial engineering, the post-graduate Radiation Protection Expert Course and training and education activities by the SCK·CEN Academy for Nuclear Science and Technology.

  7. Philosophy of Education and Other Educational Sciences

    Science.gov (United States)

    Howe, Kenneth R.

    2014-01-01

    This article largely agrees with John White's characterizations of the relationships among philosophy of education, philosophy more generally, and the conventional world. It then extends what White identifies as the fundamental problem that should now be occupying philosophy of education--the irreconcilable opposition between education for…

  8. Reconceptualising Inquiry in Science Education

    Science.gov (United States)

    Bevins, Stuart; Price, Gareth

    2016-01-01

    Decades of discussion and debate about how science is most effectively taught and learned have resulted in a number of similar but competing inquiry models. These aim to develop students learning of science through approaches which reflect the authenticity of science as practiced by professional scientists while being practical and manageable…

  9. An Ecology of Science Education.

    Science.gov (United States)

    Aubusson, Peter

    2002-01-01

    Reports on a 15-month study of attempted innovation in school science. The teachers in an Australian secondary school were attempting to introduce a constructivist approach to their teaching of science. Uses a method of analysis in which the school science system is mapped against an ecosystem. (Author/MM)

  10. 78 FR 8499 - National Board for Education Sciences; Meeting

    Science.gov (United States)

    2013-02-06

    ... National Board for Education Sciences; Meeting AGENCY: U.S. Department of Education, Institute of Education... agenda of an upcoming meeting of the National Board for Education Sciences. The notice also describes the... INFORMATION: The National Board for Education Sciences is authorized by Section 116 of the Education...

  11. The Nature of Science Education for enhancing Scientific Literacy

    OpenAIRE

    Holbrook, Jack; Rannikmae, Miia

    2007-01-01

    Abstract This article explores the meaning of the nature of science education to enhance scientific literacy. It argues that the teaching approach for science education should be regarded as ?education through science, rather than ?science through education?. A model of the nature of science education is proposed having its foundations based on activity theory rather than logical positivism. This encompasses an understanding of the nature of science, with links to achievement of go...

  12. Catalyzing Effective Science Education: Contributions from the NASA Science Education and Public Outreach Forums

    Science.gov (United States)

    Smith, Denise A.; Bartolone, L.; Eisenhamer, B.; Lawton, B. L.; Schultz, G. R.; Peticolas, L.; Schwerin, T.; Shipp, S.; Astrophysics E/PO Community, NASA; NASA Astrophysics Forum Team

    2013-06-01

    Advancing scientific literacy and strengthening the Nation’s future workforce through stimulating, informative, and effective learning experiences are core principles of the NASA Science Mission Directorate (SMD) education and public outreach (E/PO) program. To support and coordinate its E/PO community in offering a coherent suite of activities and experiences that effectively meet the needs of the education community, NASA SMD has created four Science Education and Public Outreach Forums (Astrophysics, Planetary Science, Heliophysics, Earth Science). Forum activities include: professional development to raise awareness of the existing body of best practices and educational research; analysis and cataloging of SMD-funded education materials with respect to AAAS Benchmarks for Science Literacy; Working Groups that assemble needs assessment and best practices data relevant to Higher Education, K-12 Formal Education, and Informal Science Education audiences; and community collaborations that enable SMD E/PO community members to develop new partnerships and to learn and share successful strategies and techniques. This presentation will highlight examples of Forum and community-based activities related to astronomy education and teacher professional development, within the context of the principles articulated within the NRC Framework for K-12 Science Education and the Next Generation Science Standards. Among these are an emerging community of practice for K-12 educators and online teacher professional development and resources that incorporate misconception research and authentic experiences with NASA Astrophysics data.

  13. Engineering and science education for nuclear power

    International Nuclear Information System (INIS)

    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

  14. 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.

  15. Soils bio-remediation; Bioremediation des sols

    Energy Technology Data Exchange (ETDEWEB)

    Vogel, T.M. [Universite Claude Bernard, 69 - Lyon-1 (France)

    2001-06-01

    The biological treatment of soils (in-situ or excavated) consists in the use of micro-organisms for the transformation of noxious compounds into non-noxious ones. Bacteria are the main micro-organisms used but fungi can play a role in some ex-situ processes. The bio-remediation of the soil and aquifer requires the use of various processes like diffusion and advection, sorption and desorption, and biodegradation. The degradation of the pollutants is efficient only if a sufficient amount of micro-organisms is in close-contact with the pollutants. The efficiency, fastness and cost are important factors to take into consideration in such remedial actions. Thus, a good mastery of soils sciences and processes engineering is needed. This article presents the concepts and processes used in biological remediation of soils: 1 - concept of processes engineering (heterogenous environments, processes characteristics, in-situ or on-site reactors); 2 - concept of biological treatments (micro-organisms, biodegradation, microbial ecology, bio-stimulation, bio-augmentation); 3 - biological treatment process (bio-venting, bio-spargeing, bio-slurping, in-situ aerobic bio-process, bio-hillock, phyto-remediation, metals extraction). (J.S.)

  16. Standardizing and personalizing science in medical education.

    Science.gov (United States)

    Lambert, David R; Lurie, Stephen J; Lyness, Jeffrey M; Ward, Denham S

    2010-02-01

    In the century since the initial publication of the Flexner Report, medical education has emphasized a broad knowledge of science and a fundamental understanding of the scientific method, which medical educators believe are essential to the practice of medicine. The enormous growth of scientific knowledge that underlies clinical practice has challenged medical schools to accommodate this new information within the curricula. Although innovative educational modalities and new curricula have partly addressed this growth, the authors argue for a systematic restructuring of the content and structure of science education from the premedical setting through clinical practice. The overarching goal of science education is to provide students with a broad, solid foundation applicable to medicine, a deep understanding of the scientific method, and the attitudes and skills needed to apply new knowledge to patient care throughout their careers. The authors believe that to accomplish this successfully, the following changes must occur across the three major stages of medical education: (1) a reshaping of the scientific preparation that all students complete before medical school, (2) an increase in individualized science education during medical school, and (3) an emphasis on knowledge acquisition skills throughout graduate medical education and beyond to assure lifelong scientific learning. As students progress through the educational continuum, the balance of standardized and personalized scientific knowledge will shift toward personalization. Greater personalization demands that physicians possess well-refined skills in information acquisition, interpretation, and application for optimal lifelong learning and effective clinical practice. PMID:20107368

  17. Infrared Astronomy in Science and Education

    Science.gov (United States)

    Mayeur, Paul Anthony

    2013-01-01

    This dissertation looks at the effects of an educator-scientist partnership on the creation of an inquiry based science lesson for the middle school classroom. The lesson was initially created by a scientist following their science research, but changed as the scientist began working with teachers. The changes in the lesson show that scientists…

  18. Rural Science Education: Valuing Local Knowledge

    Science.gov (United States)

    Avery, Leanne M.

    2013-01-01

    Whether playing outdoors or working on the farm, rural children acquire science and engineering skills throughout their daily lives. Although 11.4 million children in the United States grow up in rural areas, compared to 14.6 million in urban areas, relatively little attention is given to rural science education. This article demonstrates that…

  19. Russian Science and Education: Problems and Prospects

    Science.gov (United States)

    Lebedev, S. A.

    2014-01-01

    Higher education in Russia is not able to provide the science personnel and research that the country needs for its future economic well-being. Urgent changes are needed to improve the situation, not least among them being significant increases in the salaries of scientists, bringing Russian science into line with world standards of scientific…

  20. Education: Firms Offer Academics Polymer Science Training.

    Science.gov (United States)

    Chemical and Engineering News, 1983

    1983-01-01

    Provides information on industry-sponsored programs for college faculty and advanced undergraduate students designed to improve polymer science training: these include residency programs for professors available at industrial laboratories, establishment of a Polymer Education Award, newsletter on course materials/sources in polymer science,…

  1. Sciences education for connecting science, technology and the society

    OpenAIRE

    Korolija Jasminka; Stanišić Jelena

    2009-01-01

    Connecting science, technology and the society is one of the important principles of contemporary education. The foundation of this principle is the idea that scientific and technological achievements should be useful and applicable in everyday life of an individual. The paper presents the main determinants of the STS project (Science, Technology and Society Project) which deals with studying the influence of scientific research and technological development on social, political and cultural ...

  2. 77 FR 33732 - National Board for Education Sciences; Meeting

    Science.gov (United States)

    2012-06-07

    ... National Board for Education Sciences; Meeting AGENCY: ED, Institute of Education Sciences, U.S. Department... proposed agenda of an upcoming meeting of the National Board for Education Sciences. The notice also....C 9516. The Board advises the Director of the Institute of Education Sciences (IES) on, among...

  3. 78 FR 28811 - National Board for Education Sciences; Meeting

    Science.gov (United States)

    2013-05-16

    ... National Board for Education Sciences; Meeting AGENCY: Institute of Education Sciences, U.S. Department of... agenda of an upcoming meeting of the National Board for Education Sciences (NBES). The notice also....Pelaez@ed.gov . SUPPLEMENTARY INFORMATION: The National Board for Education Sciences is authorized...

  4. Learning science and science education in a new era

    OpenAIRE

    Erhan Aysan

    2015-01-01

    Today, it takes only a few months for the amount of knowledge to double. The volume of information available has grown so much that it cannot be fully encompassed by the human mind. For this reason, science, learning, and education have to change in the third millennium. The question is thus: what is it that needs to be done? The answer may be found through three basic stages. The first stage is persuading scientists of the necessity to change science education. The second stage is more diffi...

  5. Information Technology Directions for NSF Science Education.

    Science.gov (United States)

    Melmed, Arthur; Lesgold, Alan

    1987-01-01

    Reports on a meeting held at New York University to discuss ways of improving the productivity of mathematics and science education in the United States using educational technology. Addresses several of the views reached by the participants of the conference. (TW)

  6. Towards Coherent Science and Technology Education

    Science.gov (United States)

    Geraedts, Caspar; Boersma, Kerst Th.; Eijkelhof, Harrie M. C.

    2006-01-01

    The integration of science and technology education has been a topic of worldwide debate. However, the focus of the debate has been too much on the degree of integration of subjects at the expense of such important but related issues as the nature of the constituting disciplines, educational levels (state, school, classroom), and the objects of…

  7. Science Achievement of Secondary Agricultural Education Students

    Science.gov (United States)

    Clark, Sara Vicky

    2012-01-01

    The purposes of this quantitative descriptive and correlational study were to describe the science achievements of secondary agricultural education students and determine if the number of agricultural education courses passed, FFA involvement, and SAE participation would statistically significantly improve students' performance on science…

  8. Problems with German Science Education.

    Science.gov (United States)

    Riess, Falk

    2000-01-01

    The main problems of science teaching in Germany are students' lack of interest and motivation and their poor understanding of scientific concepts, ideas, methods, and results. Lists examples from science curricula and textbooks and describes some reform projects in Germany. Proposes a compensatory program in order to create prerequisites for…

  9. Interdisciplinary Science Research and Education

    Science.gov (United States)

    MacKinnon, P. J.; Hine, D.; Barnard, R. T.

    2013-01-01

    Science history shows us that interdisciplinarity is a spontaneous process that is intrinsic to, and engendered by, research activity. It is an activity that is done rather than an object to be designed and constructed. We examine three vignettes from the history of science that display the interdisciplinary process at work and consider the…

  10. Science and Common Sense: Perspectives from Philosophy and Science Education

    DEFF Research Database (Denmark)

    Green, Sara

    2016-01-01

    knowledge, distinguished by an increase in systematicity. On the other, he argues that scientific knowledge often comes to deviate from common sense as science develops. Specifically, he argues that a departure from common sense is a price we may have to pay for increased systematicity. I argue that to...... clarify the relation between common sense and scientific reasoning, more attention to the cognitive aspects of learning and doing science is needed. As a step in this direction, I explore the potential for cross-fertilization between the discussions about conceptual change in science education and...

  11. 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.

  12. 76 FR 34069 - National Board for Education Sciences; Meeting

    Science.gov (United States)

    2011-06-10

    ... National Board for Education Sciences; Meeting AGENCY: U.S. Department of Education, Institute of Education... agenda of an upcoming meeting of the National Board for Education Sciences. The notice also describes the... FURTHER INFORMATION CONTACT: Monica Herk, Executive Director, National Board for Education Sciences,...

  13. 77 FR 20805 - National Board for Education Sciences; Meeting

    Science.gov (United States)

    2012-04-06

    ... National Board for Education Sciences; Meeting AGENCY: U.S. Department of Education, Institute of Education... and proposed agenda of an upcoming meeting of the National Board for Education Sciences. The notice... Board for Education Sciences, 555 New Jersey Ave. NW., Room 602 K, Washington, DC, 20208; phone:...

  14. COMPUTER SIMULATIONS IN SCIENCE EDUCATION: Implications for Distance Education

    OpenAIRE

    SAHIN, Sami

    2006-01-01

    This paper is a review of the literature about the use of computer simulations in science education. This review examines the types and good examples of computer simulations. The literature review indicated that although computer simulations cannot replace science classroom and laboratory activities completely, they offer various advantages both for classroom and distance education. This paper consists of four parts. The first part describes computer simulations; the second part reviews the ...

  15. Teaching Science Education with Poetry

    OpenAIRE

    Larissa Macalão Barbosa; Braulio Fonseca; Rossano André Dal-Farra; Leticia Azambuja Lopes

    2014-01-01

    The main objective of this paper is to describe the process of integration of the disciplines of arts and sciences through poems written by pupils of a public school in southern Brazil. First, the teachers wrote and read a poem in classroom for pupils of the fifth to eighth grade. After, pupils wrote a poem about science subjects, aiming to improve the learning of concepts of physics, chemistry, and biology inspired by their own poetic vision on science and nature. The results address the wor...

  16. 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.

  17. 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.

  18. Science Exploratoriums: Connecting Pre-Service Teachers, Practicing Teachers, Students, and University Science Educators

    Science.gov (United States)

    Flores, Ingrid M.

    2012-01-01

    Engaging students in inquiry-based learning is viewed by the science education community as the cornerstone of science education reform. Pre-service teachers often enter science methods courses in teacher education credential programs with significant trepidation of science, a lack of strong science content knowledge, a lack of confidence in…

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

    Science.gov (United States)

    Poole, Michael

    2015-12-01

    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.

  20. 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.

  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. 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…

  3. 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…

  4. Interactions of Economics of Science and Science Education: Investigating the Implications for Science Teaching and Learning

    Science.gov (United States)

    Erduran, Sibel; Mugaloglu, Ebru Z.

    2013-01-01

    In recent years, there has been upsurge of interest in the applications of interdisciplinary perspectives on science in science education. Within this framework, the implications of the so-called "economics of science" is virtually an uncharted territory. In this paper, we trace a set of arguments that provide a dialectic engagement with…

  5. Postmodern Academic Science Education: Mentorship Arts

    Directory of Open Access Journals (Sweden)

    Akbar Nikkhah

    2011-08-01

    Full Text Available The objective is to introduce and describe new definitions for global science education that will determine the extent and nature of humans’ future accomplishments. These will affect life quality worldwide. Science as an ultimate essence encircles theoretical and applied findings and discoveries. These can only contribute to forming a trivial core, whilst the most crucial are insightful moral surroundings. Morality is most concerned with mentorship commitments. To sustain a dense and rigid shape that progressively improves science and life quality, imagination must be complemented with harmonizing approaches. Such perceptions become an obligationas the growing knowledge creates novel questions and challenges. The upper tree of science glorified with blooming branches of knowledge, particularly over the last few centuries, is predicted to undergo progressive declines in the strength of its education foundations unless the lower tree receives most-deserving mentorship contemplations. Mentors must replace teachers, by definition, and commit to generating more qualified educators than themselves.Mentors are expected to welcome and manage challenges from mentees. Challenges play crucial roles in granting mentees with integrated pathways of scientific development. The resulting pictures will be eagerly prone to revisions and elaborations as mentees themselvesstep into the pathway. This systematic education will strengthen science roots in mentees' minds and will uphold a sturdy science body for the society. Science pictured as an integrated circle grants a prospect to envision where humans are and where not to end up. Maintaining a definitive shape for science in any major before and while enriching central cores with experimental novelties in minds and laboratories is crucial to improving man's fulfillment of time. These approaches are keys to preserving an integrated shape for science in the third millennium. Such integrities are an obligation to

  6. Engineering and science education for nuclear power

    International Nuclear Information System (INIS)

    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

  7. Situated Learning in Computer Science Education

    Science.gov (United States)

    Ben-Ari, Mordechai

    2004-06-01

    Sociocultural theories of learning such as Wenger and Lave's situated learning have been suggested as alternatives to cognitive theories of learning like constructivism. This article examines situated learning within the context of computer science (CS) education. Situated learning accurately describes some CS communities like open-source software development, but it is not directly applicable to other CS communities, especially those that deal with non-CS application areas. Nevertheless, situated learning can inform CS education by analyzing debates on curriculum and pedagogy within this framework. CS educators should closely examine professional CS communities of practice and design educational activities to model the actual activities of those communities.

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

    Science.gov (United States)

    2010-02-04

    ... Institute of Education Sciences; Overview Information; Education Research and Special Education Research...'s FY 2011 competitions for grants to support education research and special education research. The... evaluation of State and local education programs and policies. The National Center for Special...

  9. Education for science and science for education: more than a play upon words

    OpenAIRE

    Grynszpan Danielle; Araújo-Jorge Tania C

    2000-01-01

    In the celebration of the Oswaldo Cruz Institute centenary, we wanted to stress our concern with the relationship between two of its missions: research and education. What are the educational bases required for science and technology activities on health sciences for the future years? How can scientists collaborate to promote the popularization of academic knowledge and to improve a basic education for citizenship in an ethic and humanistic view? In this article we pointed out to need of comm...

  10. COMPUTER SIMULATIONS IN SCIENCE EDUCATION: Implications for Distance Education

    Directory of Open Access Journals (Sweden)

    Sami SAHIN

    2006-10-01

    Full Text Available This paper is a review of the literature about the use of computer simulations in science education. This review examines the types and good examples of computer simulations. The literature review indicated that although computer simulations cannot replace science classroom and laboratory activities completely, they offer various advantages both for classroom and distance education. This paper consists of four parts. The first part describes computer simulations; the second part reviews the benefits in science education; the third part looks for the relation with science process skills; and the last part makes connections with the distance education. The literature suggests that the success of computer simulations use in science education depends on how they incorporated into curriculum and how teacher use it. The most appropriate use of computer simulations seems that use them for a supplementary tools for classroom instruction and laboratory. Multimedia supported, highly interactive, collaborative computer simulations appealing growing interest because of their potentials to supplement constructivist learning. They offer inquiry environments and cognitive tools to scaffold learning and apply problem-solving skills. Computer simulations are good tools to improve students’ hypothesis construction, graphic interpretation and prediction skills. The literature review also implied that computer simulations have potential for distance education laboratories. Yet this area is elusive and needs to be researched further.

  11. Science education crisis: Problems, solutions discussed

    Science.gov (United States)

    Wolcott, John

    Public concern about the state of science education in America at the pre-college and college levels is widespread, triggered largely by the perception that we are losing ground in the global economy. Science, and particularly technology, are seen as our most likely sources of recovery. For those who recall the public reaction to the launching of Sputnik by Russia in 1957, the present mood is similar, if somewhat less intense.AGU members are in a unique position to influence debate about the science education crisis. Many of us, either as experts in some subset of physical science issues, as teachers at the college level, or even as parents observing our children's experiences in elementary or secondary school classrooms, may offer insight to this debate.

  12. BOOK REVIEW: Practice Teaching Methods in Science Education

    OpenAIRE

    Sevilay KARAMUSTAFAOĞLU

    2008-01-01

    This book has five chapters which are consist of learning theories in science education, teaching principles in science education, common teaching methods in science teaching, alternative learning and teaching approaches and acquiring scientific process skills in science education. The book contains 246 pages and published in black and white.

  13. Sciences education for connecting science, technology and the society

    Directory of Open Access Journals (Sweden)

    Korolija Jasminka

    2009-01-01

    Full Text Available Connecting science, technology and the society is one of the important principles of contemporary education. The foundation of this principle is the idea that scientific and technological achievements should be useful and applicable in everyday life of an individual. The paper presents the main determinants of the STS project (Science, Technology and Society Project which deals with studying the influence of scientific research and technological development on social, political and cultural values. The basic goal of education within the STS Project is to enable the students to understand and learn to incorporate the achievements of scientific and technological development in their own cultural, ecological, economic, political and social contexts. In addition to this, the paper presents the role of sciences in connecting science, technology and the society and describes the possibilities of incorporating a similar project in chemistry instruction in our school. Pilot study which was conducted refers to the proposal for applying the principles on which the STS project is based in chemistry instruction in our country. This pilot study can present the basis for future research and the guideline that can be used for promoting the process of education in primary and secondary school.

  14. TELEVISION IN HEALTH SCIENCES EDUCATION.

    Science.gov (United States)

    GRANT, THEO. S.; MERRILL, IRVING R.

    A MAJOR MEDICAL CENTER CONDUCTED A SERIES OF EXPERIMENTAL STUDIES CONCERNED WITH THE USE OF CLOSED CIRCUIT TELEVISION INSTRUCTION IN THE CURRICULUMS OF MEDICINE, DENTISTRY, PHARMACY, AND NURSING. THE SIX STUDIES REPORTED WERE (1) OVER 300 HEALTH SCIENCE TELEVISION PRESENTATIONS WERE PRODUCED, PRESENTED TO STUDENTS, AND EVALUATED. REPORTS WERE MADE…

  15. Outdoor Education and Science Achievement

    Science.gov (United States)

    Rios, José M.; Brewer, Jessica

    2014-01-01

    Elementary students have limited opportunities to learn science in an outdoor setting at school. Some suggest this is partially due to a lack of teacher efficacy teaching in an outdoor setting. Yet the research literature indicates that outdoor learning experiences develop positive environmental attitudes and can positively affect science…

  16. 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

  17. Education and precarious labour in Slovene science

    OpenAIRE

    Bezenšek, Jana

    2015-01-01

    The image of a woman in the present Slovene society is still linked to prejudice to set limits and makes her feel bad. Especially, because the environment's opinion contains some certain activities how a woman is incapable of doing or is not able to do them good enough. One of the areas with this belief is the area of science. Different public researches and academic institutions are stimulating massive enrolling of women to higher education and science. This is showing significant gradual in...

  18. Humanities and Social Sciences in Management Education

    OpenAIRE

    2014-01-01

    Following the workshop “Practicing Humanities and Social Sciences in Management Education” at the University of St.Gallen in November 2012, the Copenhagen Business School was happy to host the follow-up workshop “Humanities and Social Sciences in Management Education – Writing, Researching, Teaching”. Yet again we were proud to welcome international scholar adding great ideas and perspectives and initiating fruitful discussion concerning the debates around management educati...

  19. Computational Thinking in Life Science Education

    OpenAIRE

    Rubinstein, Amir; Chor, Benny

    2014-01-01

    We join the increasing call to take computational education of life science students a step further, beyond teaching mere programming and employing existing software tools. We describe a new course, focusing on enriching the curriculum of life science students with abstract, algorithmic, and logical thinking, and exposing them to the computational “culture.” The design, structure, and content of our course are influenced by recent efforts in this area, collaborations with life scientists, and...

  20. Computational thinking in life science education.

    OpenAIRE

    Amir Rubinstein; Benny Chor

    2014-01-01

    We join the increasing call to take computational education of life science students a step further, beyond teaching mere programming and employing existing software tools. We describe a new course, focusing on enriching the curriculum of life science students with abstract, algorithmic, and logical thinking, and exposing them to the computational "culture." The design, structure, and content of our course are influenced by recent efforts in this area, collaborations with life scientists, and...

  1. A SOCIOCULTURAL APPROACH TO SCIENCE EDUCATION

    Directory of Open Access Journals (Sweden)

    Kenneth Tobin

    2013-12-01

    Full Text Available I present a sociocultural approach to research and science education that incorporates a recursive relationship between transformation and theory, acknowledges the strengths of subjectivity, and regards difference as a resource for learning. The methodology incorporates hermeneutic-phenomenology, reflexive inquiry, and event-oriented inquiry. Research on emotions contextualizes methodologies for multidisciplinary and multi-level research. Finally, a new journal that was developed as a home for cultural studies of science education is described along with the processes used in manuscript review and publication.

  2. Bioremediation: A natural solution

    International Nuclear Information System (INIS)

    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

  3. Augmented Reality in Science Education

    DEFF Research Database (Denmark)

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

    2015-01-01

    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...

  4. 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....

  5. 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; Randy McGinnis, J.; Hestness, Emily; Pease, Rebecca

    2011-02-01

    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 methods and to encourage students to continue in teacher education. We redesigned the elementary science methods course to include aspects of informal science education. The informal science education course features included informal science educator guest speakers, a live animal demonstration and a virtual field trip. We compared data from a treatment course ( n = 72) and a comparison course ( n = 26). Data collection included: researchers' observations, instructors' reflections, and teacher candidates' feedback. Teacher candidate feedback involved interviews and results on a reliable and valid Attitudes and Beliefs about the Nature of and the Teaching of Science instrument. We used complementary methods to analyze the data collected. A key finding of the study was that while benefits were found in both types of courses, the difference in results underscores the need of identifying the primary purpose for innovation as a vital component of consideration.

  6. Science Teachers' Views about the Science Fair at Primary Education Level

    Science.gov (United States)

    Tortop, Hasan Said

    2013-01-01

    Science fair is an environment where students present their scientific research projects. Opinions of science teachers who participated as a mentor in science fair are important for determining of the science fair quality and its contribution of science education. The aim of study was to determine science teachers' views about the science fair at…

  7. 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…

  8. 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…

  9. Science academy statements on water, health, and science education

    Science.gov (United States)

    Showstack, Randy

    2011-05-01

    Several days prior to the Group of 8 (G8) summit of nations on 26-27 May in Deauville, France, science academies from those nations and five others issued joint statements calling for the governments to take actions regarding water and health as well as science education. The water and health statement indicates that nearly 3 billion people will be living in water-scarce countries by 2050 and that 2.6 billion already lack access to proper sanitation and nearly 900 million lack access to a clean water supply. The statement calls for developing basic infrastructure for sanitation, promoting education to change the behavior of populations regarding water supply, funding research and development to identify pathogens, and improving water management and hygiene standards, among other measures.

  10. Science in education for design

    OpenAIRE

    VUKIĆ, FEĐA; KRISTOFIĆ, BOJAN

    2013-01-01

    Higher education for design, following historic heritage, is situated within the domain of art, although the central public institution in Croatia was established as an interdisciplinary and inter-faculty studies at the University of Zagreb, Faculty of Architecture at the end of the nineteen-eighties. However, the general social development, economic conditions, technological and scientific trends, both inWestern culture as a whole, and in Croatia in particular, point to the need for mo...

  11. Teaching Interdisciplinary Engineering and Science Educations

    DEFF Research Database (Denmark)

    Kofoed, Lise B.; S. Stachowicz, Marian

    2014-01-01

    creating new knowledge. We will address the challenges by defining the term interdisciplinary in connection with education, and using the Problem Based Learning educational approach and experience from the engineering and science educational areas to find the obstacles. Two cases based on interdisciplinary...... curriculum are used to find the problems. The conclusion is that teachers have to develop understanding of how to integrate their expertise in a new interdisciplinary curriculum. Furthermore they have to be aware of their knowledge profile. Teachers also need to use resources to find a common goal and...

  12. Diagrammatic literacy in secondary science education

    NARCIS (Netherlands)

    M. Kragten; W.F. Admiraal; G.C.W. Rijlaarsdam

    2012-01-01

    Students in secondary science education seem to have difficulties with understanding diagrams. The present study focused on explanatory factors that predict students’ difficulties with process diagrams, i.e., diagrams that describe a process consisting of components that are related by arrows. From

  13. An Ethically Ambitious Higher Education Data Science

    Science.gov (United States)

    Stevens, Mitchell L.

