Education and Professional Outreach as an Integrated Component of Science and Graduate Education

Science.gov (United States)

Staudigel, H.; Koppers, A. A.

2007-12-01

Education and Professional Outreach (EPO) is increasingly becoming a substantive and much needed activity for scientists. Significant efforts are expended to satisfy funding agency requirements, but such requirements may also develop into a mutually beneficial collaboration between scientists and K-16 educators with a minimal impact on science productivity. We focus here on two particularly high impact EPO opportunities, hosting of high school interns and the inclusion of an educational component to a graduate student's&pthesis work. We emphasize the importance of hands-on collaboration with teachers and teacher-educators, and the substantive benefits of highly leveraged customized internet-distribution. We will present two examples for how we integrated this K-12 EPO into our university-based science and education efforts, what types of products emerged from these activities, and how such products may be widely produced by any scientist and disseminated to the educational community. High school seniors offer a unique resource to university EPO because some of them can substantively contribute to the science, and they can be very effective peer-mentors for high and middle schools. Extended internships may be built easily into the schedule of many senior high school student programs, and we were able to involve such interns into a three-week seagoing expedition. The seniors were responsible for our EPO by maintaining a cruise website and video conferencing with their high school. They added substantially to the science outcome, through programming and participating in a range of shipboard science chores. Graduate theses may be augmented with an educational component that places the main theme of the thesis into an educational setting. We designed and supervised such a Master's graduate thesis with an educational component on the geochronology of hot spot volcanoes, including a high school lesson plan, enactment in the classroom and preparation of a wide range of web

Integrated School of Ocean Sciences: Doctoral Education in Marine Sciences in Kiel

Science.gov (United States)

Bergmann, Nina; Basse, Wiebke; Prigge, Enno; Schelten, Christiane; Antia, Avan

2016-04-01

Marine research is a dynamic thematic focus in Kiel, Germany, uniting natural scientists, economists, lawyers, philosophers, artists and computing and medical scientists in frontier research on the scientific, economic and legal aspects of the seas. The contributing institutions are Kiel University, GEOMAR Helmholtz Centre for Ocean Research Kiel, Kiel Institute for the World Economy and Muthesius University in Kiel. Marine science education in Kiel trains young scientists to investigate the role of the oceans in global change, risks arising from ocean usage and sustainable management of living and non-living marine resources. Basic fundamental research is supplemented with applied science in an international framework including partners from industry and public life. The Integrated School of Ocean Sciences (ISOS) established through the Cluster of Excellence "The Future Ocean", funded within the German Excellence Initiative, provides PhD candidates in marine sciences with interdisciplinary education outside of curricular courses. It supports the doctoral candidates through supplementary training, a framework of supervision, mentoring and mobility, the advisors through transparency and support of doctoral training in their research proposals and the contributing institutions by ensuring quality, innovation and excellence in marine doctoral education. All PhD candidates financed by the Helmholtz Research School for Ocean System Science and Technology (HOSST) and the Collaborative Research Centre 754 "Climate-biogeochemical interactions in the tropical ocean" (SFB 754) are enrolled at the ISOS and are integrated into the larger peer community. Over 150 PhD candidate members from 6 faculties form a large interdisciplinary network. At the ISOS, they sharpen their scientific profile, are challenged to think beyond their discipline and equip themselves for life after a PhD through early exposure to topics beyond research (e.g. social responsibility, public communication

Tech-Savvy Science Education? Understanding Teacher Pedagogical Practices for Integrating Technology in K-12 Classrooms

Science.gov (United States)

Hechter, Richard; Vermette, Laurie Anne

2014-01-01

This paper examines the technology integration practices of Manitoban K-12 inservice science educators based on the Technological, Pedagogical, and Content knowledge (TPACK) framework. Science teachers (n = 433) completed a 10-item online survey regarding pedagogical beliefs about technology integration, types of technology used, and how often…

Integrating technology into radiologic science education.

Science.gov (United States)

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

2014-01-01

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

The Anthropology of Science Education Reform: An Alabama Model for Building an Integrated Stakeholder Systems Approach

Science.gov (United States)

Denson, R. L.; Cox, G. N.

2004-12-01

Anthropologists are concerned with every aspect of the culture they are investigating. One of the five main branches of anthropology, socio-cultural anthropology, concerns itself with studying the relationship between behavior and culture. This paper explores the concept that changing the behavior of our culture - its beliefs and values - towards science is at the heart of science education reform. There are five institutions that socio-cultural anthropologists use to study the social organization of cultures: the educational system is only one of them. Its function - across all cultures - is to serve as a mechanism for implementing change in cultural beliefs and values. As leaders of science education reform, the Alabama model contends that we must stop the struggle with our purpose and get on