    2014-01-01

    The new data sciences of education bring substantial legal, political, and ethical questions about the management of information about learners. This piece provides a synoptic view of recent scholarly discussion in this domain and calls for a proactive approach to the ethics of learning research.

  14. A SOCIOCULTURAL APPROACH TO SCIENCE EDUCATION

    OpenAIRE

    Kenneth Tobin

    2013-01-01

    I present a sociocultural approach to research and science education that incorporates a recursive relationship between transformation and theory, acknowledges the strengths of subjectivity, and regards difference as a resource for learning. The methodology incorporates hermeneutic-phenomenology, reflexive inquiry, and event-oriented inquiry. Research on emotions contextualizes methodologies for multidisciplinary and multi-level research. Finally, a new journal that was d...

  15. Promoting Pre-college Science Education

    Science.gov (United States)

    Taylor, P. L.; Lee, R. L.

    2000-10-01

    The Fusion Education Program, with continued support from DOE, has strengthened its interactions with educators in promoting pre-college science education for students. Projects aggressively pursued this year include an on-site, college credited, laboratory-based 10-day educator workshop on plasma and fusion science; completion of `Starpower', a fusion power plant simulation on interactive CD; expansion of scientist visits to classrooms; broadened participation in an internet-based science olympiad; and enhancements to the tours of the DIII-D Facility. In the workshop, twelve teachers used bench top devices to explore basic plasma physics. Also included were radiation experiments, computer aided drafting, techniques to integrate fusion science and technology in the classroom, and visits to a University Physics lab and the San Diego Supercomputer Center. Our ``Scientist in a Classroom'' program reached more than 2200 students at 20 schools. Our `Starpower' CD allows a range of interactive learning from the effects of electric and magnetic fields on charged particles to operation of a Tokamak-based power plant. Continuing tours of the DIII-D facility were attended by more than 800 students this past year.

  16. Psychology's Role in Mathematics and Science Education

    Science.gov (United States)

    Newcombe, Nora S.; Ambady, Nalini; Eccles, Jacquelynne; Gomez, Louis; Klahr, David; Linn, Marcia; Miller, Kevin; Mix, Kelly

    2009-01-01

    Improving mathematics and science education in the United States has been a matter of national concern for over half a century. Psychology has a vital role to play in this enterprise. In this article, the authors review the kinds of contributions that psychology can make in four areas: (a) early understanding of mathematics, (b) understanding of…

  17. The Learning Sciences and Liberal Education

    Science.gov (United States)

    Budwig, Nancy

    2013-01-01

    This article makes the case for a new framing of liberal education based on several decades of research emerging from the learning and developmental sciences. This work suggests that general knowledge stems from acquiring both the habits of mind and repertoires of practice that develop from participation in knowledge-building communities. Such…

  18. Programming Paradigms in Computer Science Education

    OpenAIRE

    Bolshakova, Elena

    2005-01-01

    Main styles, or paradigms of programming – imperative, functional, logic, and object-oriented – are shortly described and compared, and corresponding programming techniques are outlined. Programming languages are classified in accordance with the main style and techniques supported. It is argued that profound education in computer science should include learning base programming techniques of all main programming paradigms.

  19. Developing Students' Futures Thinking in Science Education

    Science.gov (United States)

    Jones, Alister; Buntting, Cathy; Hipkins, Rose; McKim, Anne; Conner, Lindsey; Saunders, Kathy

    2012-01-01

    Futures thinking involves a structured exploration into how society and its physical and cultural environment could be shaped in the future. In science education, an exploration of socio-scientific issues offers significant scope for including such futures thinking. Arguments for doing so include increasing student engagement, developing students'…

  20. 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…

  1. Understanding adolescent student perceptions of science education

    Science.gov (United States)

    Ebert, Ellen Kress

    This study used the Relevance of Science Education (ROSE) survey (Sjoberg & Schreiner, 2004) to examine topics of interest and perspectives of secondary science students in a large school district in the southwestern U.S. A situated learning perspective was used to frame the project. The research questions of this study focused on (a) perceptions students have about themselves and their science classroom and how these beliefs may influence their participation in the community of practice of science; (b) consideration of how a future science classroom where the curriculum is framed by the Next Generation Science Standards might foster students' beliefs and perceptions about science education and their legitimate peripheral participation in the community of practice of science; and (c) reflecting on their school science interests and perspectives, what can be inferred about students' identities as future scientists or STEM field professionals? Data were collected from 515 second year science students during a 4-week period in May of 2012 using a Web-based survey. Data were disaggregated by gender and ethnicity and analyzed descriptively and by statistical comparison between groups. Findings for Research Question 1 indicated that boys and girls showed statistically significant differences in scientific topics of interest. There were no statistical differences between ethnic groups although. For Research Question 2, it was determined that participants reported an increase in their interest when they deemed the context of the content to be personally relevant. Results for Research Question 3 showed that participants do not see themselves as youthful scientists or as becoming scientists. While participants value the importance of science in their lives and think all students should take science, they do not aspire to careers in science. Based on this study, a need for potential future work has been identified in three areas: (a) exploration of the perspectives and

  2. Infrared astronomy in science and education

    Science.gov (United States)

    Mayeur, Paul Anthony

    This dissertation looks at the effects of an educator-scientist partnership on the creation of an inquiry based science lesson for the middle school classroom. The lesson was initially created by a scientist following their science research, but changed as the scientist began working with teachers. The changes in the lesson show that scientists and educators may not agree on what is considered appropriate for a science lesson because of time commitment and grade level. However, by working together the partnership is able to reach a compromise of the lesson that allows for the students to get the best possible outcome. This dissertation also shows that science research is a method of inquiry, which can be brought to the classroom through inquiry education. The science research the lesson followed looks at the interstellar dust cloud DC 314.8-5.1, which is unique because of the cloud's proximity to a B-type star with no known association. This thesis did a survey of the area looking for background sources that can be used for future spectroscopical studies. Further, the survey led to the discovery of two possible young stellar objects. In order to fuel educator-scientist interaction and to bring inquiry education into the middle school classroom a scientist created a web-based science lesson that incorporated real NASA data into the middle-school classroom. This lesson was based on the scientist's research in infrared astronomy within the broader context of astrobiology. The lesson includes students plotting real data; in the process the students learn about infrared radiation, star color, and the wavelength/temperature relationship. These are all topics that were studied in the scientist's research, which led the scientist to the idea of creating a lesson for the middle-school classroom. This lesson is based on the principles of inquiry-based learning. Inquiry lessons can bring together these ideas into one place and hopefully inspire new generations to explore the

  3. Innovations in Science Education in Europe

    Science.gov (United States)

    Schuepbach, E.

    2001-12-01

    At many European Universities, the retention of skilled science graduates is hindered mainly by organisational structures. In particular, women students are often under-represented in sciences, and career progression is in general difficult. The linear system of knowhow transfer is inefficient from the pedagogical point of view and unsatisfactory for many students. Owing to fast changes in society and the working environment, a re-building of curricula in tertiary education (including University Education) has begun. Conceptual visions aim at influencing the investment in the largely untapped human capital and preparing the students for quick adaptation and enhanced flexiblity. Traditional methods of classroom teaching and knowhow transfer are increasingly complemented by New Learning Technologies and Mentoring. The EU Project INDECS (Potentials of Interdisciplinary Degree Courses in Engineering, Information Technology, Natural and Socio-Economic Sciences in a Changing Society) examines such pedagogical aspects in European degree courses combining engineering, IT, physical sciences and socio-economic sciences. Inclusion of specific IT and social science topics in modular form is examined. How innovation in University Teaching will meet the attractiveness to both students and employers in Europe is major focus of the study.

  4. Science education research interests of elementary teachers

    Science.gov (United States)

    Gabel, Dorothy; Samuel, K. V.; Helgeson, Stanley; McGuire, Saundra; Novak, Joseph; Butzow, John

    Science education researchers have always sought to improve the quality of our nation's schools. One way of doing this is to make research findings on the teaching of science available to teachers. Perhaps an even more effective way is to plan research studies with teachers' interests in mind. The purpose of this study was to determine the science education research interests of elementary teachers and to examine the data according to certain demographic variables. The sample consisted of 553 elementary teachers in 98 schools from across the nation. The survey instrument contained 28 items, 16 of which were included on a survey instrument prepared by White et al. The data collected using the Likert-type questionnaire were dichotomized as 1 important and O not important and were analyzed using the Cochran Test and the McNemar Test for post hoc comparisons. Results of the study indicate that the top five research interests of teachers in the order of preference are: hands-on experiences, science content of the curriculum, cognitive development and learning styles, problem solving, and teaching strategies. The area of lowest interest was research on sex differences.Results of the survey have several important implications for science education. First, they can be used to help science educators plan research that may be of interest to elementary teachers. Second, they can be used by groups such as NSTA who publish research reviews, and by colleges and universities that prepare elementary teachers, as a guide to not only what is of interest to elementary teachers, but to identify those areas of research for which dissemination has been lacking.

  5. SSC education: Science to capture the imagination

    International Nuclear Information System (INIS)

    To the great majority of Americans, science is merely a collection of facts and theories that should (for unknown reasons) be memorized and perhaps even understood in order for one to function as a responsible citizen. Few see science as a way of thinking and questioning and as an approach to learning the secrets of our world. In addition, most children and many adults have a stereotypical view of scientists as studious men in lab coats who spend all their time working alone in dark and smelly chemical or biological laboratories. The Superconducting Super Collider (SSC) totally contradicts such a perception. This great instrument is being created by thousands of scientists, engineers, business people, technicians, administrators, and others, from dozens of nations, working together to realize a shared vision to seek answers to shared questions. The SSCL also provides an opportunity to change the mistaken impressions about science and scientists that have resulted in fewer students pursuing careers in fields related to science. In addition, it will serve as a catalyst to help people understand the roles that scientific thought and inquiry can play in bettering their lives and the lives of their offspring. Recognizing this problem in our society, the creators of the SSC Laboratory made a commitment to use the SSC to improve science education. Consequently, in addition to building the world's premier high-energy physics laboratory, the SSCL has a second goal: creation of a major national and international educational resource. To achieve the latter goal, the Education Office of the SSCL is charged with using the resources of the Laboratory, both during construction and during operation, to improve education in science and mathematics at all levels (prekindergarten through post-doctorate) and for all components of our society (including the general public), in the United States and around the world

  6. Investigating science teachers' beliefs about science and science teaching: Struggles in implementing science education reform in Saudi Arabia

    Science.gov (United States)

    Al-Abdulkareem, Saleh A. M.

    The purposes of this quantitative, descriptive study were to investigate Saudi science teachers' beliefs about science and science teaching, and to determine how do Saudi science teachers view educational reform in science and how do they view change in education. In addition, the study sought to establish whether Saudi science teachers would be able to participate in implementing science education reform in Saudi Arabia. A questionnaire was used to collect data, addressing personal characteristics of the participant, teachers' beliefs about science and nature, about school science, about teacher - student relations in the classroom, and environmental factors affecting teaching science. Finally, the questionnaire ended with three open-ended questions about teacher's belief regarding: science and nature, teaching science, and reforming science curriculum. The sample was 329, consisting of 298 science teachers and 31 supervisors. The data were analyzed using SPSS (Statistical Package for the Social Studies). The data are analyzed and reported in percentages, means, standard deviations, and frequencies. The responses to open-ended questions were analyzed using the qualitative method. The responses were categorized in subsets using the coding method. Based on the review of the literature and the findings of this research, it was apparent that differences exist between teachers' beliefs about science and teaching and their teaching methods. Although Saudi science teachers presented inquiry-based views about science, nature, and teaching science, they do not practice these views in science class. The findings of the study imply that educational reform in science education must simultaneously address all the components of an educational system and the concept of systemic reform, as will as the need for a standards-based learning system and establishing Benchmarks for science in Saudi education. The conclusions of the study indicated that a curriculum reform project needs

  7. Persuasion and attitude change in science education

    Science.gov (United States)

    Koballa, Thomas R., Jr.

    Many strategies used to induce the occurrence of desirable science-related beliefs, attitudes, and behaviors involve the use of persuasive messages. Science educators need to become acquainted with persuasion in the context of social influence and learning theory to be able to evaluate its usefulness in the science education milieu. Persuasion is the conscious attempt to bring about a jointly developed mental state common to both source and receiver through the use of symbolic cues, and it can be distinguished from other forms of social influence. Propaganda is a type of persuasion directed toward a mass audience. Coercion relies on reinforcement control, whereas persuasion is prompted by information. Brainwashing involves coercive techniques used to obtain cooperation and compliance. Persuasion and instruction are much alike; both require conscious cognitive activity by the recipient and involve communication which includes giving arguments and evidence for the purpose of getting someone to do something or to believe something.Persuasion research is anchored in learning theory. Early efforts were based on information processing. Studies following an information process approach focused on the effect of the variables harbored within the question Who says what in which channel to whom with what effect? on belief and attitude change. Cognitive processing and social exchange approaches to persuasion represent extensions to information process. Cognitive processing is concerned specifically with how people personally process the arguments presented in a persuasive message. Social exchange emphasizes the interchange that takes place between the message source and recipient. These approaches seem to be fruitful areas for future persuasion research in science education.Science educators' unfamiliarity with persuasion research stems from the fact that it is largely reported in the social psychology literature and has not been integrated into a framework familiar to

  8. Women in education and science

    Directory of Open Access Journals (Sweden)

    Bogdanović Marija

    2006-01-01

    Full Text Available This paper predominantly analyzes the position that women hold in research institutes in Serbia and at the University of Belgrade. The data were collected in May and June, 2006 from the website of the Ministry of science and environment (related to research institutes in Serbia and directly from 30 faculties of Belgrade University. Among 162 researchers employed in research institutes, women are equally represented with men, not only in the number of employed persons (49% and 51 %, respectively, but also considering the researchers with PhDs (49% vs. 51%, and without PhDs (48% vs. 51%. Also, in both sexes there are the same number of researchers with PhDs (38%: 39% and without PhDs around 60 % (62%:61%. In spite of a high level of equality between males and females according to the presented data, only 22 females are directors of research institutes, i.e. 0.69% of researchers with PhDs. During the long history of Belgrade University (founded in 1838, only 31.6% out of 34,237 Masters and PhD diplomas were awarded to women (34% of Masters and only 27.7% of PhDs, which indicates the evident difference between males and females. Today, 58% of students are female and women are in a majority at 50% of the faculties of Belgrade University (at some the proportion of female students is even more than 80%. Also, according to data in 2000, more females (60.2% than males got their diplomas. According to the teaching positions at Belgrade University some 43.3% are held by women, but among professors only 37.4% are female in comparison to 51% among teaching assistants. There are significant differences between the faculties in this respect: the highest proportion of female professors is found in the group of medical sciences (51.3%, the highest proportion of female assistants is found in the group of social sciences (64%. Females are not represented in leading positions at Belgrade University in spite of their qualifications. The University of Belgrade has

  9. 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.

  10. Serious computer games in computer science education

    Directory of Open Access Journals (Sweden)

    Jože Rugelj

    2015-11-01

    Full Text Available The role and importance of serious computer games in contemporary educational practice is presented in this paper as well as the theoretical fundamentals that justify their use in different forms of education. We present a project for designing and developing serious games that take place within the curriculum for computer science teachers’ education as an independent project work in teams. In this project work students have to use their knowledge in the field of didactics and computer science to develop games. The developed game is tested and evaluated in schools in the framework of their practical training. The results of the evaluation can help students improve their games and verify to which extent specified learning goals have been achieved.

  11. Natural and accelerated bioremediation research program plan

    International Nuclear Information System (INIS)

    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

  12. Radiation risk and science education

    International Nuclear Information System (INIS)

    Almost everywhere the topic of radioactivity is taught in the physics or chemistry classes of secondary schools. The question has been raised whether the common approach of teaching this topic would contribute to a better understanding of the risks of ionising radiation: and, if the answer is negative, how to explain and improve this situation? In a Dutch research programme which took almost ten years, answers to this question have been sought by means of analyses of newspaper reports, curriculum development, consultation with radiation experts, physics textbook analysis, interviews and questionnaires with teachers and pupils, class observations and curriculum development. Th main results of this study are presented and some recommendations given for science teaching and for communication with the public in general as regards radiation risk. (author)

  13. Informal Science Education: Lifelong, Life-Wide, Life-Deep

    OpenAIRE

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

    2014-01-01

    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.

  14. Editorial: Special Issue (SI): International Conference on Science Education (ICSE)

    Science.gov (United States)

    Liu, Xiufeng; Zhang, BaoHui

    2014-04-01

    In the context of science education globalization, the International Conference on Science Education was held in Nanjing, China, in October 2012. The purpose of this conference was to provide a forum for science education researchers from China and from the rest of the world to exchange research ideas and best practices in science education. A call for papers for a special issue of the Journal of Science Education and Technology was made to all conference participants, and a set of six articles was resulted from a standard peer review process. This set of six articles provides a snapshot of research in China and in some other countries, and represents a dialogue between Chinese science education researchers and science education researchers from other countries. We call for more exchange and collaboration in science education between China and the rest of the world.

  15. Controversies in Education Policy and the Tasks of Science.

    Science.gov (United States)

    Schlutz, Erhard

    1989-01-01

    Discusses the diminished influence of research on educational policy, and explores how science is confronting educational policy issues in relation to adult education. Analyzes the key concepts of vocational educational policy; namely, the function of further education, vocational education, and general and political education. Concludes with a…

  16. Troubling an embodied pedagogy in science education

    DEFF Research Database (Denmark)

    Kristensen, Liv Kondrup; Otrel-Cass, Kathrin

    2016-01-01

    This chapter explores the idea of using an embodied pedagogy for science teaching following the mandated introduction of physical activity across all subjects in Danish primary schools. While there is research available that explores the different ways of utilizing movement in school, very little...... of that which is available applies to science education. The argument is made that an embodied pedagogy recognises and validates the centrality of the body in learning, but it is about more than making students move. Utilising such an approach requires one to recognise that embodiment shapes interactions...... for the intertwined relationship between the body and mind. Based on observations that were conducted in science lessons at a Danish primary school, and from talking with the students, we examine how an embodied pedagogy in science was implemented. We explore a specific instance where a group of 14-16 year old...

  17. Qualitative exploration of centralities in municipal science education networks

    DEFF Research Database (Denmark)

    von der Fehr, Ane; Sølberg, Jan

    2015-01-01

    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 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 they...... 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....

  18. Encountering science education's capacity to affect and be affected

    Science.gov (United States)

    Alsop, Steve

    2015-12-01

    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 education. These discussions are framed by desires to transcend traditional epistemic boundaries and practices. The article concludes offering some associated ambiguities and tensions involved.

  19. Defining Integrated Science Education and Putting It to Test

    OpenAIRE

    Maria Åström

    2012-01-01

    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...

  20. The Development of Science Education in Developing Countries

    OpenAIRE

    Yasemin GÖDEK

    2004-01-01

    This study aims to determine the importance of science education, to present a brief historical development of science education and to analyse which factors are effective for its development.This paper consists of three parts: The importance, aims, and objectives of science and technology education will be pointed out in the first part of this paper. Secondly, a brief historical development of science education will be presented. Then, some factors and reasons which can cause failure in scie...

  1. Enhancing the "Science" in Elementary Science Methods: A Collaborative Effort between Science Education and Entomology.

    Science.gov (United States)

    Boardman, Leigh Ann; Zembal-Saul, Carla; Frazier, Maryann; Appel, Heidi; Weiss, Robinne

    Teachers' subject matter knowledge is a particularly important issue in science education in that it influences instructional practices across subject areas and at different grade levels. This paper provides an overview of efforts to develop a unique elementary science methods course and related field experience through a partnership between…

  2. 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…

  3. 76 FR 58789 - National Board for Education Sciences; Meeting

    Science.gov (United States)

    2011-09-22

    ... National Board for Education Sciences; Meeting AGENCY: Institute of Education Sciences, U.S. Department of... agenda of an upcoming meeting of the National Board for Education Sciences. The notice also describes the.... FOR FURTHER INFORMATION CONTACT: Monica Herk, Executive Director, National Board for...

  4. 77 FR 57079 - National Board for Education Sciences; Meeting

    Science.gov (United States)

    2012-09-17

    ... National Board for Education Sciences; Meeting AGENCY: Institute of Education Sciences, Department of... agenda of an upcoming meeting of the National Board for Education Sciences. The notice also describes the...:(202) 219-1466; email: Monica.Herk@ed.gov . SUPPLEMENTARY INFORMATION: The National Board for...

  5. 77 FR 6789 - National Board for Education Sciences; Meeting

    Science.gov (United States)

    2012-02-09

    ... National Board for Education Sciences; Meeting AGENCY: Institute of Education Sciences, U.S. Department of... agenda of an upcoming meeting of the National Board for Education Sciences. The notice also describes the.... FOR FURTHER INFORMATION CONTACT: Monica Herk, Executive Director, National Board for...

  6. 76 FR 12718 - National Board for Education Sciences Meeting

    Science.gov (United States)

    2011-03-08

    ... National Board for Education Sciences Meeting AGENCY: Institute of Education Sciences, Department of... agenda of an upcoming meeting of the National Board for Education Sciences. The notice also describes the... FURTHER INFORMATION CONTACT: Mary Grace Lucier, Designated Federal Official, National Board for...

  7. Beliefs of Science Educators Who Teach Pesticide Risk to Farmworkers

    Science.gov (United States)

    LePrevost, Catherine E.; Blanchard, Margaret R.; Cope, W. Gregory

    2013-01-01

    Informal science educators play a key role in promoting science literacy, safety, and health by teaching pesticide toxicology to the large, at-risk Latino farmworker population in the United States (US). To understand the experiences of informal science educators and the nature of farmworker education, we must have knowledge of farmworker…

  8. (W)rapping relationships between science education and globalisation

    Science.gov (United States)

    Gough, Annette

    2011-03-01

    This essay reviews the contribution of Rowhea Elmesky in this volume, to the field of research in science education, and places it in the context of the juncture of youth disengagement with science, multicultural education and globalisation, with an underlay of a historical context and critiques of science education from feminist and postcolonial perspectives.

  9. Space Science Education with MIDEX/IMAGE

    Science.gov (United States)

    Taylor, W. W. L.; Odenwald, S. F.; Green, J. L.; Burch, J. L.

    1996-12-01

    The Imager for Magnetopause-to-Aurora Global Exploration (IMAGE) was selected as one of two MIDEX programs approved by NASA for a year 2000 launch. Its mission is to acquire, for the first time, a variety of 3-D images of magnetospheric boundaries and plasma distributions in the near-Earth environment. It will investigate their changes due to interactions with the solar wind on time scales from minutes to months. In response to the significant opportunities inherent in the IMAGE data for enhancing K-12 education in Earth and space science, the MIDEX/IMAGE project has begun the development of a WWW-based site (URL=http://image.gsfc.nasa.gov) which includes a program called POETRY: Public Outreach, Education, Teaching and Reaching Youth. The POETRY site contains: descriptive material on the spacecraft and mission objectives; an illustrated glossary of common space science terms; a primer on the physical processes under investigation; an archive of classroom activities highlighting space science concepts; and an 'Ask Dr. Magneto' area where students and teachers can pose questions and receive answers. This paper will review the design of this site, and present a selection of representative classroom activities designed to supplement earth science and physical science curricula.

  10. Penicillin for Education: How Cognitive Science Can Contribute to Education.

    Science.gov (United States)

    Bruer, John T.

    1995-01-01

    Education can benefit from knowledge derived from cognitive and developmental psychology. Family demographics have actually improved between 1970 and 90 and so have NAEP scores. Three innovative programs demonstrating cognitive science applications include the Teaching Number Sense elementary math program, reciprocal teaching (reading strategy),…

  11. Earth Science Education in Uganda

    Science.gov (United States)

    Barifaijo, E.

    1999-05-01

    Uganda has two Government funded universities, five operating private universities and four other universities are due to start soon. Geology was first taught in Uganda at Makerere University in 1968 within the Department of Geography. Through the leadership of Prof. Robert Macdonald it became established as a full department in August 1969 as part of the Faculty of Science. Both pure and applied geology are taught and the courses are designed to suit the current job market. At present, the three-term academic year is being replaced by a semester-based course unit system. At the same time, the 3:2:2 subject combination, requiring a student to do three subjects in first year and two subjects in both second and third years, is to be replaced by a major-minor subject combination. Currently, there are about 50 undergraduate students and four Ph.D. students in the Department. A student Geological Association acts as a forum for the exchange of information on matters of geological concern. An affirmative action policy has improved the intake of women students into the Department. On average, the number of women has increased from about 10% to 33.3% in the years 1984/85 to 1997/98. Their performance parallels that of the male students and they are readily employed. Of the eight members of academic staff, two are women. The Department of Geology has good links with regional and overseas universities through which a number of research programmes are currently supported. In addition, most of the training of manpower for the University and research programmes is supported by regional and international research agencies. Academic staff combine teaching with research and consultancy.

  12. Bioremediation of oil spills

    International Nuclear Information System (INIS)

    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

  13. Learning science and science education in a new era

    Directory of Open Access Journals (Sweden)

    Erhan Aysan

    2015-06-01

    Full Text Available Today, it takes only a few months for the amount of knowledge to double. The volume of information available has grown so much that it cannot be fully encompassed by the human mind. For this reason, science, learning, and education have to change in the third millennium. The question is thus: what is it that needs to be done? The answer may be found through three basic stages. The first stage is persuading scientists of the necessity to change science education. The second stage is more difficult, in that scientists must be told that they should not place an exaggerated importance on their own academic field and that they should see their field as being on an equal basis with other fields. In the last stage, scientists need to condense the bulk of information on their hands to a manageable size. “Change” is the magic word of our time. Change brings about new rules, and this process happens very quickly in a global world. If we scientists do not rapidly change our scientific learning and education, we will find our students and ourselves caught up in an irreversibly destructive and fatal change that sets its own rules, just like the Arab spring.

  14. The Higher Education Clearinghouse for Space Sciences

    Science.gov (United States)

    Dalton, H.; Cobabe-Ammann, E. A.; Shipp, S. S.

    2011-12-01

    The Higher Education Clearinghouse (HECl) is a searchable database of undergraduate classroom materials for faculty teaching planetary sciences and solar and space physics at both the introductory and upper division levels. Modeled after the highly successful SERC clearinghouse for geosciences assets, HECl was designed for easy submission of classroom assets - from homeworks and computer interactives to laboratories and demonstrations. All materials are peer-reviewed before posting, and authors adhere to the Creative Commons Attribution (CC BY). HECl materials are automatically cross-posted to other digital libraries (e.g., ComPADRE) and virtual higher education communities (e.g., Connexions). In addition to classroom materials, HECl provides news and information about educational research and best practices, funding opportunities, and ongoing efforts and collaborations for undergraduate education.

  15. AN APPROACH TO BIOREMEDIATION

    OpenAIRE

    ELENA-ROXANA ARDELEANU

    2011-01-01

    This paper provides some mathematical models associated with bioremediation processes. Bioremediation is a process in which contaminants in polluted soils are eliminated by bacteria. The initial model is the one given by Keller and Segel. The Keller- Segel model takes into account the movement of bacteria by diffusion and chemotaxis. Starting from this generalized model, we present different forms of diffusion and chemotactic coefficients. All particular cases presented were confirmed experim...

  16. Engaging Latino audiences in informal science education

    Science.gov (United States)

    Bonfield, Susan B.

    Environment for the Americas (EFTA), a non-profit organization, developed a four-year research project to establish a baseline for Latino participation and to identify practical tools that would enable educators to overcome barriers to Latino participation in informal science education (ISE). Its national scope and broad suite of governmental and non-governmental, Latino and non-Latino partners ensured that surveys and interviews conducted in Latino communities reflected the cosmopolitan nature of the factors that influence participation in ISE programs. Information about economic and education levels, country of origin, language, length of residence in the US, and perceptions of natural areas combined with existing demographic information at six study sites and one control site provided a broader understanding of Latino communities. The project team's ability to work effectively in these communities was strengthened by the involvement of native, Spanish-speaking Latino interns in the National Park Service's Park Flight Migratory Bird Program. The project also went beyond data gathering by identifying key measures to improve participation in ISE and implementing these measures at established informal science education programs, such as International Migratory Bird Day, to determine effectiveness. The goals of Engaging Latino Audiences in Informal Science Education (ISE) were to 1) identify and reduce the barriers to Latino participation in informal science education; 2) provide effective tools to assist educators in connecting Latino families with science education, and 3) broadly disseminate these tools to agencies and organizations challenged to engage this audience in informal science education (ISE). The results answer questions and provide solutions to a challenge experienced by parks, refuges, nature centers, and other informal science education sites across the US. Key findings from this research documented low participation rates in ISE by Latinos, and that

  17. 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...

  18. Hermeneutics of science and multi-gendered science education

    Science.gov (United States)

    Ginev, Dimitri Jordan

    2008-11-01

    In this paper, I consider the relevance of the view of cognitive existentialism to a multi-gendered picture of science education. I am opposing both the search for a particular feminist standpoint epistemology and the reduction of philosophy of science to cultural studies of scientific practices as championed by supporters of postmodern political feminism. In drawing on the theory of gender plurality and the conception of dynamic objectivity, the paper suggests a way of treating the nexus between the construction of gender within the interrelatedness of scientific practices and the constitution of particular objects of inquiry. At stake is the notion of characteristic hermeneutic situation which proves to be helpful in designing a multi-gendered pedagogy as well.

  19. Rocket Science 101 Interactive Educational Program

    Science.gov (United States)

    Armstrong, Dennis; Funkhouse, Deborah; DiMarzio, Donald

    2007-01-01

    To better educate the public on the basic design of NASA s current mission rockets, Rocket Science 101 software has been developed as an interactive program designed to retain a user s attention and to teach about basic rocket parts. This program also has helped to expand NASA's presence on the Web regarding educating the public about the Agency s goals and accomplishments. The software was designed using Macromedia s Flash 8. It allows the user to select which type of rocket they want to learn about, interact with the basic parts, assemble the parts to create the whole rocket, and then review the basic flight profile of the rocket they have built.

  20. Role of Internship in Higher Education in Environmental Sciences

    Science.gov (United States)

    Scholz, Roland W.; Steiner, Regula; Hansmann, Ralf

    2004-01-01

    The benefits of a compulsory internship in environmental science education were investigated with respect to the three institutional goals of university education: (1) training for research; (2) professional education; and (3) general natural science education. A survey examined which student qualifications are improved by an internship…

  1. Inclusive science education: learning from Wizard

    Science.gov (United States)

    Koomen, Michele Hollingsworth

    2016-06-01

    This case study reports on a student with special education needs in an inclusive seventh grade life science classroom using a framework of disability studies in education. Classroom data collected over 13 weeks consisted of qualitative (student and classroom observations, interviews, student work samples and video-taped classroom teaching and learning record using CETP-COP) methods. Three key findings emerged in the analysis and synthesis of the data: (1) The learning experiences in science for Wizard are marked by a dichotomy straddled between autonomy ["Sometimes I do" (get it)] and dependence ["Sometimes I don't (get it)], (2) the process of learning is fragmented for Wizard because it is underscored by an emerging disciplinary literacy, (3) the nature of the inclusion is fragile and functional. Implications for classroom practices that support students with learning disabilities include focusing on student strengths, intentional use of disciplinary literacy strategies, and opportunities for eliciting student voice in decision making.

  2. Advances in Computer Science and Education

    CERN Document Server

    Huang, Xiong

    2012-01-01

    CSE2011 is an integrated conference concentration its focus on computer science and education. In the proceeding, you can learn much more knowledge about computer science and education of researchers from all around the world. The main role of the proceeding is to be used as an exchange pillar for researchers who are working in the mentioned fields. In order to meet the high quality of Springer, AISC series, the organization committee has made their efforts to do the following things. Firstly, poor quality paper has been refused after reviewing course by anonymous referee experts. Secondly, periodically review meetings have been held around the reviewers about five times for exchanging reviewing suggestions. Finally, the conference organizers had several preliminary sessions before the conference. Through efforts of different people and departments, the conference will be successful and fruitful

  3. Computer Applications in Health Science Education.

    Science.gov (United States)

    Juanes, Juan A; Ruisoto, Pablo

    2015-09-01

    In recent years, computer application development has experienced exponential growth, not only in the number of publications but also in the scope or contexts that have benefited from its use. In health science training, and medicine specifically, the gradual incorporation of technological developments has transformed the teaching and learning process, resulting in true "educational technology". The goal of this paper is to review the main features involved in these applications and highlight the main lines of research for the future. The results of peer reviewed literature published recently indicate the following features shared by the key technological developments in the field of health science education: first, development of simulation and visualization systems for a more complete and realistic representation of learning material over traditional paper format; second, portability and versatility of the applications, adapted for an increasing number of devices and operative systems; third, increasing focus on open source applications such as Massive Open Online Course (MOOC). PMID:26254251

  4. Inside versus outside the Science Classroom: Examining the Positionality of Two Female Science Teachers at the Boundaries of Science Education

    Science.gov (United States)

    Teo, Tang Wee

    2015-01-01

    The third wave feminist studies in science education take the stance that science teaching is political and that social change is possible through interrogating power inequalities and decentering science to balance out power. For science educators, this means developing an awareness of "positionality," which I define here as a…

  5. Digital Library Education in Computer Science Programs

    OpenAIRE

    Pomerantz, Jeffrey P.; Oh, Sanghee; Wildemuth, Barbara M.; Yang, Seungwon; Fox, Edward A

    2007-01-01

    In an effort to identify the "state of the art" in digital library education in computer science (CS) programs, we analyzed CS courses on digital libraries and digital library-related topics. Fifteen courses that mention digital libraries in the title or short description were identified; of these, five are concerned with digital libraries as the primary topic of the course. The readings from these five courses were analyzed further, in terms of their authors and the journals in which they we...

  6. Virtual games in social science education

    OpenAIRE

    Cuenca López, José María; Martín Cáceres, Myriam J.

    2010-01-01

    The new technologies make the appearance of highly motivating and dynamic games with different levels of interaction possible, in which large amounts of data, information, procedures and values are included which are intimately bound with the social sciences. We set out from the hypothesis that videogames may become interesting resources for their inclusion in the education processes in formal contexts. Videogames become laboratories for social experimentation where the scen...

  7. Immigrants’ Success in Science Education and Careers

    OpenAIRE

    Shrestha, Gyami

    2011-01-01

    The contribution of immigrants to the scientific and technological innovation and progress of the United States is significant. Beyond the existing statistics describing their status, this study explored the factors driving such immigrants’ success in science, technology, engineering and math (STEM) education and careers, focusing on their learning and career growth environments. The goal of this study was to seek and expose qualitative information for the development of a pro-active STEM cur...

  8. The Denali Earth Science Education Project

    Science.gov (United States)

    Hansen, R. A.; Stachnik, J. C.; Roush, J. J.; Siemann, K.; Nixon, I.

    2004-12-01

    In partnership with Denali National Park and Preserve and the Denali Institute, the Alaska Earthquake Information Center (AEIC) will capitalize upon an extraordinary opportunity to raise public interest in the earth sciences. A coincidence of events has made this an ideal time for outreach to raise awareness of the solid earth processes that affect all of our lives. On November 3, 2002, a M 7.9 earthquake occurred on the Denali Fault in central Alaska, raising public consciousness of seismic activity in this state to a level unmatched since the M 9.2 "Good Friday" earthquake of 1964. Shortly after the M 7.9 event, a new public facility for scientific research and education in Alaska's national parks, the Murie Science and Learning Center, was constructed at the entrance to Denali National Park and Preserve only 43 miles from the epicenter of the Denali Fault Earthquake. The AEIC and its partners believe that these events can be combined to form a synergy for the creation of unprecedented opportunities for learning about solid earth geophysics among all segments of the public. This cooperative project will undertake the planning and development of education outreach mechanisms and products for the Murie Science and Learning Center that will serve to educate Alaska's residents and visitors about seismology, tectonics, crustal deformation, and volcanism. Through partnerships with Denali National Park and Preserve, this cooperative project will include the Denali Institute (a non-profit organization that assists the National Park Service in operating the Murie Science and Learning Center) and Alaska's Denali Borough Public School District. The AEIC will also draw upon the resources of long standing state partners; the Alaska Division of Geological & Geophysical Surveys and the Alaska Division of Homeland Security and Emergency Services. The objectives of this project are to increase public awareness and understanding of the solid earth processes that affect life in

  9. Three Approaches to Gender Equity in Science Education

    OpenAIRE

    Astrid Sinnes

    2012-01-01

    In this article I use feminist critique of science as a point of departure to discuss different understandingsof how sex/gender impacts on pupils’ approaches to science education. I construct a theoreticalframework that shows three different approaches to increase gender equity in science education. Eachapproach is grounded in a distinct understanding of how sex/gender impacts pupils’ engagementin science education. The analytical frame that is developed thereby represents descriptions of thr...

  10. The Earth Science Education Forum for England and Wales

    OpenAIRE

    Bailey, David

    2013-01-01

    The seeds of the Earth Science Education Forum for England and Wales were sown at the launch of the Earth Science Education Unit (ESEU) in the Earth Galleries of the Natural History Museum on 5 February 2002. Conversations between the earth science organisations represented at the event highlighted a need to provide opportunities for interested parties to meet, exchange views, and raise the profile of earth science in education.

  11. Education for Computational Science and Engineering

    CERN Document Server

    Grcar, Joseph F

    2011-01-01

    Computational science and engineering (CSE) embodies President Obama's challenge for the future, "ours to win." For decades, CSE has been misunderstood to require massive computers, whereas breakthroughs in CSE have historically been the mathematical programs of computing rather than the machines themselves. Whether scientists and engineers become inventors who make these breakthroughs depends on circumstances and their educations. The USA currently has the largest CSE professorate, but the data suggest this prominence is ephemeral. Just one-third of the universities with very high research activity have formal programs for CSE education, and many smaller countries with strong manufacturing sectors have more CSE educators per capita. Considering the contributions that CSE has made which enable all manner of commercial, consumer, medical, military, and scientific devices and the associated industries, the future appears to be ours to lose.

  12. 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…

  13. Online Higher Education in the Natural Sciences

    Science.gov (United States)

    Pearson, Karen; Liddicoat, Joseph

    2013-04-01

    Online courses in higher education allow traditional and non-traditional students to complete course work in all disciplines with great flexibility. Courses in the Natural Sciences are no exception because the online environment allows students to collapse time and space; to access a course anywhere; to get immediate feedback, tutoring and coaching; and to receive real-time interaction between themselves and the instructor. This presentation will highlight successful examples of course content from the areas of astronomy, environmental, and earth and physical sciences. Content examples will focus on helping students use their 'environment' as part of the laboratory experience in courses traditionally thought of as lecture and laboratory courses. These examples will include real and virtual field trips, use of multimedia content, collaboration between students and faculty to design and conduct experiments and field work, and modifications to traditional lecture methods for the online environment. Dr. Karen Pearson former director of Online-Learning and Academic Technologies and Professor Science and Mathematics at the Fashion Institute of Technology (SUNY) and Dr. Joseph Liddicoat will focus on how courses in the Natural Sciences can be delivered in the online environment while maintaining high academic standards and not losing the "hands" on experience students need while completing a laboratory science course as part of a liberal arts curriculum.

  14. On the way to a philosophy of science education

    OpenAIRE

    Schulz, Roland Martin

    2010-01-01

    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 elusive. The identity of such a philosophy is first defined in relat...

  15. Selected Research Dealing with Attitudinal Studies in Science Education

    OpenAIRE

    Türkmen, Lütfullah; Department of Primary Education, Uşak Education Faculty, Afyon Kocatepe University

    2003-01-01

    The importance of science education is increasing all over the world. One of the main objectives of science education is to make scientifically literate students or citizens rather than scientists. Despite this, science courses in schools tend to lose the students’ interest. Many studies reveal that students’ negative or positive feelings about science are related to their attitudes toward science. There are different factors shaping their attitudes. To understand and measure students’ attitu...

  16. 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…

  17. 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…

  18. Educating Library and Information Science Professionals in Kuwaiti Higher Education

    OpenAIRE

    Buarki, Hanadi; Hepworth, Mark; Murray, Ian; McKnight, Cliff

    2008-01-01

    The paper presents the results of 54 analysed interviews conducted to present the views and explanations of Library and Information Science (LIS) students, teaching staff and employers on the implementation of Information and Communication Technologies (ICT) skills into the LIS curriculum in Kuwaiti Higher education (HE). Semi-structured interviews were used to collect the qualitative data. The findings indicated that there was a lack of common understanding of the ter...

  19. Computational thinking in life science education.

    Science.gov (United States)

    Rubinstein, Amir; Chor, Benny

    2014-11-01

    We join the increasing call to take computational education of life science students a step further, beyond teaching mere programming and employing existing software tools. We describe a new course, focusing on enriching the curriculum of life science students with abstract, algorithmic, and logical thinking, and exposing them to the computational "culture." The design, structure, and content of our course are influenced by recent efforts in this area, collaborations with life scientists, and our own instructional experience. Specifically, we suggest that an effective course of this nature should: (1) devote time to explicitly reflect upon computational thinking processes, resisting the temptation to drift to purely practical instruction, (2) focus on discrete notions, rather than on continuous ones, and (3) have basic programming as a prerequisite, so students need not be preoccupied with elementary programming issues. We strongly recommend that the mere use of existing bioinformatics tools and packages should not replace hands-on programming. Yet, we suggest that programming will mostly serve as a means to practice computational thinking processes. This paper deals with the challenges and considerations of such computational education for life science students. It also describes a concrete implementation of the course and encourages its use by others. PMID:25411839

  20. Computational thinking in life science education.

    Directory of Open Access Journals (Sweden)

    Amir Rubinstein

    2014-11-01

    Full Text Available We join the increasing call to take computational education of life science students a step further, beyond teaching mere programming and employing existing software tools. We describe a new course, focusing on enriching the curriculum of life science students with abstract, algorithmic, and logical thinking, and exposing them to the computational "culture." The design, structure, and content of our course are influenced by recent efforts in this area, collaborations with life scientists, and our own instructional experience. Specifically, we suggest that an effective course of this nature should: (1 devote time to explicitly reflect upon computational thinking processes, resisting the temptation to drift to purely practical instruction, (2 focus on discrete notions, rather than on continuous ones, and (3 have basic programming as a prerequisite, so students need not be preoccupied with elementary programming issues. We strongly recommend that the mere use of existing bioinformatics tools and packages should not replace hands-on programming. Yet, we suggest that programming will mostly serve as a means to practice computational thinking processes. This paper deals with the challenges and considerations of such computational education for life science students. It also describes a concrete implementation of the course and encourages its use by others.

  1. Modeling bioremediation of contaminated groundwater

    OpenAIRE

    Atlas, R M; Hazen, T.; Philp, J. C.; Prommer, H.; Barry, D. A.

    2005-01-01

    Bioremediation: Applied Microbial Solutions for Real-World Environmental Cleanup is a fascinating examination of research and its real-world application. Intended for both academics and practitioners, the book presents information on the legal, scientific, and engineering principles behind bioremediation for cleaning up contaminated soil and groundwater sources. Bioremediation incorporates a variety of international perspectives in detailing for industrial engineers and rese...

  2. Science Student Teachers and Educational Technology: Experience, Intentions, and Value

    Science.gov (United States)

    Efe, Rifat

    2011-01-01

    The primary purpose of this study is to examine science student teachers' experience with educational technology, their intentions for their own use, their intentions for their students' use, and their beliefs in the value of educational technology in science instruction. Four hundred-forty-eight science student teachers of different disciplines…

  3. 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…

  4. Science Education in the Boy Scouts of America

    Science.gov (United States)

    Hintz, Rachel Sterneman

    2009-01-01

    This study of science education in the Boy Scouts of America focused on males with Boy Scout experience. The mixed-methods study topics included: merit badge standards compared with National Science Education Standards, Scout responses to open-ended survey questions, the learning styles of Scouts, a quantitative assessment of science content…

  5. Meteorite Magazine: Promoting Science, Discovery, And Education

    Science.gov (United States)

    Lebofsky, Larry A.; Lebofsky, N. R.; Sears, H.; Sears, D.

    2006-09-01

    In late 2005, Larry and Nancy Lebofsky and Derek and Hazel Sears took over the editing and publishing of Meteorite magazine. We saw a great educational potential for the magazine. With a circulation over 600, the magazine reaches a broad readership: meteorite scientists, hunters, collectors, and enthusiasts. Unlike the professional journal of the Meteoritical Society, Meteoritics and Planetary Sciences, the articles in Meteorite range from scientific articles, reports from meteorite shows, and how to preserve meteorites to stories about searching for meteorites around the world. Meteorites are of interest to people. Asteroids, meteoroids, meteors, and meteorites are in many states' science standards. Yet, how many museums have meteorite collections with staff who know little about them? How many amateur astronomers, when seeing meteors or meteor showers, can explain how asteroids, comets, meteors, and meteorites are related and what they tell us about the formation of our Solar System? How many meteorite collectors are knowledgeable about how these objects are related to each other? How do we reach the broader community? Unlike the hundreds of amateur and school astronomy clubs, there are no meteorite clubs. While one can point out the wonders of the night sky and what can be seen through a telescope at star parties, there is no such thing as school meteorite hunting parties. The meteorite and planetary sciences communities working together can bring the excitement of meteorites and the science behind these fascinating objects to teachers, students, and museum and planetarium staff. We will present ideas for accomplishing this.

  6. Bioremediation of contaminated sites

    International Nuclear Information System (INIS)

    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. Engaging Latino audiences in informal science education

    Science.gov (United States)

    Bonfield, Susan B.

    Environment for the Americas (EFTA), a non-profit organization, developed a four-year research project to establish a baseline for Latino participation and to identify practical tools that would enable educators to overcome barriers to Latino participation in informal science education (ISE). Its national scope and broad suite of governmental and non-governmental, Latino and non-Latino partners ensured that surveys and interviews conducted in Latino communities reflected the cosmopolitan nature of the factors that influence participation in ISE programs. Information about economic and education levels, country of origin, language, length of residence in the US, and perceptions of natural areas combined with existing demographic information at six study sites and one control site provided a broader understanding of Latino communities. The project team's ability to work effectively in these communities was strengthened by the involvement of native, Spanish-speaking Latino interns in the National Park Service's Park Flight Migratory Bird Program. The project also went beyond data gathering by identifying key measures to improve participation in ISE and implementing these measures at established informal science education programs, such as International Migratory Bird Day, to determine effectiveness. The goals of Engaging Latino Audiences in Informal Science Education (ISE) were to 1) identify and reduce the barriers to Latino participation in informal science education; 2) provide effective tools to assist educators in connecting Latino families with science education, and 3) broadly disseminate these tools to agencies and organizations challenged to engage this audience in informal science education (ISE). The results answer questions and provide solutions to a challenge experienced by parks, refuges, nature centers, and other informal science education sites across the US. Key findings from this research documented low participation rates in ISE by Latinos, and that

  8. Nordic science and technology entrepreneurship education

    DEFF Research Database (Denmark)

    Warhuus, Jan P.; Basaiawmoit, Rajiv Vaid

    As a university discipline, entrepreneurship education (EEd) has moved from whether it can be taught, to what and how it should be taught (Kuratko 2005) and beyond the walls of the business school (Hindle 2007), where a need for a tailored, disciplinary approach is becoming apparent. Within science......, technology, engineering, and mathematics (STEM) EEd, tacit knowledge of what works and why is growing, while reflections to activate this knowledge are often kept local or reported to the EEd community as single cases, which are difficult compare and contrast for the purpose of deriving cross-case patterns......, findings, and knowledge. The objective of this paper is to decode this tacit knowledge within Nordic science and technology institutions, and use it to provide guidance for future EEd program designs and improvements....

  9. Interdisciplinary education approach to the human science

    Science.gov (United States)

    Szu, Harold; Zheng, Yufeng; Zhang, Nian

    2012-06-01

    We introduced human sciences as components, and integrated them together as an interdisciplinary endeavor over decades. This year, we built a website to maintain systematically the educational research service. We captured the human sciences in various components in the SPIE proceedings over the last decades, which included: (i) ears & eyes like adaptive wavelets, (ii) brain-like unsupervised learning independent component analysis (ICA); (iii) compressive sampling spatiotemporal sparse information processing, (iv) nanoengineering approach to sensing components, (v) systems biology measurements, and (vi) biomedical wellness applications. In order to serve the interdisciplinary community better, our system approach is based on that the former recipients invited the next recipients to deliver their review talks and panel discussions. Since only the former recipients of each component can lead the nomination committees and make the final selections, we also create a leadership award which may be nominated by any conference attendance, to be approved by the conference organization committee.

  10. Symposium 1: Science Education in Brazil: advances and challenges

    Directory of Open Access Journals (Sweden)

    Tânia C. de Araújo-Jorge

    2014-08-01

    Full Text Available Science Education in Brazil: advances and challenges Tania C. de Araujo-Jorge and Marcus Vinicius Campos MatracaLab. of Innovations in Therapies, Education and Bioproducts, Instituto Oswaldo Cruz, Fiocruz-Rio, Brazil. In Brazil the consensus that education is essential for the growth of a development country is insufficient to cover the gap between desires, public policies and results, contrasting with countries like Korea and Japan. The international success of Brazilian experiences in social policies to reduce poverty reflects on a sustainable fall in the Gini index, but the PISA indicators for science education deserves impact measures. Besides, Education in Brazil came up among the priority claims in popular movements that exploded June 2013, leading governments and social actors to try to recover the lost time. In 2014 the Federal Congress should conclude discussions of the 2011-2020 Plan for National Education (PNE and a National Education Conference is organized for February 2014. Science Education is essential for industry and social innovation and all the players in this scene face challenges, especially scientists. How is it possible to improve science teaching at schools? At different education grades what is the relative role for improvement of science curriculum, science teacher formation, science practices in formal and non-formal education, public communication of science, and learning-cognition-teaching mechanisms/theories? What is the role of artscience fusion in science education culture? What are de priorities for research and test and for implementation at short time? How is it possible to integrate and to articulate efforts of scientists and teachers, and insert science thinking for creativity since the initial basic education, through in middle fundamental education, and attaining biology, physics and chemical teachers in high school and university levels? These are some of the present questions in post-graduate productions

  11. An E-Learning Semantic Grid for Life science Education

    OpenAIRE

    Wenya Tian; Hongming Qi

    2012-01-01

    There are a lot of life science databases and services on the Internet nowadays, especially in life science e-science. In this paper, we will present an E-Learning Semantic Grid that integrates these resources provided by both teachers and scientists for life science education. It uses domain ontologies to integrate these heterogeneous life science database and service resources, and supports ontology-based e-learning data-sharing and service-coordination for life science teachers and student...

  12. 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

  13. Using documentaries for Earth science education

    Science.gov (United States)

    Hooper, Richard; Lilienfeld, Linda; Arrigo, Jennifer

    2011-10-01

    With the success of An Inconvenient Truth, a movie about former U.S. vice president Al Gore's campaign to educate the public on global climate change, long-form documentaries, particularly those concerning environmental issues, are enjoying a renaissance. These films can be a powerful educational tool because they create teachable moments by heightening students' interest in environmental topics. Successful documentaries engage the audience emotionally and tell a compelling story, with heroes and villains. Often films touch on some scientific concepts and may even contain graphics and animations that are useful in explaining processes. However, they generally do not provide a balanced exposition of the science and technical issues that underlie the environmental problems described. Documentaries may advocate a particular policy position.

  14. 2011 Joint Science Education Project: Research Experience in Polar Science

    Science.gov (United States)

    Wilkening, J.; Ader, V.

    2011-12-01

    The Joint Science Education Project (JSEP), sponsored by the National Science Foundation, is a two-part program that brings together students and teachers from the United States, Greenland, and Denmark, for a unique cross-cultural, first-hand experience of the realities of polar science field research in Greenland. During JSEP, students experienced research being conducted on and near the Greenland ice sheet by attending researcher presentations, visiting NSF-funded field sites (including Summit and NEEM field stations, both located on the Greenland ice sheet), and designing and conducting research projects in international teams. The results of two of these projects will be highlighted. The atmospheric project investigated the differences in CO2, UVA, UVB, temperature, and albedo in different Arctic microenvironments, while also examining the interaction between the atmosphere and water present in the given environments. It was found that the carbon dioxide levels varied: glacial environments having the lowest levels, with an average concentration of 272.500 ppm, and non-vegetated, terrestrial environments having the highest, with an average concentration of 395.143 ppm. Following up on these results, it is planned to further investigate the interaction of the water and atmosphere, including water's role in the uptake of carbon dioxide. The ecology project investigated the occurrence of unusual large blooms of Nostoc cyanobacteria in Kangerlussuaq area lakes. The water chemistry of the lakes which contained the cyanobacteria and the lakes that did not were compared. The only noticeable difference was of the lakes' acidity, lakes containing the blooms had an average pH value of 8.58, whereas lakes without the blooms had an average pH value of 6.60. Further investigation of these results is needed to determine whether or not this was a cause or effect of the cyanobacteria blooms. As a next step, it is planned to attempt to grow the blooms to monitor their effects on

  15. A Review of Empirical Evidence on Scaffolding for Science Education

    Science.gov (United States)

    Lin, Tzu-Chiang; Hsu, Ying-Shao; Lin, Shu-Sheng; Changlai, Maio-Li; Yang, Kun-Yuan; Lai, Ting-Ling

    2012-01-01

    This content analysis of articles in the Social Science Citation Index journals from 1995 to 2009 was conducted to provide science educators with empirical evidence regarding the effects of scaffolding on science learning. It clarifies the definition, design, and implementation of scaffolding in science classrooms and research studies. The results…

  16. 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…

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

    DEFF Research Database (Denmark)

    von der Fehr, Ane

    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...

  18. Integrating Science into the Agricultural Education Curriculum: Do Science and Agriculture Teachers Agree?

    Science.gov (United States)

    Thompson, Gregory W.; Warnick, Brian K.

    2007-01-01

    Agriculture teachers and science teachers who taught in a high school with an agricultural education program were targeted for this study to determine and compare their perceptions of integrating science into agricultural education programs. The data indicate that while both groups have responded positively to the call to integrate science into…

  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. 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

  1. 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. PMID:17785406

  2. 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.

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

    Science.gov (United States)

    De Carvalho, Roussel

    2016-01-01

    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.

  4. Education for science and science for education: more than a play upon words

    Directory of Open Access Journals (Sweden)

    Danielle Grynszpan

    2000-01-01

    Full Text Available In the celebration of the Oswaldo Cruz Institute centenary, we wanted to stress our concern with the relationship between two of its missions: research and education. What are the educational bases required for science and technology activities on health sciences for the future years? How can scientists collaborate to promote the popularization of academic knowledge and to improve a basic education for citizenship in an ethic and humanistic view? In this article we pointed out to need of commitment, even in the biomedical post-graduation level, of a more integrated philosophy that would be centered on health education, assuming health as a dynamic biological and social equilibrium and emphasizing the need of scientific popularization of science in a cooperative construction way, instead of direct transfer of knowledge, preserving also macro views of health problems in the development of very specific studies. The contemporary explosion of knowledge, particularly biological knowledge, imposes a need of continuous education to face the growing illiteracy. In order to face this challenge, we think that the Oswaldo Cruz Institute honors his dialectic profile of tradition and transformation, always creating new perspectives to disseminate scientific culture in innovated forms.

  5. Biomarkers of marine pollution and bioremediation

    Digital Repository Service at National Institute of Oceanography (India)

    Sarkar, A.

    pollution and bioremediation Anupam Sarkar Accepted: 1 February 2006 / Published online: 4 May 2006 C211 Springer Science+Business Media, LLC 2006 This special issue of Ecotoxicology is dealt with selected papers presented at the ‘International Workshop... species of marine organisms and their bio-magnification across the food chain leading to serious threat to human health. In recent years, levels of contaminants in the marine environment have increased to a large extent as a consequence of vari- ous...

  6. Elementary science education: Dilemmas facing preservice teachers

    Science.gov (United States)

    Sullivan, Sherry Elaine

    Prospective teachers are involved in a process of induction into a culture of teaching that has rules, or codes of conduct for engaging in teaching practice. This same culture of teaching exists within a larger culture of schooling that also has values and norms for behaviors, that over time have become institutionalized. Teacher educators are faced with the challenging task of preparing preservice teachers to resolve dilemmas that arise from conflicts between the pressure to adopt traditional teaching practices of schooling, or to adopt inquiry-based teaching practices from their university methods classes. One task for researchers in teacher education is to define with greater precision what factors within the culture of schooling hinder or facilitate implementation of inquiry-based methods of science teaching in schools. That task is the focus of this study. A qualitative study was undertaken using a naturalistic research paradigm introduced by Lincoln and Guba in 1985. Participant observation, interviews, discourse analysis of videotapes of lessons from the methods classroom and written artifacts produced by prospective teachers during the semester formed the basis of a grounded theory based on inductive analysis and emergent design. Unstructured interviews were used to negotiate outcomes with participants. Brief case reports of key participants were also written. This study identified three factors that facilitated or hindered the prospective teachers in this research success in implementing inquiry-based science teaching in their field placement classrooms: (a) the culture of teaching/teacher role-socialization, (b) the culture of schooling and its resistance to change, and (c) the culture of teacher education, especially in regards to grades and academic standing. Some recommendations for overcoming these persistent obstacles to best practice in elementary science teaching include: (a) preparing prospective teachers to understand and cope with change

  7. On the road to science education for sustainability?

    Science.gov (United States)

    Albe, Virginie

    2013-03-01

    In this paper I discuss three issues relevant to the ideas introduced by Colucci-Gray, Perazzone, Dodman and Camino (2012) in their three-part paper on epistemological reflections and educational practice for science education for sustainability: (1) social studies of science for science education, (2) education for sustainability or sustainable development, and (3) curriculum studies and action-research. For the first issue, I address the need for science education efforts dedicated to an epistemological renewal to take seriously into consideration the contributions of the social studies of science. This perspective may be fruitful for an education for sustainability that also requires one to consider the political dimension of environmental issues and their intrinsic power relationships. It also encourages the abandonment of dichotomies that hamper democratic participation: experts/lay people, science/society, scientific knowledge/values, etc. For the second issue, my commentary focuses on the challenges that education for sustainability or sustainable development pose to science education with a shift from subject matter contents to socio-educative aims and socio-political actions. These challenges lead to the third issue with an invitation to apprehend science education for sustainability within the frameworks of curriculum theory and design-based research.

  8. 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.

  9. Equity in Informal Science Education: Developing an Access and Equity Framework for Science Museums and Science Centres

    Science.gov (United States)

    Dawson, Emily

    2014-01-01

    Informal science education (ISE) is a popular pursuit, with millions of people visiting science museums, science centres, zoos, botanic gardens, aquaria, science festivals and more around the world. Questions remain, however, about how accessible and inclusive ISE practices are. This article reviews research on participation in ISE through the…

  10. Science Teachers' Interpretations of Islamic Culture Related to Science Education versus the Islamic Epistemology and Ontology of Science

    Science.gov (United States)

    Mansour, Nasser

    2010-01-01

    The debate about Islam and science extends to a debate about the relationship between Islam and science education. In this paper, I explore Egyptian teachers' views of the relationship between science and religion within the Islamic context. Teachers' key vision of the relationship between science and religion was that "religion comes first and…

  11. 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 to be…

  12. Introduction to Strand 9: environmental, health and outdoor science education

    OpenAIRE

    Carvalho, Graça Simões; Achiam, Marianne

    2016-01-01

    The field of environmental, health and outdoor science education has been increasing worldwide and this has also been found in the number and quality of the proposals to ESERA Conferences. In ESERA 2015 the strand “Environmental, health and outdoor science education” was focused on the following proposed areas of research: Ecological and Environmental Education, Education for Sustainable Development, environmental health, health education and health promotion; Lifestyles and attitudes towards...

  13. The Characteristics of Doctoral Dissertations of Educational Sciences in Turkey

    OpenAIRE

    FAZLIOĞULLARI, Orhan; KURUL, Nejla

    2012-01-01

                    This study was carried on to describe the paradigmatic, methodological and thematic trends of education field and particularly educational sciences whose aim was researching and revealing educational reality, by examining the characteristics of doctoral dissertations prepared in the field.  Using content analysis technique, 1083 doctoral dissertations (648 dissertations in educational sciences departments; 435 dissertations teacher training departments), prepared between 1986 ...

  14. Restructuring STM (Science, Technology, and Mathematics) Education for Entrepreneurship

    Science.gov (United States)

    Ezeudu, F. O.; Ofoegbu, T. O.; Anyaegbunnam, N. J.

    2013-01-01

    This paper discussed the need to restructure STM (science, technology, and mathematics) education to reflect entrepreneurship. This is because the present STM education has not achieved its aim of making graduates self-reliant. Entrepreneurship education if introduced in the STM education will produce graduate who can effectively manage their…

  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. Epistemology, Practical Work and Academic Skills in Science Education

    OpenAIRE

    Kirschner, P.A.

    1992-01-01

    This article discusses the inherent flaws in considering and using the epistemology of the natural sciences as equivalent to a pedagogic basis for teaching and learning in the natural sciences. It begins with a discussion of the difference between practising science and learning to practice science. It follows with a discussion and refutation of three commonly held motives for using practicals in science education. It concludes with the presentation of three new, better motives for their use.

  17. Epistemology, practical work and Academic skills in science education

    Science.gov (United States)

    Kirschner, Paul A.

    1992-09-01

    This article discusses the inherent flaws in considering and using the epistemology of the natural sciences as equivalent to a pedagogic basis for teaching and learning in the natural sciences. It begins with a discussion of the difference between practising science and learning to practice science. It follows with a discussion and refutation of three commonly held motives for using practicals in science education. It concludes with the presentation of three new, better motives for their use.

  18. Some Important Properties That Must be Found in Science Education

    OpenAIRE

    Engin BAYSEN

    2004-01-01

    In this study some important science education properties which are dependent to the new improvements are revealed and discussed. The improvements and changes in science and technology, causes new conditions, expectations and improved needs, so changing properties of science. Knowledge and the importance of these changed properties by the society is very important because it makes the society open- minded to the science and technology and so open to the improvements.The properties that scienc...

  19. The role of disciplinary analysis in web science education

    OpenAIRE

    Hooper, Clare

    2014-01-01

    This paper considers the ways in which Web Science education can benefit from an analysis method used to gauge disciplinary representation. Three key contributions are identified: 1) driving development of the Web Science curriculum; 2) teaching WebScience, i.e. considering its evolution over time and using the method to foster comparisons of Web Science with other like fields; 3) teaching the analysis method itself as an example of a mixed methods, Web Science method. Thi...

  20. NASA Science Mission Directorate Science Education and Public Outreach Forums: A Six-Year Retrospective

    Science.gov (United States)

    Smith, Denise Anne; Peticolas, Laura; Schwerin, Theresa; Shipp, Stephanie; Lawton, Brandon L.; Meinke, Bonnie; Manning, James G.; Bartolone, Lindsay; Schultz, Gregory

    2015-08-01

    NASA’s Science Mission Directorate (SMD) created four competitively awarded Science Education and Public Outreach Forums (Astrophysics, Heliophysics, Planetary Science, Earth Science) in 2009. The NASA SMD education and public engagement community and Forum teams have worked together to share the science, the story, and the adventure of SMD's science missions with students, educators, and the public. In doing so, SMD's programs have emphasized collaboration between scientists with content expertise and educators with pedagogy expertise. The goal of the Education Forums has been to maximize program efficiency, effectiveness, and coherence by organizing collaborations that reduce duplication of effort; sharing best practices; aligning products to national education standards; creating and maintaining the NASA Wavelength online catalog of SMD education products; and disseminating metrics and evaluation findings. We highlight examples of our activities over the past six years, along with the role of the scientist-educator partnership and examples of program impact. We also discuss our community’s coordinated efforts to expand the Astro4Girls pilot program into the NASA Science4Girls and Their Families initiative, which partners NASA science education programs with public libraries to engage underrepresented audiences in science.

  1. CONNECTIVISM IN SCIENCE EDUCATION WITH EMPHASIS ON INTERNATIONAL COLLABORATION

    Directory of Open Access Journals (Sweden)

    Eva Trnova

    2012-01-01

    Full Text Available The study presents the results of design-based research on the influence of connectivism on science education, with the emphasis on an international collaboration among/between teachers and students from different countries. Science and technology education is a very important part of culture as a knowledge background of society. Very fast ICT development strongly influences education. The pedagogical theory of connectivism was born as a response to this ICT development. Thus a need occurred to examine these connectivistic influences on science and technology education. This study presents a design-based research which is focussed on the following issues: identification of connectivistic factors and their influence on science education; creation of connectivistic educational methods; implementation of connectivistic educational methods into teaching/learning and teacher’s training. These methods were created within the frame of collaborative action research based on ICT which can be used as a vehicle for international collaboration with effective exploitation of ICT. The collaborative action research based on ICT was carried out by two collaborating teachers and their students in the Czech Republic and in Portugal. Concrete scenarios and strategic planning of the collaborative connectivistic teaching/learning are presented on the topic photosynthesis. Our design-based research results verify that implementation of connectivism in science education is reality. We identify the set of connectivistic factors which influence science education: selection of topic, selection of students, use of Information and Communication Technologies (ICT, collaboration schedule and elaboration of materials for teaching and learning. Connectivistic educational methods in science education are also presented. Connectivistic teaching/learning methods have a very positive influence on science education. This connectivistic approach can contribute to reducing the gap

  2. Science education for sustainability, epistemological reflections and educational practices: from natural sciences to trans-disciplinarity

    Science.gov (United States)

    Colucci-Gray, Laura; Perazzone, Anna; Dodman, Martin; Camino, Elena

    2013-03-01

    In this three-part article we seek to establish connections between the emerging framework of sustainability science and the methodological basis of research and practice in science education in order to bring forth knowledge and competences for sustainability. The first and second parts deal with the implications of taking a sustainability view in relation to knowledge processes. The complexity, uncertainty and urgency of global environmental problems challenge the foundations of reductionist Western science. Within such debate, the proposal of sustainability science advocates for inter-disciplinary and inter-paradigmatic collaboration and it includes the requirements of post- normal science proposing a respectful dialogue between experts and non-experts in the construction of new scientific knowledge. Such a change of epistemology is rooted into participation, deliberation and the gathering of extended-facts where cultural framings and values are the hard components in the face of soft facts. A reflection on language and communication processes is thus the focus of knowledge practices and educational approaches aimed at sustainability. Language contains the roots of conceptual thinking (including scientific knowledge) and each culture and society are defined and limited by the language that is used to describe and act upon the world. Within a scenario of sustainability, a discussion of scientific language is in order to retrace the connections between language and culture, and to promote a holistic view based on pluralism and dialogue. Drawing on the linguistic reflection, the third part gives examples of teaching and learning situations involving prospective science teachers in action-research contexts: these activities are set out to promote linguistic integration and to introduce reflexive process into science learning. Discussion will focus on the methodological features of a learning process that is akin to a communal and emancipatory research process within

  3. 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

  4. Mt. Kilimanjaro expedition in earth science education

    Science.gov (United States)

    Sparrow, Elena; Yoshikawa, Kenji; Narita, Kenji; Brettenny, Mark; Yule, Sheila; O'Toole, Michael; Brettenny, Rogeline

    2010-05-01

    Mt. Kilimanjaro, Africa's highest mountain is 5,895 meters above sea level and is located 330 km south of the equator in Tanzania. In 1976 glaciers covered most of Mt. Kilimanjaro's summit; however in 2000, an estimated eighty percent of the ice cap has disappeared since the last thorough survey done in 1912. There is increased scientific interest in Mt. Kilimanjaro with the increase in global and African average temperatures. A team of college and pre-college school students from Tanzania, South Africa and Kenya, teachers from South Africa and the United States, and scientists from the University of Alaska Fairbanks in the United States and Akita University in Japan, climbed to the summit of Mt Kilimanjaro in October 2009. They were accompanied by guides, porters, two expedition guests, and a videographer. This expedition was part of the GLOBE Seasons and Biomes Earth System Science Project and the GLOBE Africa science education initiative, exploring and contributing to climate change studies. Students learned about earth science experientially by observing their physical and biological surroundings, making soil and air temperature measurements, participating in discussions, journaling their experience, and posing research questions. The international trekkers noted the change in the biomes as the altitude, temperature and conditions changed, from cultivated lands, to rain forest, heath zone, moorland, alpine desert, and summit. They also discovered permafrost, but not at the summit as expected. Rather, it was where the mountain was not covered by a glacier and thus more exposed to low extreme temperatures. This was the first report of permafrost on Mt. Kilimanjaro. Classrooms from all over the world participated in the expedition virtually. They followed the trek through the expedition website (http://www.xpeditiononline.com/) where pictures and journals were posted, and posed their own questions which were answered by the expedition and base camp team members

  5. 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.)

  6. Native American Science Education: A Compelling Opportunity for the Integration of Earth and Space Science

    Science.gov (United States)

    Morrow, C. A.; Maryboy, N.; Begay, D.

    2005-05-01

    The strong relationships between Earth and sky in the worldviews of Native American people presents a wonderful opportunity for collaborations that can co-create compelling educational opportunities for both Native and non-Native learners. This paper will discuss the relationship among successful science education for Native Americans, standards-based science education, and informal science education. It will address some strategies for combining best practice in education with a deep cultural authenticity. Presenting astronomy in a culturally relevant and correct way is not only of value to the Native learner, but it is also of value to the non-Native learner because cultural relevance for Native people demands that science be presented via different learning modalities (e.g. visual, kinesthetic, tactile) and in a way that is more interconnected with other science and non-science disciplines. This kind of multi-modal and interdisciplinary approach is valuable and progressive for Non-native learners as well.

  7. Turkish Science Teachers' Use of Educational Research and Resources

    Science.gov (United States)

    Ilhan, Nail; Sözbilir, Mustafa; Sekerci, Ali Riza; Yildirim, Ali

    2015-01-01

    Research results demonstrate that there is a gap between educational research and practice. Turkey is not an exception in this case. This study aims to examine to what extent and how educational research and resources are being followed,understood and used in classroom practices by science teachers in Turkey. A sample of 968 science teachers…

  8. 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'…

  9. [Re]Considering Queer Theories and Science Education

    Science.gov (United States)

    Fifield, Steve; Letts, Will

    2014-01-01

    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…

  10. Informal Science Education: A Practicum for Graduate Students

    Science.gov (United States)

    Crone, Wendy C.; Dunwoody, Sharon L.; Rediske, Raelyn K.; Ackerman, Steven A.; Zenner Petersen, Greta M.; Yaros, Ronald A.

    2011-01-01

    We present results from a course, "Informal Science Education for Scientists: A Practicum," co-taught to graduate students in STEM-related fields by a scientist/engineer and a social scientist/humanist. This course provides a structured framework and experiential learning about informal science education during a semester-long experience. The data…

  11. Professor Barry Fraser's Contributions to Science Education Research

    Science.gov (United States)

    Aldridge, Jill M.

    2011-01-01

    In this article, I endeavour to convey the depth of Barry Fraser's contributions to science education research, including his tireless endeavours to promote and advance research, especially the field of learning environments, the realisation of his vision to create one of the largest doctoral programs in science and mathematics education in the…

  12. Science Teachers' Response to the Digital Education Revolution

    Science.gov (United States)

    Nielsen, Wendy; Miller, K. Alex; Hoban, Garry

    2015-01-01

    We report a case study of two highly qualified science teachers as they implemented laptop computers in their Years 9 and 10 science classes at the beginning of the "Digital Education Revolution," Australia's national one-to-one laptop program initiated in 2009. When a large-scale investment is made in a significant educational change,…

  13. Theory, Method and Practice of Neuroscientific Findings in Science Education

    Science.gov (United States)

    Liu, Chia-Ju; Chiang, Wen-Wei

    2014-01-01

    This report provides an overview of neuroscience research that is applicable for science educators. It first offers a brief analysis of empirical studies in educational neuroscience literature, followed by six science concept learning constructs based on the whole brain theory: gaining an understanding of brain function; pattern recognition and…

  14. STEM Policy and Science Education: Scientistic Curriculum and Sociopolitical Silences

    Science.gov (United States)

    Gough, Annette

    2015-01-01

    This essay responds to the contribution of Volny Fages and Virginia Albe, in this volume, to the field of research in science education, and places it in the context of the plethora of government and industry policy documents calling for more Science, Technology, Engineering and Mathematics (STEM) education in schools and universities and the…

  15. Science and Mathematics Education: International Innovations, Research, and Practices

    Science.gov (United States)

    Berlin, Donna F., Ed.; White, Arthur L., Ed.

    2011-01-01

    The chapters in this book reflect the work of science and mathematics educators who have worked for many years at the international level. As members of the International Consortium for Research in Science and Mathematics Education, their work provides readers with issues, models, practices, and research results that have applicability and…

  16. Developing Students' Futures Thinking in Science Education

    Science.gov (United States)

    Jones, Alister; Buntting, Cathy; Hipkins, Rose; McKim, Anne; Conner, Lindsey; Saunders, Kathy

    2012-08-01

    Futures thinking involves a structured exploration into how society and its physical and cultural environment could be shaped in the future. In science education, an exploration of socio-scientific issues offers significant scope for including such futures thinking. Arguments for doing so include increasing student engagement, developing students' values discourse, fostering students' analytical and critical thinking skills, and empowering individuals and communities to envisage, value, and work towards alternative futures. This paper develops a conceptual framework to support teachers' planning and students' futures thinking in the context of socio-scientific issues. The key components of the framework include understanding the current situation, analysing relevant trends, identifying drivers, exploring possible and probable futures, and selecting preferable futures. Each component is explored at a personal, local, national, and global level. The framework was implemented and evaluated in three classrooms across Years 4-12 (8 to 16-year olds) and findings suggest it has the potential to support teachers in designing engaging science programmes in which futures thinking skills can be developed.

  17. Impact of constructivist pedagogy on science education

    Science.gov (United States)

    Chrishon-Ford, Grace E.

    This study focused on how constructivist pedagogy impacts science achievement of the fourth grade students in an elementary Department of Defense School. Constructivism is a learning or meaning-making theory that offers an explanation of the nature of knowledge and how human beings learn. The population of this study was two fourth grade classes in an elementary Department of Defense District School. Data collection was accomplished in four ways: (1) focus group interviews of students, (2) individual interviews of students selected from the focus groups, (3) interviews of teachers, and (4) unobtrusive observations of science instruction. A six-step process was followed to gain entry for this study. The steps were my university dissertation committee, Department of Defense Education Activity Research Study Request, Endorsement and Agreement form to the Headquarters Office, school superintendent, school principal, teacher participants, and the final step was to seek parental approval of the fourth graders involved in the study. The findings from this study were an increase of 47% test scores; 57% revealed experiments/projects and 64% working on the computers in groups were the fun things; 100% student interaction; 100% student attentativeness; and 70% using other resources. Implications have demonstrated that the traditional classroom can be converted if the teachers and administrators would buy into the approach that this project demonstrated. As an advocate of the constructivist model the case study demonstrated students do indeed respond to the constructivist theory. If approached in a positive manner, it could be done in any kind of school setting.

  18. 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.

  19. Teaching, learning, and assessing inquiry-based science education

    Science.gov (United States)

    McLoughlin, Eilish; Finlayson, Odilla; van Kampen, Paul; McCabe, Deirdre; Brady, Sarah

    2015-12-01

    During the period 2008-2014, the European Commission funded several large-scale projects in science education that promoted the use of inquiry-based learning for engaging young people in science. All these projects were aimed at the introduction and broader use of inquiry-based science education (IBSE) through enriching the skills of teachers by delivering appropriate teacher education programs at both pre-service and in-service levels. This paper will present on the approach adopted by the SAILS project to support science teachers in the use and dissemination of Inquiry based approaches in their own classrooms with students aged 12-18 years.

  20. Science Communication versus Science Education: The Graduate Student Scientist as a K-12 Classroom Resource

    Science.gov (United States)

    Strauss, Jeff; Shope, Richard E., III; Terebey, Susan

    2005-01-01

    Science literacy is a major goal of science educational reform (NRC, 1996; AAAS, 1998; NCLB Act, 2001). Some believe that teaching science only requires pedagogical content knowledge (PCK). Others believe doing science requires knowledge of the methodologies of scientific inquiry (NRC, 1996). With these two mindsets, the challenge for science educators is to create models that bring the two together. The common ground between those who teach science and those who do science is science communication, an interactive process that galvanizes dialogue among scientists, teachers, and learners in a rich ambience of mutual respect and a common, inclusive language of discourse . The dialogue between science and non-science is reflected in the polarization that separates those who do science and those who teach science, especially as it plays out everyday in the science classroom. You may be thinking, why is this important? It is vital because, although not all science learners become scientists, all K-12 students are expected to acquire science literacy, especially with the implementation of the No Child Left Behind Act of 2001 (NCLB). Students are expected to acquire the ability to follow the discourse of science as well as connect the world of science to the context of their everyday life if they plan on moving to the next grade level, and in some states, to graduate from high school. This paper posits that science communication is highly effective in providing the missing link for K-12 students cognition in science and their attainment of science literacy. This paper will focus on the "Science For Our Schools" (SFOS) model implemented at California State Univetsity, Los Angeles (CSULA) as a project of the National Science Foundation s GK-12 program, (NSF 2001) which has been a huge success in bridging the gap between those who "know" science and those who "teach" science. The SFOS model makes clear the distinctions that identify science, science communication, science

  1. A New Center for Science Education at UC Berkeley's Space Sciences Laboratory

    Science.gov (United States)

    Hawkins, I.

    1998-01-01

    The Space Sciences Laboratory at UC Berkeley has established a new Center for Science Education through the Laboratory's Senior Fellow program. The Center has a two-fold mission: (1) science education research through collaborations with UCB Graduate School of Education faculty, and (2) education and outreach projects that bring NASA research to the K-14 and general public communities. The Center is the host of two major education and outreach programs funded by NASA - The Sun-Earth Connection Education Forum (SECEF) and the Science Education Gateway (SEGway) Project. The SECEF - a collaborative between UC Berkeley and NASA's Goddard Space Flight Center - is one of four Forums that have been funded through the Office of Space Science as part of their Education Ecosystem. SEGway is a partnership between science research centers, science museums, and teachers, for the purpose of developing Internet-based, inquiry activities for the K-12 classroom that tap NASA remote sensing data. We will describe the Center for Science Education's history and vision, as well as summarize our core programs.

  2. On Modern Cosmology and Its Place in Science Education

    Science.gov (United States)

    Kragh, Helge

    2011-01-01

    Cosmology in its current meaning of the science of the universe is a topic that attracts as much popular as scientific interest. This paper argues that modern cosmology and its philosophical aspects should have a prominent place in science education. In the context of science teaching a partly historical approach is recommended, in particular an…

  3. Marrying Content and Process in Computer Science Education

    Science.gov (United States)

    Zendler, A.; Spannagel, C.; Klaudt, D.

    2011-01-01

    Constructivist approaches to computer science education emphasize that as well as knowledge, thinking skills and processes are involved in active knowledge construction. K-12 computer science curricula must not be based on fashions and trends, but on contents and processes that are observable in various domains of computer science, that can be…

  4. Empirical Determination of Competence Areas to Computer Science Education

    Science.gov (United States)

    Zendler, Andreas; Klaudt, Dieter; Seitz, Cornelia

    2014-01-01

    The authors discuss empirically determined competence areas to K-12 computer science education, emphasizing the cognitive level of competence. The results of a questionnaire with 120 professors of computer science serve as a database. By using multi-dimensional scaling and cluster analysis, four competence areas to computer science education…

  5. Bioremediation of Creosote - contaminated Soil

    OpenAIRE

    BYSS, Marius

    2008-01-01

    Bioremediation of creosote-contaminated soil was studied employing the methods of soil microbial biology and using new gas chromatography-mass spectrometry-mass spectrometry analytical approach. The changes of the soil microbial community under the polycyclic aromatic hydrocarbons (PAH) pollution impact were analyzed and described, as well as the changes during the bioremediation experiments. Laboratory-scale bioremediation experiments using the soil microbial community (consisted of bacteria...

  6. A Project-Based Case Study of Data Science Education

    OpenAIRE

    Turek, Daniel; Suen, Anthony; Clark, Dav

    2016-01-01

    The discipline of data science has emerged over the past decade as a convergence of high-power computing, data visualization and analysis, and data-driven application domains. Prominent research institutions and private sector industry have embraced data science, but foundations for effective tertiary-level data science education remain absent. This is nothing new, however, as the university has an established tradition of developing its educational mission hand-in-hand with the development o...

  7. Science education: the need for an interdisciplinary approach

    OpenAIRE

    Loredana MARCU

    2007-01-01

    With today's evolving science and technology, there is a desperate need for retailoring science education. Whether biology or physics, chemistry or computing, mathematics or engineering, one should seek for interaction between disciplines not only at research level but also at teaching levels. The term 'interdisciplinary' is increasingly gaining meaning for the new generation of researchers and educators as the novel approaches to all areas of science are based on multidisciplinary methods. F...

  8. Erika Perloff: Director of Educational Programs, Life Lab Science Program

    OpenAIRE

    Rabkin, Sarah

    2010-01-01

    Erika Perloff directs educational programs for the Life Lab Science Program, a nationally recognized, award-winning nonprofit science and environmental organization located on the UC Santa Cruz campus. Founded in 1979, Life Lab helps schools develop gardens and implement curricula to enhance students’ learning about science, math, and the natural world. The program has trained tens of thousands of educators in more than 1400 schools across the country. Life Lab’s specialized projects...

  9. Diversity and equity in science education research, policy, and practice

    CERN Document Server

    Lee, Okhee

    2010-01-01

    Provides a comprehensive, state-of-the-field analysis of current trends in the research, policy, and practice of science education. It offers valuable insights into why gaps in science achievement among racial, ethnic, cultural, linguistic, and socioeconomic groups persist, and points toward practical means of narrowing or eliminating these gaps. Lee and Buxton examine instructional practices, science-curriculum materials, assessment, teacher education, school organization, and home-school connections.

  10. 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.

  11. An Introduction to Simulations as Scaffolds in Science Education

    DEFF Research Database (Denmark)

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

    2016-01-01

    rather than engaging in typical discussion, which instead emphasizes the internal or external scaffolds required by computer simulations. Our framing results in a set of recommendations that is relevant for the development and implementation of educational technology and for educational technology......Computer simulations provide learning opportunities that make them appropriate for addressing many of the goals and challenges associated with pedagogical approaches to science education, such as inquiry-based science education and problem-based learning. Scaffolds aid students in accomplishing...... tasks that may otherwise be too difficult by targeting learning goals and student needs. In line with prior literature and current trends in science education, we propose that, in science education contexts, learning goals and student needs fall within three categories: discipline-based knowledge...

  12. Sisters in Science: Confronting Equity in Science and Mathematics Education

    Science.gov (United States)

    Hammrich, Penny L.; Richardson, Greer M.; Livingston, Beverly D.

    The Sisters in Science (SIS) program seeks to increase elementary school girls' interest and achievement in science and mathematics, create a more positive learning climate for minority school girls and their families on academic and community/social levels, and increase the knowledge base and understanding of parents with respect to their influence in promoting girls' interest and achievement in science and mathematics. This article reports on how 577 fourth grade girls changed their interest and achievement in science and mathematics during their involvement in year 1 of the program. Findings show that the girls started the program with positive attitudes and perceptions of science and about science career possibilities. The girls significantly (p < 0.001) increased their science and mathematics skill levels after having participated in the program. It could be stated that the girls' achievement scores on the skills test increased significantly because the girls' attitudes and perceptions were positive before program implementation.

  13. Educational Outreach: The Space Science Road Show

    Science.gov (United States)

    Cox, N. L. J.

    2002-01-01

    The poster presented will give an overview of a study towards a "Space Road Show". The topic of this show is space science. The target group is adolescents, aged 12 to 15, at Dutch high schools. The show and its accompanying experiments would be supported with suitable educational material. Science teachers at schools can decide for themselves if they want to use this material in advance, afterwards or not at all. The aims of this outreach effort are: to motivate students for space science and engineering, to help them understand the importance of (space) research, to give them a positive feeling about the possibilities offered by space and in the process give them useful knowledge on space basics. The show revolves around three main themes: applications, science and society. First the students will get some historical background on the importance of space/astronomy to civilization. Secondly they will learn more about novel uses of space. On the one hand they will learn of "Views on Earth" involving technologies like Remote Sensing (or Spying), Communication, Broadcasting, GPS and Telemedicine. On the other hand they will experience "Views on Space" illustrated by past, present and future space research missions, like the space exploration missions (Cassini/Huygens, Mars Express and Rosetta) and the astronomy missions (Soho and XMM). Meanwhile, the students will learn more about the technology of launchers and satellites needed to accomplish these space missions. Throughout the show and especially towards the end attention will be paid to the third theme "Why go to space"? Other reasons for people to get into space will be explored. An important question in this is the commercial (manned) exploration of space. Thus, the questions of benefit of space to society are integrated in the entire show. It raises some fundamental questions about the effects of space travel on our environment, poverty and other moral issues. The show attempts to connect scientific with

  14. Bioremediation of oil spills

    International Nuclear Information System (INIS)

    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

  15. 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…

  16. 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.

  17. Multiculturalism, universalism, and science education: In search of common ground

    Science.gov (United States)

    Siegel, Harvey

    2002-11-01

    Multiculturalism's proper place in science education has been the subject of considerable controversy in the recent science education literature. It is the theme of a recent symposium in this journal, which raises and treats a wide range of issues with important ramifications for science education. A key issue - and the one on which I focus - is whether (and if so to what extent) a multicultural approach to science education is compatible with a universalist conception of science. My main aim is to show that there is actually much more agreement between universalists and multicultural localists concerning that compatibility than might be apparent at first glance. A second aim is to defend the former from criticisms made in the symposium papers. I first attempt to make clear what universalism does, and does not, involve. I then explore the justification of multicultural science education, and suggest both that that justification is moral (rather than epistemological) in nature; and that if science education is indeed obliged to embrace multiculturalism, that obligation must itself be understood to be a culturally transcendent one. Finally, I address several curricular issues treated in the symposium papers. The overall conclusion is that the most defensible conception of science education is one in which it is conceived to be both multicultural and universal.

  18. Bioremediation of Bunker C

    International Nuclear Information System (INIS)

    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

  19. Bioremediation of Hanford groundwater

    International Nuclear Information System (INIS)

    Liquid wastes containing radioactive, hazardous, and regulated chemicals have been generated throughout the 40 years of operations at the US Department of Energy's (DOE) Hanford Site. Some of these wastes were discharged to the soil column and many of the waste components, including nitrate (NO3-), carbon tetrachloride (CCl4), and several radionuclides, have been detected in the Hanford groundwater. A research and development program is presently underway to develop bioremediation technologies for treating contaminated Hanford groundwaters. The program includes development of both ex situ and in situ treatment methods, with primary emphasis on developing an in situ treatment process. The goal of the in situ process is to stimulate the native microorganisms and accelerate the natural degradation of NO3- and CCl4. A demonstration site at Hanford for in situ biological treatment was selected in 1990, and extensive hydrological, chemical, and biological characterization of the site is underway. Current research and development activities are focusing on developing methods for supplying nutrients to the subsurface, evaluating the effect of in situ bioremediation on the long-term mobility of metal and radionuclide co-contaminants, and modeling the bioremediation process using three-dimensional visualization tools to help design the field-scale demonstration site and predict performance

  20. Bioremediation of bunker C

    International Nuclear Information System (INIS)

    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

  1. Inquiry Coaching: Scientists & Science Educators Energizing the Next Generation

    Science.gov (United States)

    Shope, R. E.; Alcantara Valverde, L.

    2007-05-01

    A recent National Academy of Sciences report recommends that science educators focus strategically on teaching the practice of science. To accomplish this, we have devised and implemented the Science Performance Laboratory, a collaborative research, education, and workforce model that brings scientists and science educators together to conduct scientific inquiry. In this session, we demonstrate how to form active inquiry teams around Arctica Science Research content areas related to the International Polar Year. We use the term "Arctica Science Research" to refer to the entire scope of exploration and discovery relating to: polar science and its global connections; Arctic and Antarctic research and climate sciences; ice and cryospheric studies on Earth; polar regions of the Moon, Mars, and Mercury; icy worlds throughout the Solar System, such as Europa, Enceladus, Titan, Pluto and the Comets; cryovolcanism; ice in interstellar space, and beyond. We apply the notion of teaching the practice science by enacting three effective strategies: 1) The Inquiry Wheel Game, in which we develop an expanded understanding of what has been traditionally taught as "the scientific method"; 2) Acting Out the Science Story, in which we develop a physicalized expression of our conceptual understanding; and 3) Selecting Success Criteria for Inquiry Coaching, in which we reframe how we evaluate science learning as we teach the practice of science.

  2. NQRY Coaching: Scientists and Science Educators Energizing the Next Generation

    Science.gov (United States)

    Shope, R. E.

    2007-12-01

    A recent National Academy of Science report recommends that science educators focus strategically on teaching the practice of science. To accomplish this, we have devised and implemented the Science Performance Collaboratory, a collaborative research, education, and workforce model that brings scientists and science educators together to conduct scientific inquiry. In this session, we demonstrate how to form active inquiry teams around Arctica Science Research content areas related to the International Polar Year. We use the term Arctica Science Research to refer to the entire scope of exploration and discovery relating to: polar science and its global connections; Arctic and Antarctic research and climate sciences; ice and cryospheric studies on Earth; polar regions of the Moon, Mars, and Mercury; icy worlds throughout the Solar System, such as Europa, Enceladus, Titan, Pluto and the Comets; cryovolvanism; ice in interstellar space, and beyond. We apply the notion of teaching the practice science by enacting three effective strategies: 1) The Inquiry Wheel Game, in which we develop an expanded understanding of what has been traditionally taught as "the scientific method"; 2) Acting Out the Science Story, in which we develop a physicalized expression of our conceptual understanding; and 3) Selecting Success Criteria for Inquiry Coaching, in which we reframe how we evaluate science learning as we teach the practice of science.

  3. CONNECTIVISM IN SCIENCE EDUCATION WITH EMPHASIS ON INTERNATIONAL COLLABORATION

    OpenAIRE

    Eva Trnova; Josef Trna

    2012-01-01

    The study presents the results of design-based research on the influence of connectivism on science education, with the emphasis on an international collaboration among/between teachers and students from different countries. Science and technology education is a very important part of culture as a knowledge background of society. Very fast ICT development strongly influences education. The pedagogical theory of connectivism was born as a response to this ICT development. Thus a need occurred ...

  4. Improving Science Attitude and Creative Thinking through Science Education Project: A Design, Implementation and Assessment

    Science.gov (United States)

    Sener, Nilay; Türk, Cumhur; Tas, Erol

    2015-01-01

    The purpose of this study is to examine the effects of a science education project implemented in different learning environments on secondary school students' creative thinking skills and their attitudes to science lesson. Within this scope, a total of 50 students who participated in the nature education project in Samsun City in 2014 make up the…

  5. Diversity and Equity in Science Education: Research, Policy, and Practice. Multicultural Education Series

    Science.gov (United States)

    Lee, Okhee; Buxton, Cory A.

    2010-01-01

    Two leading science educators provide a comprehensive, state-of-the-field analysis of current trends in the research, policy, and practice of science education. This book offers valuable insights into why gaps in science achievement among racial, ethnic, cultural, linguistic, and socioeconomic groups persist, and points toward practical means of…

  6. The impact of science shops on university research and education

    DEFF Research Database (Denmark)

    Hende, Merete; Jørgensen, Michael Søgaard

    This report discusses the impact from university-based science shops on curricula and research. Experience from science shops show that besides assisting citizen groups, science shops can also contribute to the development of university curricula and research. This impact has been investigated...... through the SCIPAS questionnaire sent out to science shops and through follow-up interviews with employees from nine different university-based science shops and one university researcher. Not all the cases call themselves science shops, but in the report the term 'science shop' will be used most...... way or the other has had impact on university curricula and/or research. The analysis and the case studies have theoretically been based on literature on universities and education and research as institutions and a few articles about the impact of science shops on education and research. The analysis...

  7. Science Teachers’ Views about the Science Fair at Primary Education Level

    Directory of Open Access Journals (Sweden)

    Hasan Said Tortop

    2013-02-01

    Full Text Available Science fair is an environment where students present their scientific research projects. Opinions of science teachers who participated as a mentor in science fair are important for determining of the science fair quality and its contribution of science education. The aim of study was to determine science teachers’ views about the science fair at primary education level in Turkey. In this qualitative study, seven science teachers who worked in A city in Turkey were interviewed regarding a national science fair called “This is My Work Science and Mathematics Project Study for Elementary School Students”. According to the interviews, the science teachers reported that students and their parents were indifferent to science fair; that they had difficulties developing a project idea; that students do not prepare the projects themselves but their parents or teachers do; and that science fair was important for developing certain skills of students. In developing countries, certain arrangements should be made in science programs as well as in science fair organizations to avoid transforming science fairs into a harmful tool

  8. 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

  9. Reassessing Possible Naturalized Ideology Regarding Science, Education, and Religion.

    OpenAIRE

    Campbell, Todd

    2006-01-01

    This manuscript asks questions about what may be the naturalized, or taken for granted, ideologies in science education regarding religion. There have been times in history when religion has taken a dogmatic role in limiting the practices of science (e.g. the Roman Catholic Church and Galileo). This manuscript reflects on the dogmatic ideals through reaching beyond the capacities of an empirical way of knowing. A Science, Technology, and Society (STS) approach to science teaching is considere...

  10. Learning design for science teacher training and educational development

    DEFF Research Database (Denmark)

    Bjælde, Ole Eggers; Caspersen, Michael E.; Godsk, Mikkel;

    transforming modules. Both DiLD and the STREAM model have proven to be effective and scalable approaches to encourage educators across all career steps to embrace the potentials of educational technology in science higher education. Moreover, the transformed modules have resulted in higher student satisfaction...

  11. Computer Science Education Accreditation Guidelines: New Vistas in Teacher Preparation.

    Science.gov (United States)

    Taylor, Harriet; And Others

    1993-01-01

    Presents background material leading to the development of guidelines for computer science education teacher preparation programs. An overview of the two basic programs is presented, implications for professional education units and the education community are explored, and future directions are identified. (GLR)

  12. Maria Edgeworth: Nineteenth Century Irish Female Pioneer of Science Education

    Science.gov (United States)

    Scantlebury, Kathryn; Murphy, Collette

    2009-01-01

    Maria Edgeworth was a nineteenth century novelist, primarily remembered for her adult and children's novels. Yet her book, "Letters for literary ladies" discussed the importance of science education for girls and in conjunction with her father, Richard Edgeworth, she wrote several treatises on education. Their book "Practical education" advocates…

  13. Mastering Cognitive Development Theory in Computer Science Education

    Science.gov (United States)

    Gluga, Richard; Kay, Judy; Lister, Raymond; Kleitman, Simon; Kleitman, Sabina

    2013-01-01

    To design an effective computer science curriculum, educators require a systematic method of classifying the difficulty level of learning activities and assessment tasks. This is important for curriculum design and implementation and for communication between educators. Different educators must be able to use the method consistently, so that…

  14. 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…

  15. A Critique of Science Education as Sociopolitical Action from the Perspective of Liberal Education

    Science.gov (United States)

    Hadzigeorgiou, Yannis

    2015-01-01

    This paper outlines the rationale underpinning the conception of science education as sociopolitical action, and then presents a critique of such a conception from the perspective of liberal education. More specifically, the paper discusses the importance of the conception of science education as sociopolitical action (e.g., it can provide…

  16. "Not Like a Regular Science Class": Informal Science Education for Students with Disabilities

    Science.gov (United States)

    Melber, Leah M.; Brown, Kayla D.

    2008-01-01

    For many reasons, students with disabilities are not as thoroughly represented in science careers as are their nondisabled peers. In this case study, the authors explore the effects an informal education program focused on environmental science and delivered to college-bound students with disabilities had on comfort level with science and interest…

  17. QuikSCience: Effective Linkage of Competitive, Cooperative, and Service Learning in Science Education

    Science.gov (United States)

    Lemus, Judith D.; Bishop, Kristina; Walters, Howard

    2010-01-01

    The QuikSCience Challenge science education program combines a cooperative team project emphasizing community service with an academic competition for middle and high school students. The program aims to develop leadership abilities, motivate interest in ocean sciences, engage students in community service and environmental stewardship, and…

  18. Beyond Evolution: Addressing Broad Interactions between Science and Religion in Science Teacher Education

    Science.gov (United States)

    Shane, Joseph W.; Binns, Ian C.; Meadows, Lee; Hermann, Ronald S.; Benus, Matthew J.

    2016-01-01

    Science and religion are two indisputably profound and durable cultural forces with a complex history of interaction. As ASTE members are aware, these interactions often manifest themselves in classrooms and in the surrounding communities. In this essay, we encourage science teacher educators to broaden their perspectives of science-religion…

  19. The Potential of Perspectivism for Science Education

    Science.gov (United States)

    Pearce, Jacob V.

    2013-01-01

    Many science teachers are presented with the challenge of characterizing science as a dynamic, human endeavour. Perspectivism, as a hermeneutic philosophy of science, has the potential to be a learning tool for teachers as they elucidate the complex nature of science. Developed earlier by Nietzsche and others, perspectivism has recently re-emerged…

  20. A critical history of United States science education

    Science.gov (United States)

    Ausch, Robert

    The dissertation argues that one cannot fully appreciate US science education without recognizing the rationalizing and legitimating role particular versions of science (e.g. instrumental, empiricist, value-neutral), scientific knowledge/technology and education (e.g. schooling-dominated, skills transmission oriented, non-critical) have come to play in liberal-democratic societies as well as the ways in which science and education use each other for mutual legitimation all in the service of reproducing the status quo with respect to the inequities which pervade US society. The dissertation offers a "critical"---that is, anti-foundational, skeptical, conceptual, and political---history of US science education with a focus on two specific aspects of science education which lie at the conceptual heart of US society in general: the logics of technology---expressed as a tension between facts and inquiry---and evolution. The entry of science education into schools must be understood in the context of modernization, industrialization and the changing makeup of American society, all of which precipitated a crisis in traditional notions of American exceptionalism which was reconfigured as science and technology become signs of progress and modernity. Further, the call of the Progressive era---in educational policy documents, texts, in John Dewey, etc.---to make sure school-science contains a prominent laboratory component reflected a broader debate around values, in this case the idea that freedom of thought in science was an expression of (even guaranteed) a more general freedom, the kind found in liberal democratic societies. Today, globalization, corporatization, fundamentalism and the new science standards effect these questions, particularly as the vocabularies of science are used to further legitimate certain educational reforms and disguise the politics they import. Finally, I consider the implications of this critical history for the actual practices of science

  1. Scientific Inquiry in the Genetics Laboratory: Biologists and University Science Teacher Educators Collaborating to Increase Engagement in Science Processes

    Science.gov (United States)

    Campbell, Todd; Der, Joshua P.; Wolf, Paul G.; Packenham, Eric; Abd-Hamid, Nor Hashidah

    2012-01-01

    The importance of engaging students in undergraduate science courses in scientific inquiry is well understood. K-12 standards documents and undergraduate science education literature both support the central role of engagement in science processes in the course of science education. However, most scientists and educators have experienced science…

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

    International Nuclear Information System (INIS)

    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

  3. 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

  4. SunDial: embodied informal science education using GPS

    Directory of Open Access Journals (Sweden)

    Megan K. Halpern

    2010-12-01

    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.

  5. Applying Gadamer's Concept of Disposition to Science and Science Education

    Science.gov (United States)

    Borda, Emily J.

    2007-01-01

    In this paper, I recall previous arguments for a hermeneutic approach to science and claim that such an approach necessitates attention to the development of dispositions. I undertake an analysis of Hans-Georg Gadamer's philosophical hermeneutics to identify and describe dispositions relevant to a hermeneutic approach to science. I then apply…

  6. Should Science Educators Deal with the Science/Religion Issue?

    Science.gov (United States)

    Reiss, Michael J.

    2008-01-01

    I begin by examining the natures of science and religion before looking at the ways in which they relate to one another. I then look at a number of case studies that centre on the relationships between science and religion, including attempts to find mechanisms for divine action in quantum theory and chaos theory, creationism, genetic engineering…

  7. 2014 National Board for Education Sciences Annual Report, July 2013 through June 2014

    Science.gov (United States)

    National Board for Education Sciences, 2014

    2014-01-01

    The Education Sciences Reform Act of 2002 (P.L. 107-279) created the National Board for Education Sciences (NBES) to serve as an advisory board to the Director of the Institute of Education Sciences (IES) within the U.S. Department of Education. Among the duties listed in the Education Sciences Reform Act, the Board is required to submit the…

  8. 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.…

  9. 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.

  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. The Integration of Education and Science as the Basis of an Elite Education in the Natural Sciences

    Science.gov (United States)

    Rybakova, Marina Vladimirovna

    2008-01-01

    Recognizing that education is an important condition necessary for the development of public life and the economy, the author examines elite education in the natural sciences, its criterion represented by ability and talent rather than social origin or economic status. Education of such students, advocates the author, can ensure the training of a…

  12. Equity in informal science education: developing an access and equity framework for science museums and science centres

    OpenAIRE

    Dawson, E.

    2014-01-01

    Informal science education (ISE) is a popular pursuit, with millions of people visiting science museums, science centres, zoos, botanic gardens, aquaria, science festivals and more around the world. Questions remain, however, about how accessible and inclusive ISE practices are. This article reviews research on participation in ISE through the lens of social inclusion and equity and suggests that, as a field of practice, ISE is exclusive, with relatively little empirical or theoretical resear...

  13. Technology and science education: starting points, research programs, and trends

    Science.gov (United States)

    Linn, Marcia C.

    2003-06-01

    Over the past 25 years, information and communication technologies have had a convoluted but ultimately advantageous impact on science teaching and learning. To highlight the past, present, and future of technology in science education, this paper explores the trajectories in five areas: science texts and lectures; science discussions and collaboration; data collection and representation; science visualization; and science simulation and modeling. These trajectories reflect two overall trends in technological advance. First, designers have tailored general tools to specific disciplines, offering users features specific to the topic or task. For example, developers target visualization tools to molecules, crystals, earth structures, or chemical reactions. Second, new technologies generally support user customization, enabling individuals to personalize their modeling tool, Internet portal, or discussion board. In science education, designers have tailored instructional resources based on advances in understanding of the learner. More recently, designers have created ways for teachers and students to customize learning tools to specific courses, geological formations, interests, or learning preferences.

  14. A Didactics (Didaktik) of Theory of Science in Higher Education

    DEFF Research Database (Denmark)

    Wiberg, Merete

    Theory of Science in Higher Education - An investigation of Student’s understanding and application of theory of science and the idea of developing a didactics of theory of science as teaching in ontological complexity The paper is a work in progress and a preparation for a research project. The......A Didactics (Didaktik) of Theory of Science in Higher Education - An investigation of Student’s understanding and application of theory of science and the idea of developing a didactics of theory of science as teaching in ontological complexity The paper is a work in progress and a preparation for...... a research project. The hypothesis (and suspicion) which is to be unfolded in the project is that theory of science very often is implemented in the methodology of students’ projects and assignments as external ‘ism’s’ which do not play the role as an important resource for investigation. The result...

  15. Science education for democratic citizenship through the use of the history of science

    Science.gov (United States)

    Kolstø, Stein Dankert

    2008-09-01

    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 irrelevant. However, this article argues that, under certain conditions, cases from the history of science should be included in science curricula for democratic participation. One condition is that the concept of processes is broadened to include science society interactions in a politically sensitive sense. The scope of possibilities of using historical case studies to prepare for citizenship is illustrated by the use of a well-known case from the history of science: Millikan’s and Ehrenhaft’s “Battle over the electron”.

  16. Outdoor Education: An Alternative Approach in Teaching and Learning Science

    Directory of Open Access Journals (Sweden)

    Tuan Mastura Tuan Soh

    2013-11-01

    Full Text Available To understand fully and aware of children’s science learning, one should look not only at learning that takes place in the kindergarten and primary school but also in learning that takes place outside the classroom. This paper aims to discuss outdoor education: an alternative approach in teaching and learning science in the Malaysian context. In this 21st century, the exposure and experience in the field of science and technology are needed in nurturing interest among students who are involved in this field. The advantages of experience-based learning which includes hands-on activities and on-site learning should be empowered. Thus, informal and non-formal science learning plays an important role in assisting all levels of society, regardless of age in exploring science and technology. Informal and non-formal learning of science is a complement to formal learning and occur in a variety of different places through various channels, such as the entertainment media, television and film; science centres and museums; zoos and aquariums, botanical gardens, and etc. This paper discusses the concept of science learning outside the classroom; the non-formal and informal science learning which covers the institutions/organizations involved in the non-formal science learning in Malaysia; and the potential of non-formal science centre setting in complement with the formal science education setting. It is hoped that this paper will provide an insight towards science learning out of school in Malaysian context.

  17. Participation of women in science education : trends and issues in higher education in Tanzania

    OpenAIRE

    2010-01-01

    This study investigated the nature and extent of the science gender gap in higher education institutions in Tanzania (Mainland) focusing on the enrolment and employment of the students and faculty members. The study examined in detail the factors that militate against women’s participation in science education in three institutions of higher learning. It also explored the strategies that have been adopted by the government and institutions under study, to promote science education for females...

  18. Role of internship in higher education in environmental sciences

    Science.gov (United States)

    Scholz, Roland W.

    2004-01-01

    The benefits of a compulsory internship in environmental science education were investigated with respect to the three institutional goals of university education: (a) training for research, (b) professional education, and (c) general natural science education. A survey examined which student qualifications are improved by an internship complementary to traditional university education. The survey assessed 14 qualifications of students participating in a compulsory 15-week internship in the 5-year diploma program at the Swiss Federal Institute of Technology (ETH Zürich). Pre- and postinternship questionnaires of 478 students and 293 supervisors are included. Results indicated that internships enhance general abilities and key qualifications, such as communication skills, report writing, organization of work, information acquisition, and the ability to operate independently. This suggests that internships are of high value to professional education. However, internships also seem to promote salient qualifications of complex environmental problem solving which are relevant for the development of research capabilities in environmental sciences.

  19. The production about popular science in the science education area: theoretical background and main themes

    OpenAIRE

    Tatiana Galieta Nascimento; Mikael Frank Rezende Junior

    2010-01-01

    This paper presents a survey of the scientific publication about popular science in the science education area between the years 1997 and 2007, in annals of events, journals and repositories of theses and dissertations, identifying the main themes and the theoretical background used. Among the identified works, we highlight the ones that describe some aspects related to the reading texts of popular science by students and science teachers, noting that some of those works are specifically conc...

  20. Government policy on science education in Uganda: a glass ceiling for women's access to higher education

    OpenAIRE

    Namatende Sakwa, Lydia; Longman, Chia

    2013-01-01

    The paper assesses the Ugandan policy on science education and its implications for girls’ access to higher education. The rationale behind this policy was to build capacity in the field of science in Uganda. Consequently, science subjects were made compulsory in schools, and 75% of the Government scholarships to public universities made science based. We demonstrate that this has created a “glass ceiling”: it has put girls at a disadvantage by reinstating the former status quo, where access...

  1. Transforming Science Education for the Anthropocene—Is It Possible?

    Science.gov (United States)

    Gilbert, Jane

    2015-10-01

    Since its inception, science education has been the focus of a great many reform attempts. In general, the aim has been to improve science understanding and/or make science study more interesting and/or relevant to a wider range of students. However, these reform attempts have had limited success. This paper argues that this is in part because science education as a discipline has some "blind spots", some unacknowledged assumptions that obstruct its development and make it immune to change. While this has long been a problem, the paper argues that, in the new, "postnormal" conditions of the twenty-first century, it is now imperative that we see these blind spots and think differently about what science education is for. School science as we now know it (along with the other school subjects) developed as part of, and in parallel with, modern economies/societies, which in turn depended on the burning of fossil fuels. However, because this period of "carbonised modernity" is now coming to an end, many of the assumptions it was built on must be re-examined. This has (or should have) major implications for science education. Via an exploration of three very different "orientations to the future", the paper aims to provoke discussion of how science education could be reconceptualised to support our transition into the post-carbon, Anthropocene era.

  2. Transforming Science Education for the Anthropocene—Is It Possible?

    Science.gov (United States)

    Gilbert, Jane

    2016-04-01

    Since its inception, science education has been the focus of a great many reform attempts. In general, the aim has been to improve science understanding and/or make science study more interesting and/or relevant to a wider range of students. However, these reform attempts have had limited success. This paper argues that this is in part because science education as a discipline has some "blind spots", some unacknowledged assumptions that obstruct its development and make it immune to change. While this has long been a problem, the paper argues that, in the new, "postnormal" conditions of the twenty-first century, it is now imperative that we see these blind spots and think differently about what science education is for. School science as we now know it (along with the other school subjects) developed as part of, and in parallel with, modern economies/societies, which in turn depended on the burning of fossil fuels. However, because this period of "carbonised modernity" is now coming to an end, many of the assumptions it was built on must be re-examined. This has (or should have) major implications for science education. Via an exploration of three very different "orientations to the future", the paper aims to provoke discussion of how science education could be reconceptualised to support our transition into the post-carbon, Anthropocene era.

  3. 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

  4. Experiential learning for education on Earth Sciences

    Science.gov (United States)

    Marsili, Antonella; D'Addezio, Giuliana; Todaro, Riccardo; Scipilliti, Francesca

    2015-04-01

    The Laboratorio Divulgazione Scientifica e Attività Museali of the Istituto Nazionale di Geofisica e Vulcanologia (INGV's Laboratory for Outreach and Museum Activities) in Rome, organizes every year intense educational and outreach activities to convey scientific knowledge and to promote research on Earth Science, focusing on volcanic and seismic hazard. Focusing on kids, we designed and implemented the "greedy laboratory for children curious on science (Laboratorio goloso per bambini curiosi di scienza)", to intrigue children from primary schools and to attract their interest by addressing in a fun and unusual way topics regarding the Earth, seismicity and seismic risk. We performed the "greedy laboratory" using experiential teaching, an innovative method envisaging the use and handling commonly used substances. In particular, in the "greedy laboratory" we proposed the use of everyday life's elements, such as food, to engage, entertain and convey in a simple and interesting communication approach notions concerning Earth processes. We proposed the initiative to public during the "European Researchers Night" in Rome, on September 26, 2014. Children attending the "greedy laboratory", guided by researchers and technicians, had the opportunity to become familiar with scientific concepts, such as the composition of the Earth, the Plate tectonics, the earthquake generation, the propagation of seismic waves and their shaking effects on the anthropogenic environment. During the hand-on laboratory, each child used not harmful substances such as honey, chocolate, flour, barley, boiled eggs and biscuits. At the end, we administered a questionnaire rating the proposed activities, first evaluating the level of general satisfaction of the laboratory and then the various activities in which it was divided. This survey supplied our team with feedbacks, revealing some precious hints on appreciation and margins of improvement. We provided a semi-quantitative assessment with a

  5. The Role of Science Education in the Nuclear Age

    DEFF Research Database (Denmark)

    Christensen, Ivan Lind

    2016-01-01

    The ramifications of the atomic bombings of Hiroshima and Nagasaki in 1945 and the Atom for Peace resolution adopted by the UN in 1954 has been the object of study for some time now, especially with regard to international relations, national security policies and popular culture. Far less...... attention has been paid to the impact of the subsequent UNESCO Atoms for Peace initiatives within science education. This article traces the international ideas about the role of education in the atomic age, as they were formulated by central agents within UNESCO’s Natural Science Department, Section...... of Science Teaching, Social Science Department and the Department of Education. Moving from the rhetoric of international ‘Big Politics’ to the local level of primary schools, the article explores how the Atom for Peace initiative was related to the general science teaching discourse and the already ongoing...

  6. Science and students: Yucca Mountain project's education outreach program

    International Nuclear Information System (INIS)

    The U.S. Department of Energy (DOE) is very concerned about the lack of understanding of basic science. Increasingly, critical decisions regarding the use of energy, technology, and the environment are being made. A well-educated and science-literate public is vital to the success of these decisions. Science education and school instruction are integral parts of the DOE's public outreach program on the Yucca Mountain Site Characterization Project (YMP). Project staff and scientists speak to elementary, junior high, high school, and university students, accepting all speaking invitations. The objectives of this outreach program include the following: (1) educating Nevada students about the concept of a high-level nuclear waste repository; (2) increasing awareness of energy and environmental issues; (3) helping students understand basic concepts of earth science and geology in relation to siting a potential repository; and (4) giving students information about careers in science and engineering

  7. Cooperation of education and science innovation secure economy

    OpenAIRE

    V.I. Kutsenko

    2010-01-01

    Investigated the impact of cooperation on science education and social economic development, the formation of innovative economy, the basis function which is based on knowledge, reasonable ways to improve this cooperation.

  8. A review of Nanoscale Science and Engineering Education

    International Nuclear Information System (INIS)

    A Review of Nanoscale Science and Engineering Education. Edited by Aldrin E. Sweeney and Sudipta Seal (University of Central Florida, 2007). Publisher: American Scientific Publishers. http://www.aspbs.com/nseehttp://www.aspbs.com/nsee

  9. Leveraging complex understandings of urban education for transformative science pedagogy

    Science.gov (United States)

    Davis, Natalie R.; Ingber, Jenny; McLaughlin, Cheryl A.

    2014-12-01

    Despite the abundance of literature that attests to a myriad of complex and entrenched problems within urban education, the authors of this forum maintain that in addition to shedding light on oppressive structures and ideologies, critical pedagogues must remain steadfastly engaged in solution-oriented endeavors. Using Cheryl McLaughlin's analysis as a worthy starting point, we consider both old paradigms and new ideas regarding the transformation of public science education. Topics for discussion include theoretical framing, urban teacher preparation, science education reform approaches, and the role of scholarship. While it is evident that securing rigorous and empowering science education for diverse learners will require arduous, collective effort on many fronts, this text upholds a sense of optimism in the potential of activist-teacher-researchers to overcome barriers to liberatory science teaching and learning.

  10. The Higher Education Clearinghouse for Space Sciences (HECl)

    Science.gov (United States)

    Cobabe-Ammann, E.; Shipp, S. S.; Dalton, H.

    2012-03-01

    The Higher Education Clearinghouse (HECl) is a searchable database of undergraduate classroom materials for faculty teaching planetary sciences and solar and space physics at both the introductory and upper division levels.

  11. 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.

  12. 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.

  13. Science Education and Education for Sustainable Development--Justifications, Models, Practices and Perspectives

    Science.gov (United States)

    Eilks, Ingo

    2015-01-01

    The year 2014 marks the end of the United Nations Decade of Education for Sustainable Development (ESD). All educational domains and levels, including primary and secondary science education, have been working to contribute to education enabling younger generations to become responsible citizens and promote sustainable development in our world.…

  14. Diagrammatic Literacy in Secondary Science Education

    Science.gov (United States)

    Kragten, Marco; Admiraal, Wilfried; Rijlaarsdam, Gert

    2012-11-01

    Students in secondary science education seem to have difficulties with understanding diagrams. The present study focused on explanatory factors that predict students' difficulties with process diagrams, i.e., diagrams that describe a process consisting of components that are related by arrows. From 18 compulsory national Biology exams of secondary school pre-university students, all process diagram tasks (n = 64) were included in corpus. Features of the task, student, and diagram were related to the difficulty of that particular task, indicated by the cohort mean exam score. A hierarchical regression analysis showed main effects for (1) the cognitive task demand, (2) the familiarity of the components, and (3) the number of components in a diagram. All these main effects were in the expected direction. We also observed interactions. Within the category of tasks with a high cognitive demand, tasks about a diagram of which students have low prior content knowledge were more difficult than tasks about a diagram of which students have high prior content knowledge. Tasks with a high cognitive demand about a diagram with familiar arrows were, surprisingly, more difficult than tasks with a high cognitive demand about a diagram with unfamiliar arrows. This latter finding might be attributed to compensation for task difficulty by the large number of components in the diagrams involved. The final model explained 46 % of the variance in exam scores. These results suggest that students have difficulties (1) with tasks that require a deeper understanding when the content is new, (2) with diagrams that use unfamiliar component conventions, and (3) with diagrams that have a small number of components and are therefore probably more abstract.

  15. Science and culture in education : a teacher training course

    OpenAIRE

    Seroglou, F.

    2009-01-01

    Science and Culture in Education” is a teacher training course attended by pre- and in-service teachers at the School of Primary Education at the Aristotle University of Thessaloniki. The course has a design inspired by the history and philosophy of science, uses narratives (movies from the international cinema, documentary films, cartoons etc.) to bring forward the main issues for discussion and is supported by an educational wiki. The three parts of the course focus on: a) scientific event...

  16. Educational Technologies in Health Science Libraries: Teaching Technology Skills

    OpenAIRE

    Hurst, Emily J.

    2014-01-01

    As technology rapidly changes, libraries remain go-to points for education and technology skill development. In academic health sciences libraries, trends suggest librarians provide more training on technology topics than ever before. While education and training have always been roles for librarians, providing technology training on new mobile devices and emerging systems requires class creation and training capabilities that are new to many. To appeal to their users, many health sciences li...

  17. 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

  18. 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.

  19. Inclusive education, Science teaching and scientific language: possible relationships

    Directory of Open Access Journals (Sweden)

    Anna Maria Canavarro Benite

    2015-01-01

    Full Text Available Nowadays, we want an inclusive education at the Society of Information. Thus, it is urgent to teach science in a world where scientific and technologic knowledge is increasingly valued, assuming that is not possible to form a critical citizen without basic knowledge that is needed to conduct trials and options. The exercise of citizenship requires active participation of individuals, with special educational needs or not, in all spheres of society. We intend this paper to present some notes about the complex relationship between inclusive education, science education and scientific language, assuming the urgency of understanding specific needs that can inform science education for this social group. This work is completed with a brief discussion of the characteristics of scientific knowledge.

  20. Obama Announces Science Education Goal at White House Science Fair

    Science.gov (United States)

    Showstack, Randy

    2012-02-01

    With student participants in the second annual White House Science Fair as a backdrop, President Barack Obama announced on 7 February programs to help prepare new math and science teachers and to meet a new goal of having 1 million more U.S. college graduates in science, technology, engineering, and math (STEM) over the next decade than there would be at the current graduation rate. That goal is outlined in a report entitled “Engage to excel,” by the President's Council of Advisors on Science and Technology (PCAST), released the same day. Obama also announced several other initiatives, including a $22 million private-sector investment, led by the Carnegie Corporation of New York, to invest in STEM teacher training. After he toured the science fair projects, Obama said the science fair students “inspire” him. “What impresses me so much is not just how smart you are, but it's the fact that you recognize you've got a responsibility to use your talents in service of something bigger than yourselves,” he said. What these young people are doing is “going to make a bigger difference in the life of our country over the long term than just about anything,” adding, “We've got to emphasize how important this is and recognize these incredible young people who are doing that that I couldn't even imagine thinking about at fifth grade or eighth grade or in high school.”

  1. 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.

  2. Effective Pedagogy in Social Sciences. Educational Practices Series-23

    Science.gov (United States)

    Sinnema, Claire; Aitken, Graeme

    2012-01-01

    This booklet is a synthesis of research on social sciences teaching that has been shown to have a positive effect on a range of desirable student outcomes: cognitive, skills, participatory and affective outcomes. Education in the social sciences plays an important role in developing students' sense of identity and influencing the ways in which…

  3. Critique and Fiction: Doing Science Right in Rural Education Research

    Science.gov (United States)

    Howley, Craig

    2009-01-01

    This essay explains the relevance of fiction to the practice of rural education research, in so doing engaging questions about the nature and purposes of research and, therefore, of science itself. Although many may assume science and fiction (in this account, novels) harbor contrary purposes and devices, this essay argues that, to the contrary,…

  4. Unmasking: On Violence, Masculinity, and Superheroes in Science Education

    Science.gov (United States)

    Broadway, Francis S.; Leafgren, Sheri L.

    2012-01-01

    Through exploration of public mask/private face, the authors trouble violence and its role in science education through three media: schools, masculinity, and science acknowledging a violence of hate, but dwelling on a violence of caring. In schools, there is the poisonous "for your own good" pedagogy that becomes a "for your own good" curriculum…

  5. Toward Enhancing Scholarship of Science Education in College Teaching

    Science.gov (United States)

    Wang, Jianjun; Luo, Xingkai

    2010-01-01

    Quality of science instruction is crucial at the college level due to the increasing demand of scientific literacy. Development of science education has been examined in this article through both contextual and comparative angles of college teaching. Different approaches have been analyzed to merge interdisciplinary efforts that articulate both…

  6. The Clam Trail: Blending Science Education, Public Art, and Tourism

    Science.gov (United States)

    Muscio, Cara; Flimlin, Gef; Bushnell, Rick

    2011-01-01

    The Barnegat Bay Shellfish Restoration's Clam Trail is an award-winning scavenger hunt that combines science education, public art, and tourism. This family adventure has participants seeking out giant painted fiberglass clams, upweller clam nurseries, and points of interest in search of science facts to record on their forms. Upon returning these…

  7. The Application of Community Service Learning in Science Education

    Science.gov (United States)

    Ng, Betsy Ling-Ling

    2012-01-01

    Learning of science has been traditionally conducted in classrooms or in the form of lectures. Science education is usually context-specific learning as students are taught a particular module of content in class. In problem-based learning, they are provided with examples of problems in which they learn how to solve these types of problems.…

  8. Globalization of Science Education: Comment and a Commentary

    Science.gov (United States)

    Fensham, Peter J.

    2011-01-01

    The globalized nature of modern society has generated a number of pressures that impact internationally on countries' policies and practices of science education. Among these pressures are key issues of health and environment confronting global science, global economic control through multi-national capitalism, comparative and competitive…

  9. Current status of nuclear science education and training in India

    International Nuclear Information System (INIS)

    Nuclear science and education and training programmes conducted by the Department of Atomic Energy of India are described. The programmes have helped not only the basic research in nuclear science but also in the application of sophisticated technology in a wide variety of areas. (author) 1 fig.; 3 tabs

  10. A Pedagogical Model for Science Education through Blended Learning

    NARCIS (Netherlands)

    Bidarra, José; Rusman, Ellen

    2015-01-01

    This paper proposes a framework to support science education through blended learning, based on a participatory and interactive approach supported by ICT-based tools, called Science Learning Activities Model (SLAM). The study constitutes a work in progress and started as a response to complex societ

  11. What Is Improvement Science? Do We Need It in Education?

    Science.gov (United States)

    Lewis, Catherine

    2015-01-01

    The theory and tools of "improvement science" have produced performance improvements in many organizational sectors. This essay describes improvement science and explores its potential and challenges within education. Potential contributions include attention to the knowledge-building and motivational systems within schools, strategies…

  12. Reassessing Possible Naturalized Ideology Regarding Science, Education, and Religion

    Science.gov (United States)

    Campbell, Todd

    2006-01-01

    This manuscript asks questions about what may be the naturalized, or taken for granted, ideologies in science education regarding religion. There have been times in history when religion has taken a dogmatic role in limiting the practices of science (e.g., the Roman Catholic Church and Galileo). This manuscript reflects on the dogmatic rule of…

  13. Education in Science, Engineering and Public Policy: A Stocktaking.

    Science.gov (United States)

    Teich, Albert H.; Gold, Barry D.

    1986-01-01

    Contains the preliminary report on the study examining the relationship between education and professional practice in science engineering and public policy (SEPP) undertaken by the American Association for the Advancement of Science (AAAS). The study focused on academic programs that prepared students at the postgraduate level for careers in the…

  14. The Ridge 2000 Program: Promoting Earth Systems Science Literacy Through Science Education Partnerships

    Science.gov (United States)

    Simms, E.; Goehring, E.; Larsen, J.; Kusek, K.

    2007-12-01

    Sponsored by the National Science Foundation, Ridge 2000 (R2K) is a mid-ocean ridge and hydrothermal vent research program with a history of successful education and public outreach (EPO) programs and products. This presentation will share general science and education partnership strategies and best practices employed by the R2K program, with a particular emphasis on the innovative R2K project From Local to EXtreme Environments (FLEXE). As a new project of the international NSF and NASA sponsored GLOBE earth science education program, FLEXE involves middle and high school students in structured, guided analyses and comparisons of real environmental data. The science and education partnership model employed by FLEXE relies on experienced education coordinators within the R2K and international InterRidge and ChEss science research programs, who directly solicit and facilitate the involvement of an interdisciplinary community of scientists in the project based on their needs and interests. Concurrently, the model also relies on the GLOBE program to facilitate awareness and access to a large, established network of international educators who are interested in the process of science and interacting with the scientific community. The predominantly web-based interfaces that serve to effectively link together the FLEXE science and education communities have been developed by the Center for Science and the Schools at Penn State University, and are based on researched educational pedagogy, tools and techniques. The FLEXE partnership model will be discussed in the context of both broad and specific considerations of audience needs, scientist and educator recruitment, and the costs and benefits for those involved in the project.

  15. Outdoor Education: An Alternative Approach in Teaching and Learning Science

    OpenAIRE

    Tuan Mastura Tuan Soh; Tamby Subahan Mohd. Meerah

    2013-01-01

    To understand fully and aware of children’s science learning, one should look not only at learning that takes place in the kindergarten and primary school but also in learning that takes place outside the classroom. This paper aims to discuss outdoor education: an alternative approach in teaching and learning science in the Malaysian context. In this 21st century, the exposure and experience in the field of science and technology are needed in nurturing interest among students who are involve...

  16. Challenges for women in technical and science education in Nigeria

    OpenAIRE

    Charity, Kpabep M.; Kalagbor, Ihesinachi A.

    2013-01-01

    The paper discusses the challenges of women in Science and Technology Education in relation to reforms and development in Nigeria. These challenges, such as socio-cultural factors, can reduce and even inhibit women participation in scientific and technological fields. The study presented here adopted a descriptive survey design to sample the opinion of professional women in Science and Technology and female students studying Science and Technology presently. A representative sample of 406 ...

  17. Bioremediation of oil contaminated soils

    International Nuclear Information System (INIS)

    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

  18. Bioremediation of marine oil pollution

    International Nuclear Information System (INIS)

    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

  19. Enrichment of Science Education Using Real-time Data Streams

    Science.gov (United States)

    McDonnell, J. M.; de Luca, M. P.

    2002-12-01

    For the past six years, Rutgers Marine and Coastal Sciences (RMCS) has capitalized on human interest and fascination with the ocean by using the marine environment as an entry point to develop interest and capability in understanding science. This natural interest has been used as a springboard to encourage educators and their students to use the marine environment as a focal point to develop basic skills in reading, writing, math, problem-solving, and critical thinking. With the selection of model science programs and the development of collaborative school projects and Internet connections, RMCS has provided a common ground for scientists and educators to create interesting and meaningful science learning experiences for classroom application. Student exposure to the nature of scientific inquiry also prepares them to be informed decision-makers and citizens. Technology serves as an educational tool, and its usefulness is determined by the quality of the curriculum content and instructional strategy it helps to employ. In light of this, educational issues such as curriculum reform, professional development, assessment, and equity must be addressed as they relate to technology. Efforts have been made by a number of organizations to use technology to bring ocean science education into the K-12 classroom. RMCS has used he Internet to increase (1) communication and collaboration among students and teacher, (2) the range of resources available to students, and (3) opportunities for students and educators to present their ideas and opinions. Technology-based educational activities will be described.

  20. Building Future Directions for Teacher Learning in Science Education

    Science.gov (United States)

    Smith, Kathy; Lindsay, Simon

    2016-04-01

    In 2013, as part of a process to renew an overall sector vision for science education, Catholic Education Melbourne (CEM) undertook a review of its existing teacher in-service professional development programs in science. This review led to some data analysis being conducted in relation to two of these programs where participant teachers were positioned as active learners undertaking critical reflection in relation to their science teaching practice. The conditions in these programs encouraged teachers to notice critical aspects of their teaching practice. The analysis illustrates that as teachers worked in this way, their understandings about effective science pedagogy began to shift, in particular, teachers recognised how their thinking not only influenced their professional practice but also ultimately shaped the quality of their students' learning. The data from these programs delivers compelling evidence of the learning experience from a teacher perspective. This article explores the impact of this experience on teacher thinking about the relationship between pedagogical choices and quality learning in science. The findings highlight that purposeful, teacher-centred in-service professional learning can significantly contribute to enabling teachers to think differently about science teaching and learning and ultimately become confident pedagogical leaders in science. The future of quality school-based science education therefore relies on a new vision for teacher professional learning, where practice explicitly recognises, values and attends to teachers as professionals and supports them to articulate and share the professional knowledge they have about effective science teaching practice.

  1. Designing for culturally responsive science education through professional development

    Science.gov (United States)

    Brown, Julie C.; Crippen, Kent J.

    2016-02-01

    Educational stakeholders across the globe are demanding science education reform that attends simultaneously to culturally diverse students' needs and promotes academic excellence. Although professional development programs can foster science teachers' growth as culturally responsive educators, effective supports to this end are not well identified. This study examined associations between specific Science Teachers are Responsive to Students (STARTS) program activities and United States high school life science teachers' understanding and enactment of culturally responsive science teaching. Findings suggest: (a) critically examining their practices while learning of students' needs and experiences enabled teachers to identify responsive instructional strategies and relevant science topics for culturally responsive teaching; (b) evaluating culturally responsive exemplars while identifying classroom-based needs allowed teachers to identify contextually appropriate instruction, thereby yielding a robust understanding of the purpose and feasibility of culturally responsive science teaching; and (c) by justifying the use of responsive and reform-based instructional strategies for their classrooms, teachers made purposeful connections between students' experiences and science instruction. We propose a set of empirically based design conjectures and theoretical conjectures to generate adaptable knowledge about preparing culturally responsive science teachers through professional development.

  2. Building Future Directions for Teacher Learning in Science Education

    Science.gov (United States)

    Smith, Kathy; Lindsay, Simon

    2016-02-01

    In 2013, as part of a process to renew an overall sector vision for science education, Catholic Education Melbourne (CEM) undertook a review of its existing teacher in-service professional development programs in science. This review led to some data analysis being conducted in relation to two of these programs where participant teachers were positioned as active learners undertaking critical reflection in relation to their science teaching practice. The conditions in these programs encouraged teachers to notice critical aspects of their teaching practice. The analysis illustrates that as teachers worked in this way, their understandings about effective science pedagogy began to shift, in particular, teachers recognised how their thinking not only influenced their professional practice but also ultimately shaped the quality of their students' learning. The data from these programs delivers compelling evidence of the learning experience from a teacher perspective. This article explores the impact of this experience on teacher thinking about the relationship between pedagogical choices and quality learning in science. The findings highlight that purposeful, teacher-centred in-service professional learning can significantly contribute to enabling teachers to think differently about science teaching and learning and ultimately become confident pedagogical leaders in science. The future of quality school-based science education therefore relies on a new vision for teacher professional learning, where practice explicitly recognises, values and attends to teachers as professionals and supports them to articulate and share the professional knowledge they have about effective science teaching practice.

  3. Combining Art and Science in "Arts and Sciences" Education

    Science.gov (United States)

    Needle, Andrew; Corbo, Christopher; Wong, Denise; Greenfeder, Gary; Raths, Linda; Fulop, Zoltan

    2007-01-01

    Two of this article's authors--an art professor and a biology professor--shared a project for advanced biology, art, nursing, and computer science majors involving scientific research that used digital imaging of the brain of the zebrafish, a newly favored laboratory animal. These contemporary and innovative teaching and learning practices were a…

  4. Activity Sourcebook for Earth Science. Science Education Information Report.

    Science.gov (United States)

    Mayer, Victor J., Ed.

    Designed to provide teachers of earth science with activities and information that will assist them in keeping their curricula up to date, this publication contains activities grouped into six chapters. Chapter titles are: (1) Weather and Climate, (2) Oceans, (3) The Earth and Its Surface, (4) Plate Tectonics, (5) Uses of Space Photography, and…

  5. Food Science Education and the Cognitive Science of Learning

    Science.gov (United States)

    Chew, Stephen L.

    2014-01-01

    In this essay, I argue that the traditional view of teaching, that the teacher's responsibility is to present information that students are solely responsible for learning, has been rendered untenable by cognitive science research in learning. The teacher can have a powerful effect on student learning by teaching not only content, but how to…

  6. Electronic laboratories for nuclear science education

    International Nuclear Information System (INIS)

    We are developing electronic laboratories to help introduce students to nuclear science. An electronic laboratory is a collection of computer simulations of nuclear science experiments. Each program allows students to set experimental parameters, collect data, and analyze results. Experiments can easily be repeated because the computer can compress time. Electronic laboratories are useful for schools with existing nuclear science programs because they can prepare students for actual laboratory work. They are also useful for schools without specialized facilities, since they give students an empirical understanding of nuclear science but do not require specialized equipment. We present three electronic experiments. (author)

  7. Interdisciplinary Educational Collaborations: Chemistry and Computer Science

    Science.gov (United States)

    Haines, Ronald S.; Woo, Daniel T.; Hudson, Benjamin T.; Mori, Joji C.; Ngan, Evey S. M.; Pak, Wing-Yee

    2007-01-01

    Research collaborations between chemists and other scientists resulted in significant outcomes such as development of software. Such collaboration provided a realistic learning experience for computer science students.

  8. Bioremediation of Mixtures of High Molecular Weight Polycyclic Aromatic Hydrocarbons

    Science.gov (United States)

    Xu, H.; Wu, J.; Shi, X.; Sun, Y.

    2014-12-01

    could advance our understanding of HMW PAHs biodegradation and help to develop successful bioremediation strategies. This work was supported by the National Natural Science Foundation of China (41102148), and the Specialized Research Fund for the Doctoral Program of Higher Education of China (20110091120063).

  9. Community College Students' Attitudes toward Postsecondary Science Education

    Science.gov (United States)

    Foster, Clint

    2011-12-01

    Students in the United States are avoiding taking the higher level science courses in secondary and postsecondary academic institutions (Ball, 2000; Braund & Reiss, 2006; Lee & Frank, 1990). There are many careers that do not require students to take those higher level science courses; therefore, students avoid registering for those classes (Madigan, 1997). Many students are pursing science-related degrees and/or certification from community colleges; however, they lack the academic foundations to succeed in science. The purpose of this study was to identify community college students' attitudes and perceptions toward postsecondary science education and the relationship of their attitudes and perceptions toward their academic achievement in postsecondary science. This study examined community college students that were registered in community college science course. Community college students were examined by answering 47 questions on the instrument, Attitudes Toward Science/ Learning Science. The instrument was composed of thirty-eight Likert items, eight demographic items, and one closed-ended item. The study investigated the relationship of community college students' attitudes toward their intended academic major, ethnicity, gender and academic achievement. A 6x5x2 Factorial ANOVA revealed that no significant relationships existed between community college students' intended major and their attitudes toward science education, F(5, 158) = 0.646, p = 0.665. The results of the 6x5x2 Factorial ANOVA revealed that there were no statistically significant differences between the community college students' ethnicity and attitude toward science, F(4, 158) = 1.835, p = 0.125. The results of 6x5x2 Factorial ANOVA revealed that no statistically significant differences existed between the community college students' gender and attitude toward science, F(1, 158) = 0.203, p = 0.653. The Pearson's R Coefficient provided results that indicated that there were no statistically

  10. Education, Psychology, and Social Science: Common Pathways for Teaching Peace.

    Science.gov (United States)

    Stomfay-Stitz, Aline M.

    This paper explores the contributions of several disciplines of the social sciences to peace education and peace psychology and focuses on positive gains in several aspects of peace education and conflict resolution witnessed by the researcher in over 10 years of work. The paper contains the following sections: (1) Introduction; (2) "Definitions…

  11. Higher Education Database Created by Family and Consumer Sciences Taskforce

    Science.gov (United States)

    Vincenti, Virginia B.; Stewart, Barbara L.

    2007-01-01

    The Taskforce for Higher Education Program Advancement (TFPA) represents five family and consumer sciences organizations, boards, and administrative groups. Its mission "to proactively and collaboratively strengthen FCS higher education programs" has yielded multiple initiatives including a new database. The TFPA Web Interface System (TFPA-WIS)…

  12. Family and Consumer Sciences Delivers Middle School Multicultural Education

    Science.gov (United States)

    Clauss, Barbara A.

    2006-01-01

    In this article, the author talks about valuing individual and group differences and knowing how to interact effectively with a variety of people in school through multicultural education in a middle school family and consumer sciences setting. Here, she answers the questions: (1) Why multicultural education? (2) Why middle school? and (3) Why…

  13. Between Faith and Science: World Culture Theory and Comparative Education

    Science.gov (United States)

    Carney, Stephen; Rappleye, Jeremy; Silova, Iveta

    2012-01-01

    World culture theory seeks to explain an apparent convergence of education through a neoinstitutionalist lens, seeing global rationalization in education as driven by the logic of science and the myth of progress. While critics have challenged these assumptions by focusing on local manifestations of world-level tendencies, such critique is…

  14. The Future of Library and Information Science Education.

    Science.gov (United States)

    White, Herbert S.

    1986-01-01

    This essay attempts to forecast direction of specific change in library and information science education and examines a number of alternative responses to political pressures from practitioners, the larger academic community, and the general public. A scenario of close cooperation between educator and practitioner communities is proposed. Five…

  15. National Ukrainian grid infrastructure (ugrid) for sciences and educations

    OpenAIRE

    Zgurovsky, М.; Petrenko, А.

    2006-01-01

    Development of Ukrainian national GRID infrastructure is considered. Main components of this GRID are: Ukrainian Research and Academic Network, the system of distance learning, distributed information resources in education and science, electronic libraries and the administrative and educational system “Osvita”. Gridinfrastructure provides the Ukrainian universities, research centres and virtual laboratories by the information and required computational resources. In conclusion the internatio...

  16. The Future: The Hidden Dimension in Science Education.

    Science.gov (United States)

    Lloyd, David

    Over the last ten or so years this researcher's educational focus has been on providing a science education program that is both liberating and empowering for students. Although there have been a number of motivating themes, the central one has been his work with student images of the future. He has taken these seriously and used them to inform by…

  17. Lunar Science Opportunities for Students within Higher Education

    Science.gov (United States)

    Bailey, B.; Daou, D.; Minafra, J.

    2011-10-01

    The NASA Lunar Science Institute (NLSI) is a virtual institute focused on lunar science, training the next generation of lunar scientists, and education and public outreach. As part of the NLSI mission, we act as a hub for opportunities that engage the public through education and outreach efforts in addition to forming new interdisciplinary, scientific collaborations. This talk will outline several opportunities for undergraduate and graduate students as well as earlycareer scientists and engineers to engage the lunar science and exploration communities through workshops, conferences, online seminars and classes, student exchange programs and internships.

  18. VirtualGalathea3: Education Based on Galathea 3 Science!

    DEFF Research Database (Denmark)

    Hasager, Charlotte Bay

    -based education is through peer-reviewed journals, then in popular form and finally to educational material, a process often taking months to years. In contrast, Galathea3 aimed to provide educational material much faster having teachers onboard and several journalists. VirtuelGalathea3 education is formulated in...... close collaboration between skilled teachers and the scientists while the scientists were at the same time analysing results. It gives certain challenges, yet the advantage is that the brand new educational material is state-ofthe- art in regard to the specific science topics, several on climate change...

  19. University receives $1.4 million science education award from Howard Hughes Medical Institute to support innovate undergraduate science education

    OpenAIRE

    Owczarski, Mark

    2010-01-01

    Virginia Tech was among 50 top research universities nationwide to receive a Precollege and Undergraduate Science Education Program award from the Howard Hughes Medical Institute (HHMI) that will be used to encourage university faculty to develop new ways to teach and inspire undergraduate students about science and research.

  20. Reverse Your Science Fair with Educational Partnerships

    Science.gov (United States)

    Rose, Jordan; Zardetto-Smith, Andrea; Mu, Keli; Demetrikopoulos, Melissa K.

    2004-01-01

    This article suggests several ways teachers can get their students really excited about science by bringing scientists to the science fair in a different role than the traditional "judge." With a bit more effort, scientists can become actively involved as presenters of hands-on activities. This article discusses: what happens when the tables are…

  1. Emerging areas of science: Recommendations for Nursing Science Education from the Council for the Advancement of Nursing Science Idea Festival.

    Science.gov (United States)

    Henly, Susan J; McCarthy, Donna O; Wyman, Jean F; Heitkemper, Margaret M; Redeker, Nancy S; Titler, Marita G; McCarthy, Ann Marie; Stone, Patricia W; Moore, Shirley M; Alt-White, Anna C; Conley, Yvette P; Dunbar-Jacob, Jacqueline

    2015-01-01

    The Council for the Advancement of Nursing Science aims to "facilitate and recognize life-long nursing science career development" as an important part of its mission. In light of fast-paced advances in science and technology that are inspiring new questions and methods of investigation in the health sciences, the Council for the Advancement of Nursing Science convened the Idea Festival for Nursing Science Education and appointed the Idea Festival Advisory Committee (IFAC) to stimulate dialogue about linking PhD education with a renewed vision for preparation of the next generation of nursing scientists. Building on the 2005 National Research Council report Advancing The Nation's Health Needs and the 2010 American Association of Colleges of Nursing Position Statement on the Research-Focused Doctorate Pathways to Excellence, the IFAC specifically addressed the capacity of PhD programs to prepare nursing scientists to conduct cutting-edge research in the following key emerging and priority areas of health sciences research: omics and the microbiome; health behavior, behavior change, and biobehavioral science; patient-reported outcomes; big data, e-science, and informatics; quantitative sciences; translation science; and health economics. The purpose of this article is to (a) describe IFAC activities, (b) summarize 2014 discussions hosted as part of the Idea Festival, and (c) present IFAC recommendations for incorporating these emerging areas of science and technology into research-focused doctoral programs committed to preparing graduates for lifelong, competitive careers in nursing science. The recommendations address clearer articulation of program focus areas; inclusion of foundational knowledge in emerging areas of science in core courses on nursing science and research methods; faculty composition; prerequisite student knowledge and skills; and in-depth, interdisciplinary training in supporting area of science content and methods. PMID:26187079

  2. Library and Information Science Education in Uttar Pradesh

    OpenAIRE

    Mohammad Yusuf

    2010-01-01

    The paper highlights importance of Library and Information Science (LIS) education in UP and describes purpose, objectives, and scope of the study. It assess status of LIS education with the help of various indicators, i.e., growth of universities/LIS schools,status of universities, level of courses, mode of education and location of library schools of the state. The paper also finds out variations/discrepancies and suggests several measures for scientific growth and development of LIS educat...

  3. Library and Information Science Education in India: A Historical Perspective

    OpenAIRE

    Krishan Kumar; Jaideep Sharma

    2010-01-01

    The paper presents a historical perspective of Library and Information Science (LIS) education in India, and traces the growth and development of the subject. LIS education began under the patronage of the erstwhile Maharaja of Baroda when he invited an American librarian to set up public libraries in the state. After independence, Library Associations in the country continued with the efforts of developing LIS education in India. The discipline got recognition with the introduction of variou...

  4. Library and Information Science Education in India: Some Government Initiatives

    OpenAIRE

    Manoj K. Joshi

    2010-01-01

    Library and information science education in India is completing a century of its existence. A lot of progress has been made during this period. Many government initiatives taken by different agencies have been instrumental in this development. The larger initiatives like Radhakrishnan Commission; Kothari Commission; National Policy on Education-1968, 1986, 1992; National Knowledge Commission and functioning of institutions such as UGC, NAAC, DEC have influenced the entire higher education se...

  5. Unpacking the Relationship Between Science Education and Applied Scientific Literacy

    Science.gov (United States)

    Crowell, Amanda; Schunn, Christian

    2016-02-01

    Scientific literacy has many meanings: it can be thought of as foundational knowledge, foundational critical thinking skills, or the application of these two foundations to everyday decision making. Here, we examine the far transfer scenario: do increases in science education lead to everyday decision-making becoming more consistent with consensus scientific knowledge? We report on a large sample of employees of a mixed urban/rural county representing a diverse range of careers, who completed an anonymous survey about their environmental conservation actions at home, as well as their general education level and their science coursework. Across broad and narrow measures of science education, we find little impact on action. Possible causes of this failure of transfer and the implications for changes in science instruction are discussed.

  6. 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.

  7. Medical Sciences Division Oak Ridge Institute for Science and Education report for 1992

    Energy Technology Data Exchange (ETDEWEB)

    1992-12-31

    Research programs from the medical science division of the Oak Ridge Institute for Science and Education (ORISE) are briefly described in the following areas: Biochemistry, cytogenetics, microbiology, center for epidemiologic research, radiation medicine, radiation internal dose information center, center for human reliability studies, facility safety, occupational medicine, and radiation emergency assistance center/training site.

  8. Cultural Diversity in Science Education through "Novelization": Against the "Epicization" of Science and Cultural Centralization

    Science.gov (United States)

    van Eijck, Michiel; Roth, Wolff-Michael

    2011-01-01

    Science educators are confronted with the challenge to accommodate in their classes an increasing cultural and linguistic diversity that results from globalization. Challenged by the call to work towards valuing and keeping this diversity in the face of the canonical nature of school science discourse, we propose a new way of thinking about and…

  9. Innovation in South African Science Education (Part I): Science Teaching Observed.

    Science.gov (United States)

    MacDonald, M. Allyson; Rogan, John M.

    1988-01-01

    Analyzed and compared the teaching behavior of teachers who had been trained to use Science Education Project (SEP) materials with the teaching behavior of teachers using traditional approaches. Reviewed some relevant research on observations of science teaching and presented the results of the comparative study. (CW)

  10. Geology as an Historical Science: Its Perception within Science and the Education System.

    Science.gov (United States)

    Dodick, Jeff; Orion, Nir

    2003-01-01

    Explains how geology has been ignored as a pre-college science subject. Examines some of the historically-based influences that have affected its status within the educational system. Suggests that geology, as a science, having been treated as being derived from physics, is a key factor which is supported by episodes in which geology and physics…

  11. Making a map of science: general systems theory as a conceptual framework for tertiary science education

    Science.gov (United States)

    Gulyaev, Sergei A.; Stonyer, Heather R.

    2002-07-01

    As a result of the reductionist approach to science curricula in tertiary education, students are learning science in a fragmented way. With the purpose of providing students with tools for a more holistic understanding of science, an integrated approach based on the use of general systems theory (GST) and the concept of 'mapping' scientific knowledge (its relationships, connections and generalities) is developed. GST is used as the core methodology for understanding science and its complexity. By analogy with geographic maps, we introduce scales of educational 'science maps' - scales of integration. Three principal scales of integration can be distinguished in GST, which we consider necessary for GST to be effectively applied in education. They are (a) the scale of branches and fields of science, (b) the scale of hypotheses and theories, and (c) the scale of structures and hierarchies. Examples of each of these three scales are provided from the field of physical science. The role of the scientific community in producing accessible, and essential, maps of scientific knowledge for science education is discussed.

  12. Finitude, Fallibilism and Education towards Non-Dogmatism: Gadamer's Hermeneutics in Science Education

    Science.gov (United States)

    Leiviska, Anniina

    2013-01-01

    The philosophy of science has witnessed continuous controversy since the mid-twentieth century regarding the justification of science's privileged position, and which has also reverberated in the philosophy of science education. This contribution brings to the discussion the viewpoint of Hans-Georg Gadamer's philosophical hermeneutics. I…

  13. International Science Olympiad participants' experiences and perceptions on private education

    Science.gov (United States)

    Park, Kyeong jin; Ryu, Chun-Ryol; Choi, Jinsu

    2016-04-01

    The International Science Olympiad is an international intellectual olympic in which students, aging under 20 and who have not entered university, compete using their creative problem solving skills in the field of science. Many nations participate in the Olympiad with great interest, for this competition is a global youth science contest which is also used to measure national basic science levels. However in Korea, benefits for Olympiad participants were reduced because issues were risen that the Olympiad could intensify private education. This resulted in a continuous decrease in the number of applicants, bringing national competitiveness deterioration to concern. Therefore in this study, we identified the problems by analyzing the actual conditions of Olympiad participants' private education, and sought support plans to activate Olympiad participation. For this use, we conducted a survey of 367 summer school and winter school acceptees in 9 branches. 68.9% of the students were preparing for the Olympiad by private education, and the highest percentage answered that their private education expenses were an average of 3~5 million won. Olympiad preparation took up 30~50% of all private education, showing that private education greatly influences the preparing processes for the Olympiad. Meanwhile the participants perceived that in order to reduce Olympiad-related private education, the following should be implemented priority: supply of free high-quality on-line education materials, and easy access to Olympiad related information. It was also suggested that the most effective and needed education methods were school olympiad preparation classes, on-line education expansion, and special lectures and mentoring from olympiad-experienced senior representatives. Additionally, as methods to activate Olympiad participation, it was thought that award records should be allowed to be used in college applications by enabling award records into student records and special

  14. 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.

  15. Education and Environment Science: Role of Teacher

    OpenAIRE

    Powar Rajaram B

    2012-01-01

    Nowadays whole world is facing various Environmental issues. GlobalWarming, Pollution, Deforesting, and others. Some International and Nationalconferences discussed on such issues and gave new programs for solving such problem,but they expected some programs from Non Government Organization, PrivateInstitution, and Education system. That's why education is depending on the thinkingability of Teacher. Teacher is the base of education system. So there should be trainingfor student-teacher. If w...

  16. Space Research, Education, and Related Activities In the Space Sciences

    Science.gov (United States)

    Black, David

    2002-01-01

    The mission of this activity, known as the Cooperative Program in Space Sciences (CPSS), is to conduct space science research and leading-edge instrumentation and technology development, enable research by the space sciences communities, and to expedite the effective dissemination of space science research, technology, data, and information to the educational community and the general public. To fulfill this mission, the Universities Space Research Association (USRA) recruits and maintains a staff of scientific researchers, operates a series of guest investigator facilities, organizes scientific meetings and workshops, and encourages various interactions with students and university faculty members. This paper is the final report from this now completed Cooperative Agreement.

  17. Innovations in Ocean Sciences Education at the University of Washington

    Science.gov (United States)

    Robigou, V.

    2003-12-01

    A new wave of education collaborations began when the national science education reform documents (AAAS Project 2061 and National Science Education Standards) recommended that scientific researchers become engaged stakeholders in science education. Collaborations between research institutions, universities, nonprofits, corporations, parent groups, and school districts can provide scientists original avenues to contribute to education for all. The University of Washington strongly responded to the national call by promoting partnerships between the university research community, the K-12 community and the general public. The College of Ocean and Fishery Sciences and the School of Oceanography spearheaded the creation of several innovative programs in ocean sciences to contribute to the improvement of Earth science education. Two of these programs are the REVEL Project and the Marine Science Student Mobility (MSSM) program that share the philosophy of involving school districts, K-12 science teachers, their students and undergraduate students in current, international, cutting-edge oceanographic research. The REVEL Project (Research and Education: Volcanoes, Exploration and Life) is an NSF-funded, professional development program for middle and high school science teachers that are determined to use deep-sea research and seafloor exploration as tools to implement inquiry-based science in their classrooms, schools, and districts, and to share their experiences with their communities. Initiated in 1996 as a regional program for Northwest science educators, REVEL evolved into a multi-institutional program inviting teachers to practice doing research on sea-going research expeditions. Today, in its 7th year, the project offers teachers throughout the U. S. an opportunity to participate and contribute to international, multidisciplinary, deep-sea research in the Northeast Pacific ocean to study the relationship between geological processes such as earthquakes and

  18. Incorporating Spirituality into Health Sciences Education.

    Science.gov (United States)

    Schonfeld, Toby L; Schmid, Kendra K; Boucher-Payne, Deborah

    2016-02-01

    Researchers are beginning to collect empiric data about coping mechanisms of health science students. Yet, there is an important aspect of coping with stress that is only partially addressed in health sciences curricula: students' spiritual well-being. In this essay, we describe a course in spirituality and health care that we offered to fourth-year medical students, as well as a small empirical study we conducted to assess students' spiritual needs and practices. We then offer reflections on the broad applicability of this work to students in the health sciences more generally, including suggestions for curriculum interventions that may ensure students' success. PMID:25404167

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

    International Nuclear Information System (INIS)

    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

  20. 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

  1. ORD RESEARCH PRIORITIES IN BIOREMEDIATION

    Science.gov (United States)

    ORD is conducting research on bioremediation impacting Superfund sites, RCRA facilities, underground storage tanks and oil spills. Work supporting Superfund is focused on understanding monitored natural recovery in sediments for contaminants including PCBs and PAHs. Under RCRA,...

  2. Mechanisms for Facilitating a Vital and Dynamic Education System: Fundamental Roles for Education Science and Technology

    OpenAIRE

    Pea, Roy D.; Soloway, Elliot

    1987-01-01

    Final Report for the Office of Technology Assessment U. S. Congress - 144 pages This report was prepared as one component of an OTA project entitled "Educational Technology: An Assessment of Practice and Potential," requested by the U.S. House Committee on Education and Labor. The objectives of our particular project were: (1) synthesize current activities and directions of research in education science (the cognitive, social and instructional sciences), and (2) characterize how opportunit...

  3. Bioremediation of oil spills

    International Nuclear Information System (INIS)

    For some years now UK and European oil spill response agencies, together with oil companies having an exploration or production interest in the European area, have been developing interest in the possible use of bioremediation techniques in combatting oil spills. The interest has accelerated in the aftermath of Exxon Valdez but there is significant scepticism over the actual value of the technique. The promise of increased rates of oil degradation, using bacteria or nutrients, does not yet appear to have been properly validated and there is concern over possible knock-on environmental effects. In consequence the response agencies are reluctant to bring the technique into their current combat armory. Some of the questions raised are: What efficacious techniques are available and how were they proven? On what type of oils can they be used? What is the scope for their use (at sea, type of coastline, temperature limitations, etc.)? What are the short and long term effects? Does bioremediation really work and offer a potential tool for oil spill clean-up? How do cleaning rates compare with natural recovery? There are many others. The view of the European Commission is that there should be a coordinated effort to answer these questions, but that effort should be properly targeted. I concur strongly with this view. The tasks are too large and varied for piecemeal attention. The European Commission wishes to initiate appropriate coordinated work, directed at the needs of European nations but which will subsequently inform the international response community through the International Maritime Organization and its Oil Pollution Preparedness and Response Cooperation initiative

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

    Energy Technology Data Exchange (ETDEWEB)

    Krauss, Lawrence (Case Western Reserve University)

    2005-12-05

    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.

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

    International Nuclear Information System (INIS)

    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.

  6. Improving Science Education for Sustainable Development

    OpenAIRE

    Eijck, van, Jan; Roth, W-M

    2007-01-01

    Data from an environmental education project demonstrate how a learning framework that is consistent with contemporary ethology, and represents humans as self-determined yet integral parts of their environment, contributes both to the improvement of education and to a sustainable future.

  7. Crow Education Partnership: Science in a Cultural Context

    Science.gov (United States)

    Kelly, S. B.; NASA Astrobiology Institute Icy Worlds Science Team; Whillans Ice Stream Subglacial Access Research Drilling (Wissard) Science Team

    2011-12-01

    Join us to learn more about a developing science education partnership on the Crow Indian Reservation, in South Central Montana. Through this partnership we are designing culturally-relevant STEM science enrichment activites that focus on extreme environments for the Upper Elementary grades in the Hardin School District. The district encompasses three intermediate schools in a rural setting, with a largely Native American student body. Intermediate School teachers from Hardin, scientists and graduate students at Montana State University, and Crow tribal members are working together to develop inquiry-based science activities for students and teachers. Through the use of hands-on interactions, online technologies and field experiences, we are providing monthly science interaction for the classroom, and modeling inquiry-based activities for the teachers and community members. In addition to developing activities, we are working with Crow tribal members and teachers to tie science activities to the national standards and school district curriculum, while at the same time connecting science activities to Crow history and culture. Our blended education model which utilizes face to face interactions and video-conferencing, engages MSU graduate students in the teaching process. Graduate students are developing science communication skills and learning the importance of cross-cultural communication, while the teachers and intermediate students are gaining science content knowledge and direct interactions with authentic science experiences. We are developing a true partnership and community of learning through our efforts.

  8. Between training and popularization: Regulating science textbooks in secondary education.

    Science.gov (United States)

    Shapiro, Adam R

    2012-03-01

    Recruitment into the scientific community is one oft-stated goal of science education--in the post-Sputnik United States, for example--but this obscures the fact that science textbooks are often read by people who will never be scientists. It cannot be presupposed that science textbooks for younger audiences, students in primary and secondary schools, function in this way. For this reason, precollegiate-level science textbooks are sometimes discussed as a subset of literature popularizing science. The high school science classroom and the textbook are forums for exposing the public to science. The role of governments and educational institutions in regulating the consumption of these texts not only determines which books are used; it influences how they are written, read, and deemed authoritative. Therefore such science textbooks should not be seen as (at best) the disjunction of texts-for-training and books-for-popularization. A changing sense of what "textbooks" are compels a different understanding of their use in the history of science. PMID:22655341

  9. Music Education and the Earth Sciences

    Science.gov (United States)

    Beauregard, J. L.

    2011-12-01

    Capturing the interest of non-science majors in science classes can be very difficult, no matter what type of science course it is. At Berklee College of Music, this challenge is especially daunting, as all students are majoring in some type of music program. To engage the Berklee students, I am trying to link the material in Earth science courses to music. The connection between Earth science and music is made in several different ways within the curriculum of each class, with the main connection via a final project. For their projects, students can use any creative outlet (or a standard presentation) to illustrate a point related to the course. Many students have chosen to compose original music and perform it for the class. Some examples of their work will be presented. These original compositions allow students to relate course material to their own lives. Additionally, since many of these students will enter professional careers in the performance and recording industries, the potential exists for them to expose large audiences to the issues of Earth sciences through music.

  10. 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!

  11. Offering a Geoscience Professional Development Program to Promote Science Education and Provide Hands-on Experiences for K-12 Science Educators

    Science.gov (United States)

    Fakayode, Sayo O.; Pollard, David A.; Snipes, Vincent T.; Atkinson, Alvin

    2014-01-01

    Development of an effective strategy for promoting science education and professional development of K-12 science educators is a national priority to strengthen the quality of science, technology, engineering, and mathematics (STEM) education. This article reports the outcomes of a Geoscience Professional Development Program (GPDP) workshop…

  12. Praxeologies and Institutional Interactions in the Advanced Science Teacher Education

    DEFF Research Database (Denmark)

    Rasmussen, Klaus

    The present thesis consists of six papers that address three important aspects in mathematics and science teacher education: ‘Integrating two or more teaching disciplines’, ‘learning from practice’ and ‘interaction between institutions’. These aspects are studied in combination as they have...... pre-service teachers, mentoring teachers, teacher educators and university researchers. The study of interacting institutions in ASTE is inseparable from the other aspects, as focus is on the processes which shape the nature of integrated curriculum and courses. Preferences held at each institution...... unfolded in the context of developing and implementing a Danish education programme called the Advanced Science Teacher Education (ASTE), that aim to educate lower secondary school teachers, who among other things are to excel at interdisciplinarity. The essence of integrated teaching is elusive and...

  13. A consideration on issues of the science education in Japan

    International Nuclear Information System (INIS)

    The paper discusses the features of the science education of Japan based on the international data on the science achievement test scores of the school children. Furthermore, the paper introduces the world inquiry surveys on the scientific knowledge of ordinary adults, which is shown by the National Science Foundation, USA. The author will give what the science education of Japan should be in future. The 14 years-age middle school pupils of Japan had gotten the higher scores of science and mathematics achievement tests among the world, i.e. they had been between the first and the third positions in the three time tests from 1964 to 1995. The Japanese showed the extremely narrow distribution of the score. On the other hand, the Singapore and the USA showed the wide spread distributions. Another point of the Japanese pupils was weak capability to put their knowledge to practical use. They knew well that carbon dioxide came out from burning of carbon. However, few knew why carbon dioxide extinguished the fires. The NSF of USA had done the inquiry survey for the ordinary adults' knowledge on molecule, DNA, radiation, radioactivity and so on. In this case the Japanese were almost in the worst group. It is recommended that the education in the real life practice in the natural world should give more emphasis in the science education rather than studies on the papers in Japan. (Y. Tanaka)

  14. Science education: the need for an interdisciplinary approach

    Directory of Open Access Journals (Sweden)

    Loredana MARCU

    2007-05-01

    Full Text Available With today's evolving science and technology, there is a desperate need for retailoring science education. Whether biology or physics, chemistry or computing, mathematics or engineering, one should seek for interaction between disciplines not only at research level but also at teaching levels. The term 'interdisciplinary' is increasingly gaining meaning for the new generation of researchers and educators as the novel approaches to all areas of science are based on multidisciplinary methods. Fields such as medical physics, biochemistry, computational biology, bioengineering, physical chemistry, just to mention some, are a valid proof of the need for interaction between sciences. Often students are confused regarding their future, as they are not aware of the applicative side of their chosen discipline. Furthermore, both undergraduate and postgraduate students encounter frequent gaps in their knowledge because of the lack of coordination and interaction between disciplines. These hiccups in the educational system could be overcome through a better organization of curriculum. An example of interdisciplinary approach in science education is medical physics. A medical physicist must have a multidisciplinary vision of physics, otherwise the goals of this developing area are not met. The aim of the present talk is to illustrate the branching science of medical physics, the need for its correlation with molecular biology, chemistry, computing, mathematics and technology, and to underline its ultimate goal: to be of service, as an adjuvant field, to the novel areas of medicine.

  15. Teacher content knowledge in the context of science education reform

    Science.gov (United States)

    Doby, Janice Kay

    1997-12-01

    The decline of science education in elementary schools has been well documented. While numerous efforts have been made for the purpose of reforming science education, most of those efforts have targeted science programs, assessment techniques, and setting national, state, and local standards, stressing teacher accountability for meeting those standards. However, inadequate science content knowledge of preservice teachers limits their ability to master effective teaching strategies, and also may foster negative attitudes toward science and science teaching. It is, therefore, highly unlikely that any significant reform in science education will be realized until this major underlying problem is addressed and resolved. The purpose of this study was to examine the effects of an experimental elementary science methods course, which employs the use of laser videodisc technology and instructional implications from cognitive science and instructional design, in terms of preservice teacher gains in Earth and physical science content knowledge and locus of control in science. The experimental elementary science methods course was compared to a more traditional approach to the same course which focused primarily on methods of teaching in the physical sciences and other science domains. The experimental and traditional groups were compared before and after treatment in terms of preservice teachers' content knowledge in Earth and physical science and locus ofcontrol in science. Results indicated that the experimental and traditional groups were comparable prior to treatment. The experimental group (89 preservice teachers) responded correctly to 45% of the items on the Elementary Science Concepts Test (ESCT) pretest and the traditional group (78 preservice teachers) responded correctly to 42% of the pretest items, the difference between groups being nonsignificant. Further, the experimental and traditional groups scored similarly on the pre-assessment of locus of control in

  16. Ability grouping and science education reform: Policy and research base

    Science.gov (United States)

    Lynch, Sharon

    This article reviews current policy trends concerning the practice of ability grouping in K-12 science education. Relevant statements of key policy-making, policy-influencing organizations such as the NSTA, AAAS, NSF, the National Research Council, the U.S. Office of Education Department of Civil Rights, NAACP, the National Governors' Association, programs related to the Jacob Javits Grants for the Gifted and Talented, and others are summarized. The author's interpretation of the various positions are presented herein. The article also explores the research base supporting the various policies on grouping by examining selected general research literature on grouping, followed by research that is science education specific. Methodological issues color the research findings. The ethical and pragmatic implications of developing research and policy are discussed. The conclusions are that there is a dearth of recent empirical research specifically related to ability grouping in science, and that the time is ripe for the concerted development of a research agenda by key players in science education reform. Moreover, as controversial and value-laden as the topic is, it should be noted that grouping practices alone are unlikely to influence science education reform unless considered in the context of comprehensive restructuring efforts at the local school level.Received: 10 April 1993; Revised: 26 August 1993;

  17. The theoretical cognitive process of visualization for science education.

    Science.gov (United States)

    Mnguni, Lindelani E

    2014-01-01

    The use of visual models such as pictures, diagrams and animations in science education is increasing. This is because of the complex nature associated with the concepts in the field. Students, especially entrant students, often report misconceptions and learning difficulties associated with various concepts especially those that exist at a microscopic level, such as DNA, the gene and meiosis as well as those that exist in relatively large time scales such as evolution. However the role of visual literacy in the construction of knowledge in science education has not been investigated much. This article explores the theoretical process of visualization answering the question "how can visual literacy be understood based on the theoretical cognitive process of visualization in order to inform the understanding, teaching and studying of visual literacy in science education?" Based on various theories on cognitive processes during learning for science and general education the author argues that the theoretical process of visualization consists of three stages, namely, Internalization of Visual Models, Conceptualization of Visual Models and Externalization of Visual Models. The application of this theoretical cognitive process of visualization and the stages of visualization in science education are discussed. PMID:24790828

  18. Extending Collective Practices of Doctoral Education from Natural to Educational Sciences

    Science.gov (United States)

    Hakkarainen, Kai; Hytönen, Kaisa; Makkonen, Juho; Lehtinen, Erno

    2016-01-01

    The purpose of the present investigation was to examine how a collective knowledge-creation-oriented approach to doctoral education is being adopted in research within the field of education. The authors interviewed nine leaders of national centres of excellence in science research and 12 education professors whose research communities cultivate…

  19. UNESCO’s New Earth Science Education Initiative for Africa

    Science.gov (United States)

    Missotten, R.; Gaines, S. M.; de Mulder, E. F.

    2009-12-01

    The United Nations Education Science Culture and Communication Organization (UNESCO) has recently launched a new Earth Science Education Initiative in Africa. The overall intention of this Initiative is to support the development of the next generation of earth scientists in Africa who are equipped with the necessary tools, networks and perspectives to apply sound science to solving and benefiting from the challenges and opportunities of sustainable development. The opportunities in the earth sciences are great, starting with traditional mineral extraction and extending into environmental management such as climate change adaptation, prevention of natural hazards, and ensuring access to drinking water. The Earth Science Education Initiative has received strong support from many different types of partners. Potential partners have indicated an interest to participate as organizational partners, content providers, relevant academic institutes, and funders. Organizational partners now include the Geological Society of Africa (GSAf), International Center for Training and Exchanges in the Geosciences (CIFEG), Association of African Women Geoscientists (AAWG), International Year of Planet Earth (IYPE), and International Union of Geological Sciences (IUGS). The activities and focus of the Initiative within the overall intention is being developed in a participatory manner through a series of five regional workshops in Africa. The objective of these workshops is to assess regional capacities and needs in earth science education, research and industry underlining existing centers of excellence through conversation with relevant regional and international experts and plotting the way ahead for earth science education. This talk will provide an update on the outcomes of the first three workshops which have taken place in Luanda, Angola; Assiut, Egypt; and Cape Town; South Africa.

  20. Educational Robot Kits: choices for Education in Science

    Directory of Open Access Journals (Sweden)

    Roseli Fornaza

    2016-02-01

    Full Text Available Connected to technological innovations, Educational Robot kits gain prominence for their ability to promote interdisciplinary and team work, motivating students participation during learning activities. However, the insertion of the Robotics in education also brings challenges of diverse natures. The first challenge consists on the choice of the most appropriate robot kit regarding its resources, restrictions and the necessity of pedagogical support to educators. In order to take decisions, technical and educational information are necessary. To contribute to this matter, this work presents and compares three Educational Robot kits to schoolar use.

  1. Nuclear science and technology education and training in Indonesia

    International Nuclear Information System (INIS)

    Deployment of nuclear technology requires adequate nuclear infrastructure which includes governmental infrastructure, science and technology infrastructure, education and training infrastructure, and industrial infrastructure. Governmental infrastructure in nuclear, i.e. BATAN (the National Nuclear Energy Agency) and BAPETEN (the Nuclear Energy Control Agency), need adequate number of qualified manpower with general and specific knowledge of nuclear. Science and technology infrastructure is mainly contained in the R and D institutes, education and training centers, scientific academies and professional associations, and national industry. The effectiveness of this infrastructure mainly depends on the quality of the manpower, in addition to the funding and available facilities. Development of human resource needed for research, development, and utilization of nuclear technology in the country needs special attention. Since the national industry is still in its infant stage, the strategy for HRD (human resource development) in the nuclear field addresses the needs of the following: BATAN for its research and development, promotion, and training; BAPETEN for its regulatory functions and training; users of nuclear technology in industry, medicine, agriculture, research, and other areas; radiation safety officers in organizations or institutions licensed to use radioactive materials; the education sector, especially lecturers and teachers, in tertiary and secondary education. Nuclear science and technology is a multidisciplinary and a highly specialized subject. It includes areas such as nuclear and reactor physics, thermal hydraulics, chemistry, material science, radiation protection, nuclear safety, health science, and radioactive waste management. Therefore, a broad nuclear education is absolutely essential to master the wide areas of science and technology used in the nuclear domain. The universities and other institutions of higher education are the only

  2. A Critique of Science Education as Sociopolitical Action from the Perspective of Liberal Education

    Science.gov (United States)

    Hadzigeorgiou, Yannis

    2015-04-01

    This paper outlines the rationale underpinning the conception of science education as sociopolitical action, and then presents a critique of such a conception from the perspective of liberal education. More specifically, the paper discusses the importance of the conception of science education as sociopolitical action (e.g., it can provide students with opportunities to link school and society, it can offer them opportunities for more meaningful experiences, and it can also empower them as citizens) and then raises questions about the content of school science, about the place and value of scientific inquiry, and about the opportunities students have for self-directed inquiry. The central idea behind the critique is that a conception of science education as sociopolitical action downplays the importance of knowledge for its own sake and totally neglects the personal/aesthetic dimension of science.

  3. Maxwell, Hertz and Marconi, using the history of science and technology in science education

    Science.gov (United States)

    Zito, Fredrick Anthony

    This dissertation examines the possibility of using a Kuhnian framework to enhance the use of history in the teaching of science. The Kuhnian framework of "revolutionary" and "normal" science, it is noted, provides a simplifying yet explanatory framework for students of science, at the same time making it possible to show the daily life of scientists. Rather than focus only on heroes of science, the work examines the important work of the "normal" scientist and their interplay with "revolutionary" scientists. It is argued that seeing the daily life of the scientist within this framework can show students of science the profound impact of the seemingly simple contributions of the work of scientists. In addition, it is noted that viewing the history of science as shifting paradigms and scientific revolutions will not only enhance students' scientific literacy, but possibly enhance their willingness to pursue science education. A review of the theoretical literature surrounding Kuhn, his followers and his critics, suggest the framework is still salient among educators. A review of the empirical literature and some educational practices suggests that educators see this approach to be effective, especially when the framework and case materials are carefully crafted. The empirical literature also suggests that there is a gap between the prescribed standards (national and state) for teaching the history of science, and actual classroom practice. The Kuhnian framework shows promise for bridging this gap. The dissertation then uses a case history of the discovery of electromagnetic radiation by Faraday, Maxwell, and Hertz et al., culminating in the development wireless telegraphy by Marconi, making possible radio, television, radar, and other contemporary technologies. The dissertation concludes by noting that the use of history as an arena for understanding science, in some way resembles the concept of "reflective thinking", which is often utilized as a framework for

  4. 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

  5. Science education in rural America: Adaptations for the ivory tower

    Science.gov (United States)

    van Doren, Gregory S.

    This thesis illustrated what can happen when academic culture disconnects from the cultures surrounding it. It showed that formal school environments are not always the best places to learn. A discussion of the debate between coherence and fragmentation learning theories illustrated academic chasms and a mindset that science education must originate from within ivory towers to be valued. Rationales for place-based science education were developed. Two National Science Foundation initiatives were compared and contrasted for relevance to Native Science education (a) Informal Science Education and (b) Science Education for New Civic Engagement and Responsibilities. A National Science Foundation instrument, known as the Self-Assessment of Learning Gains, was selected to field-test measures of learning science outside of university science courses. Principles of chemistry were taught in community workshops, and those participant self-assessments were compared to self-assessments of students in introductory chemistry courses at two universities. University students consistently claimed the greatest learning gains, in the post-course survey, for the same areas that they claimed to have the greatest understanding, in the pre-course survey. The workshop participant responses differed, depending upon location of the learning environment. When held in a university laboratory, ideas were not related to other cultures, even when a Native Elder was present to describe those relationships. When held in a cultural center, those relationships were among the highest learning gains claimed. One of the instrument's greatest assets was the ability to measure reactions, level 4 of Bennett's (1976) hierarchy of evidence for program evaluation. A long-term commitment to informal science education (not short-term exhibits or programs), combined with negotiated place-based education was recommended as a crucially needed initiative, if relationships between universities and Native American

  6. Teaching heroics: Identity and ethical imagery in science education

    Science.gov (United States)

    Robeck, Edward C.

    In what follows, I address ways in which science education can influence personal identity and social relationships. I do this through a consideration of ideological implications of science as it is constituted in science education. In this situation, I consider science to be a symbolic--emanating from socially derived meanings. I begin with the premise that any symbol system is permeated with ideological elements. To highlight the ideological elements of science in science education, I use another more explicitly symbolic system as a comparative framework. That system is epic heroism, primarily as Joseph Campbell (1949) describes it in The Hero With A Thousand Faces. The discussion of science education is given a practical grounding using transcripts from the interviews with twenty Grade 10 students and many of their teachers undertaken in the 1993-1994 school year. I used epic heroism as a framework for initiating interpretations of broad themes from the transcripts, but also read the transcripts in relation to aspects of epic heroism, including existing critiques of Campbell's work and heroism more broadly. Specific quotes are included to illustrations of various points. My particular focus here is on ideological elements that can be associated with racism, sexism, and other social relationships that are collectively referred to as relations involving divisive bias. In particular, two themes are discussed extensively. The first is the theme of identity formed through separation, which results in the promotion of reductive and individualistic identities. The second theme has to do with the role of boundary imagery in the formation of relationship, which establishes difference hierarchically. Both of these are pervasive in divisive bias and in the imagery of epic heroism. Ways in which they can pervade practices in science education are also discussed. The central argument of the thesis is that science education, when undertaken through practices that incorporate

  7. Computational Experiments for Science and Engineering Education

    Science.gov (United States)

    Xie, Charles

    2011-01-01

    How to integrate simulation-based engineering and science (SBES) into the science curriculum smoothly is a challenging question. For the importance of SBES to be appreciated, the core value of simulations-that they help people understand natural phenomena and solve engineering problems-must be taught. A strategy to achieve this goal is to introduce computational experiments to the science curriculum to replace or supplement textbook illustrations and exercises and to complement or frame hands-on or wet lab experiments. In this way, students will have an opportunity to learn about SBES without compromising other learning goals required by the standards and teachers will welcome these tools as they strengthen what they are already teaching. This paper demonstrates this idea using a number of examples in physics, chemistry, and engineering. These exemplary computational experiments show that it is possible to create a curriculum that is both deeper and wider.

  8. Professor Barry Fraser's contributions to science education research

    Science.gov (United States)

    Aldridge, Jill M.

    2011-09-01

    In this article, I endeavour to convey the depth of Barry Fraser's contributions to science education research, including his tireless endeavours to promote and advance research, especially the field of learning environments, the realisation of his vision to create one of the largest doctoral programs in science and mathematics education in the world, his leadership capacity in terms of guiding and leading an internationally renowned centre and large-scale cross-national and cross-cultural studies, his dedication towards human capacity building in Africa, Asia and elsewhere, his capacity as a mentor and editor that have seen the publication of numerous journal articles and books and the ongoing success of science education research journals.

  9. Understanding student participation and choice in science and technology education

    CERN Document Server

    Dillon, Justin; Ryder, Jim

    2015-01-01

    Drawing on data generated by the EU’s Interests and Recruitment in Science (IRIS) project, this volume examines the issue of young people’s participation in science, technology, engineering and mathematics education. With an especial focus on female participation, the chapters offer analysis deploying varied theoretical frameworks, including sociology, social psychology and gender studies. The material also includes reviews of relevant research in science education and summaries of empirical data concerning student choices in STEM disciplines in five European countries. Featuring both quantitative and qualitative analyses, the book makes a substantial contribution to the developing theoretical agenda in STEM education. It augments available empirical data and identifies strategies in policy-making that could lead to improved participation—and gender balance—in STEM disciplines. The majority of the chapter authors are IRIS project members, with additional chapters written by specially invited contribu...

  10. Popularity and Relevance of Science Education and Scientific Literacy

    DEFF Research Database (Denmark)

    Graeber, Wolfgang; Blonder, Ron; Bolte, Claus;

    2008-01-01

    A consortium of researchers from 8 European nations has successfully applied to the EU commission for funding the PARSEL (Popularity and Relevance in Science Education for Scientific Literacy) project, which aims at raising the popularity and relevance of science teaching and enhancing students......' scientific and technological literacy, through identification of suitable teaching-learning materials based on relevant context-based educational approaches. These approaches, identifiable within the teaching-learning materials, are expected to focus on socio-scientific issues, promote the acquisition of a...... range of personal and social skills (including cognitive skills associated with investigatory scientific problem solving and socio-scientific decision making) and clarify the relevancy of science education for the 21st century. This symposium will introduce and discuss the project PARSEL ideas within a...

  11. Can We Integrate Qualitative and Quantitative Research in Science Education?

    Science.gov (United States)

    Niaz, Mansoor

    The main objective of this paper is to emphasize the importance of integrating qualitative and quantitative research methodologies in science education. It is argued that the Kuhnian in commensurability thesis (a major source of inspiration for qualitative researchers) represents an obstacle for this integration. A major thesis of the paper is that qualitative researchers have interpreted the increased popularity of their paradigm (research programme) as a revolutionary break through in the Kuhnian sense. A review of the literature in areas relevant to science education shows that researchers are far from advocating qualitative research as the only methodology. It is concluded that competition between divergent approaches to research in science education (cf. Lakatos, 1970) would provide a better forum for a productive sharing of research experiences.

  12. The potential impact of microgravity science and technology on education

    Science.gov (United States)

    Wargo, M. J.

    1992-01-01

    The development of educational support materials by NASA's Microgravity Science and Applications Division is discussed in the light of two programs. Descriptions of the inception and application possibilities are given for the Microgravity-Science Teacher's Guide and the program of Undergraduate Research Opportunities in Microgravity Science and Technology. The guide is intended to introduce students to the principles and research efforts related to microgravity, and the undergraduate program is intended to reinforce interest in the space program. The use of computers and electronic communications is shown to be an important catalyst for the educational efforts. It is suggested that student and teacher access to these programs be enhanced so that they can have a broader impact on the educational development of space-related knowledge.

  13. Games and Simulations for Climate, Weather and Earth Science Education

    Science.gov (United States)

    Russell, R. M.; Clark, S.

    2015-12-01

    We will demonstrate several interactive, computer-based simulations, games, and other interactive multimedia. These resources were developed for weather, climate, atmospheric science, and related Earth system science education. The materials were created by the UCAR Center for Science Education. These materials have been disseminated via our web site (SciEd.ucar.edu), webinars, online courses, teacher workshops, and large touchscreen displays in weather and Sun-Earth connections exhibits in NCAR's Mesa Lab facility in Boulder, Colorado. Our group has also assembled a web-based list of similar resources, especially simulations and games, from other sources that touch upon weather, climate, and atmospheric science topics. We'll briefly demonstrate this directory.

  14. Games and Simulations for Climate, Weather and Earth Science Education

    Science.gov (United States)

    Russell, R. M.

    2014-12-01

    We will demonstrate several interactive, computer-based simulations, games, and other interactive multimedia. These resources were developed for weather, climate, atmospheric science, and related Earth system science education. The materials were created by the UCAR Center for Science Education. These materials have been disseminated via our web site (SciEd.ucar.edu), webinars, online courses, teacher workshops, and large touchscreen displays in weather and Sun-Earth connections exhibits in NCAR's Mesa Lab facility in Boulder, Colorado. Our group has also assembled a web-based list of similar resources, especially simulations and games, from other sources that touch upon weather, climate, and atmospheric science topics. We'll briefly demonstrate this directory. More info available at: scied.ucar.edu/events/agu-2014-games-simulations-sessions

  15. Pre-Service Science Teacher Education System in South Korea: Prospects and Challenges

    Science.gov (United States)

    Im, Sungmin; Yoon, Hye-Gyoung; Cha, Jeongho

    2016-01-01

    While much is known about the high academic but low affective achievement of Korean students on international comparative studies, little is known about science teacher education in Korea. As the quality of science teachers is an important factor determining the quality of science education, gaining an understanding of science education in Korea…

  16. Investigation of Science Faculty with Education Specialties within the Largest University System in the United States

    Science.gov (United States)

    Bush, Seth D.; Pelaez, Nancy J.; Rudd, James A.; Stevens, Michael T.; Tanner, Kimberly D.; Williams, Kathy S.

    2011-01-01

    Efforts to improve science education include university science departments hiring Science Faculty with Education Specialties (SFES), scientists who take on specialized roles in science education within their discipline. Although these positions have existed for decades and may be growing more common, few reports have investigated the SFES…

  17. The "Pretty Redhead" Who Changed Science Education.

    Science.gov (United States)

    Moore, Randy

    2001-01-01

    Discusses the historical marginalization of women with claims that they are neither fit for nor interested in careers in science. Describes two cases of the media depiction of a successful female scientist and a high school biology teacher who was involved in the challenge to Arkansas' antievolution laws. (MM)

  18. Virtual Games in Social Science Education

    Science.gov (United States)

    Lopez, Jose M. Cuenca; Caceres, Myriam J. Martin

    2010-01-01

    The new technologies make the appearance of highly motivating and dynamic games with different levels of interaction possible, in which large amounts of data, information, procedures and values are included which are intimately bound with the social sciences. We set out from the hypothesis that videogames may become interesting resources for their…

  19. Career Education: The Marine Science Occupations Cluster.

    Science.gov (United States)

    Farning, Maxwell

    This paper discusses career opportunities in eight broad groups of marine science occupations: (1) harbor construction and maintenance, (2) ship construction, (3) merchant marine activities, (4) towboating, (5) longshoring, (6) fishing and fish farming, (7) petroleum and natural gas exploration and extraction, and (8) research activities. The…

  20. Open Education and the Open Science Economy

    Science.gov (United States)

    Peters, Michael A.

    2009-01-01

    Openness as a complex code word for a variety of digital trends and movements has emerged as an alternative mode of "social production" based on the growing and overlapping complexities of open source, open access, open archiving, open publishing, and open science. This paper argues that the openness movement with its reinforcing structure of…

  1. ARISE: American renaissance in science education

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1998-09-14

    The national standards and state derivatives must be reinforced by models of curricular reform. In this paper, ARISE presents one model based on a set of principles--coherence, integration of the sciences, movement from concrete ideas to abstract ones, inquiry, connection and application, sequencing that is responsive to how people learn.

  2. Educational Technology Research Journals: "Instructional Science,"

    Science.gov (United States)

    Henrie, Curtis R.; Williams, Greg S.; West, Richard E.

    2013-01-01

    The authors analyzed all research articles published between 2002 and 2011 in the international journal "Instructional Science," with a goal to provide an understanding of the type of research being published in this journal, major contributing authors, and the most-cited publications of this time period. They examined research…

  3. The resistance to more humanistic forms of science education

    Science.gov (United States)

    Rodriguez, Brandon

    2010-09-01

    This response to Tom Bryce's paper aims to supplement some of the critical points made regarding the imbalance between content, process, and context in today's science education curriculum in higher learning institutions. Discussion and examples of how the present student-mentor relationship fosters tribe mentality are also included. However a caution is also suggested against the treatment of science as a purely subjective process, overrun by self-interested and exclusive parties.

  4. Inquiry based science education providing authentic experiences for the classroom

    OpenAIRE

    McLoughlin, Eilish; Finlayson, Odilla; Brady, Sarah

    2012-01-01

    The European Science and Technology in Action: Building Links with Industry, School and Home (ESTABLISH) is a four year (2010-2013) project funded by the European Commission's 7th Framework Programme for Science in Society. This project involves promotion and dissemination of inquiry-based teaching methods on a large scale in Europe, by provision of teacher education using materials and resources that include authentic problems informed by industry

  5. Change and innovation in European library and information science education

    OpenAIRE

    Virkus, S.

    2015-01-01

    This review article examines current trends and developments in higher education and considers how library and information science institutions have responded to these. The contribution of LIS institutions to innovation and change in Europe is examined through institutional case studies in the following institutions: the Institute of Information Science and Information Systems, University of Graz, Austria; the Institute of Information Studies of Tallinn University, Estonia; the Department of ...

  6. Educator Preparedness to Teach Environmental Science in Secondary Schools

    Science.gov (United States)

    Guillory, Linus Joseph, Jr.

    2012-01-01

    This study assesses the environmental proficiency of Texas life science educators certified from 2003 to 2011 by analyzing their TExES 138 8-12 exam results in domains V and VI. The sample consisted of all the individuals that took and passed the TExES 138 life science 8-12 exam. During this period, approximately 41% of the individuals who took…

  7. Contemporary Trends in Pupils' Science Education [In Bulgarian

    OpenAIRE

    A. Tafrova-Grigorova

    2013-01-01

    The present review paper outlines three of the main trends in the field of the modern science education: the development of scientific literacy, formation of key competences, and constructivist approach. The concept of science literacy is considered in its historical development and contemporary meaning. A brief review of the international and national experience and perspectives in the achievement of a greater scientific literacy among population is done. Several strategies in implementing t...

  8. 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.

  9. Science teachers' interpretations of Islamic culture related to science education versus the Islamic epistemology and ontology of science

    Science.gov (United States)

    Mansour, Nasser

    2010-03-01

    The debate about Islam and science extends to a debate about the relationship between Islam and science education. In this paper, I explore Egyptian teachers' views of the relationship between science and religion within the Islamic context. Teachers' key vision of the relationship between science and religion was that "religion comes first and science comes next. I will argue that teachers' personal religious beliefs are among the major constructs that drive teachers' ways of thinking and interpretation of scientific issues related with religion. Then, I discuss how teachers' personal religious beliefs have been formed and influenced their pedagogical beliefs related to science and religion issues. Finally, I will argue, how we use the personal religious beliefs model as a framework of teaching/learning scientific issues related with religion within sociocultural (Islamic) context. [InlineMediaObject not available: see fulltext.][InlineMediaObject not available: see fulltext.][InlineMediaObject not available: see fulltext.

  10. Overview of the Earth System Science Education Alliance Online Courses

    Science.gov (United States)

    Botti, J.; Myers, R.

    2002-12-01

    Science education reform has skyrocketed over the last decade in large part thanks to technology-and one technology in particular, the Internet. The World Wide Web has opened up dynamic new online communities of learners. It has allowed educators from around the world to share thoughts about Earth system science and reexamine the way science is taught. A positive offshoot of this reform effort is the Earth System Science Education Alliance (ESSEA). This partnership among universities, colleges, and science education organizations is led by the Institute for Global Environmental Strategies and the Center for Educational Technologiestm at Wheeling Jesuit University. ESSEA's mission is to improve Earth system science education. ESSEA has developed three Earth system science courses for K-12 teachers. These online courses guide teachers into collaborative, student-centered science education experiences. Not only do these courses support teachers' professional development, they also help teachers implement Earth systems science content and age-appropriate pedagogical methods into their classrooms. The ESSEA courses are open to elementary, middle school, and high school teachers. Each course lasts one semester. The courses begin with three weeks of introductory content. Then teachers develop content and pedagogical and technological knowledge in four three-week learning cycles. The elementary school course focuses on basic Earth system interactions between land, life, air, and water. In week A of each learning cycle, teachers do earth system activities with their students. In week B teachers investigate aspects of the Earth system-for instance, the reason rocks change to soil, the relationship between rock weathering and soil nutrients, and the consequent development of biomes. In week C teachers develop classroom activities and share them online with other course participants. The middle school course stresses the effects of real-world events-volcanic eruptions

  11. 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

  12. Exploring emotional climate in preservice science teacher education

    Science.gov (United States)

    Bellocchi, Alberto; Ritchie, Stephen M.; Tobin, Kenneth; Sandhu, Maryam; Sandhu, Satwant

    2013-09-01

    Classroom emotional climates (ECs) are interrelated with students' engagement with university courses. Despite growing interest in emotions and EC research, little is known about the ways in which social interactions and different subject matter mediate ECs in preservice science teacher education classes. In this study we investigated the EC and associated classroom interactions in a preservice science teacher education class. We were interested in the ways in which salient classroom interactions were related to the EC during lessons centered on debates about science-based issues (e.g., nuclear energy alternatives). Participants used audience response technology to indicate their perceptions of the EC. Analysis of conversation for salient video clips and analysis of non-verbal conduct (acoustic parameters, body movements, and facial expressions) supplemented EC data. One key contribution that this study makes to preservice science teacher education is to identify the micro-processes of successful and unsuccessful class interactions that were associated with positive and neutral EC. The structure of these interactions can inform the practice of other science educators who wish to produce positive ECs in their classes. The study also extends and explicates the construct of intensity of EC.

  13. Evaluation of field trials of innovative practices in science education

    OpenAIRE

    Gerloff-Gasser, C; Büchel, K

    2012-01-01

    Science and technology (S&T) education is vital to increase the science literacy in modern societies and to stimulate more young people to opt for careers in S&T. Because there are considerable differences in S&T education among and sometimes within countries, it is promising to adopt an adaptive strategy to its innovation that allows a fit to the specific conditions of each of the countries. In this report, we present first results of field trials with innovative practices in S&T educatio...

  14. Forensic Science Education and Educational Requirements for Forensic Scientists.

    Science.gov (United States)

    Gaensslen, Robert E.

    2002-01-01

    Focuses on criminalistics, which can be understood to mean the activities and specialty areas characteristic of most municipal, county, or state forensic science laboratories in the United States. (DDR)

  15. Scale of Academic Emotion in Science Education: Development and Validation

    Science.gov (United States)

    Chiang, Wen-Wei; Liu, Chia-Ju

    2014-04-01

    Contemporary research into science education has generally been conducted from the perspective of 'conceptual change' in learning. This study sought to extend previous work by recognizing that human rationality can be influenced by the emotions generated by the learning environment and specific actions related to learning. Methods used in educational psychology were adopted to investigate the emotional experience of science students as affected by gender, teaching methods, feedback, and learning tasks. A multidisciplinary research approach combining brain activation measurement with multivariate psychological data theory was employed in the development of a questionnaire intended to reveal the academic emotions of university students in three situations: attending science class, learning scientific subjects, and problem solving. The reliability and validity of the scale was evaluated using exploratory and confirmatory factor analyses. Results revealed differences between the genders in positive-activating and positive-deactivating academic emotions in all three situations; however, these differences manifested primarily during preparation for Science tests. In addition, the emotions experienced by male students were more intense than those of female students. Finally, the negative-deactivating emotions associated with participation in Science tests were more intense than those experienced by simply studying science. This study provides a valuable tool with which to evaluate the emotional response of students to a range of educational situations.

  16. Institutional Research Productivity in Science Education for the 1990s: Top 30 Rankings

    Science.gov (United States)

    Barrow, Lloyd H.; Settlage, John; Germann, Paul J.

    2008-01-01

    The purpose of this study was to identify the major science education programs in the United States, where the science education researchers published their research. This research is the first study of the scholarly productivity of science education programs at domestic institutions of higher education. Each issue of the eight research journals…

  17. A New Model for Building Digital Science Education Collections

    Science.gov (United States)

    Niepold, F.; McCaffrey, M.; Morrill, C.; Ganse, J.; Weston, T.

    2005-12-01

    The Polar Regions play an integral role in how our Earth system operates. However, the Polar Regions are marginally studied in the K-12 classroom in the United States. The International Polar Year's (IPY) coordinated campaign of polar observations, research, and analysis that will be multidisciplinary in scope and international in participation offers a powerful opportunity for K-12 classroom. The IPY's scientific objective to better understand the key roles of the Polar Regions in global processes will allow students a window into the poles and this unique regions role in the Earth system. IPY will produce careful, useful scientific information that will advance our understanding of the Polar Regions and their connections to the rest of the globe. The IPY is an opportunity to inspire the next generation of very young Earth system scientists. The IPY's draft education & outreach position paper asks a key question that must guide future educational projects; "Why is the polar regions and polar research important to all people on earth?" In efforts to coordinate educational activities and collaborate with international projects, United States national agencies, and other educational initiatives, it is the purpose of this session to explore potential partnerships, while primarily recommending a model for educational product development and review. During such a large international science endeavor, numerous educational activities and opportunities are developed, but these educational programs can suffer from too many unconnected options being available to teachers and students. Additionally, activities often are incompatible with each other making classroom implementation unnecessarily complex and prohibitively time consuming for teachers. A newly develop educational activity collection technique developed for DLESE offers an effective model for IPY product gap analysis and development. The Climate Change Collection developed as a pilot project for the Digital Library

  18. Science education in Africa; A critical time for critical thinking.

    Science.gov (United States)

    Murabona, S.; Daka, O.; Chileshi, M.; Darrow, J.; Tung, A.; Wanless, E.; Hand, K.

    2005-12-01

    The change toward industrialization and a technologically advanced society is occurring at an ever increasing rate in developing regions of the world. Such change brings with it both the benefits of access to medicine, water, and food, and the negative effects of pollution, the destruction of natural resources, and the loss of both cultural and biological diversity. In many developing regions the human population is uneducated and incapable of playing an active role in the changes occurring around them. Here we discuss the work of our small non-profit, Cosmos Education, and our efforts to improve basic science education in sub-Saharan Africa. The mission of Cosmos Education is to foster global sustainable development through improved science and technology education in developing regions of the world. Our guiding vision is quite simple: Youth are the future. Education is the key. Cosmos Education aims to make a sustained and effective difference by working from the ground up - reaching individual students and teachers and making a difference in the classroom. We focus on science and technology education and the role of science and technology in health, the environment, and sustainable development. Our model is grassroots development from within; we want the youth in developing regions of the world to decide how their nations develop. In order to be able to do this, the youth must have the knowledge and skills needed to understand the rapidly changing world around them. They must be inspired, empowered, and engaged in their education. By working directly in classrooms, making learning fun with hands-on experiments, and providing the students with talented role-models from their own geographic region, we hope to excite students about their potential drive development from within and to catalyze development that will have a positive effect on the biosphere.

  19. European Curriculum Reflections on Library and Information Science Education

    OpenAIRE

    2005-01-01

    The project behind this book has been carried out with the support of the European Community in the framework of the Socrates programme. The European Curriculum Reflections on Library and Information Science Education project has been inspired by curriculum discussions on the Bologna Declaration that was initiated at a EUCLID conference in Thessaloniki 2002. EUCLID (European Association for Library & Information Education and Research) is an independent European non-governmental and non-profi...

  20. Educating Knowledge Professionals in Library and Information Science Schools

    OpenAIRE

    Ling-Ling Lai

    2005-01-01

    Knowledge management (KM) is a multidisciplinary subject which involves efforts from professionals with diverse backgrounds. This paper aims to investigate the needed educational background and skills for knowledge management professionals. In particular,the focus of the paper is to examine whether a master’s degree in library and information science (LIS) is a preferred educational background listed in KM-related job postings. In addition, the preferred skills and knowledge required by KM em...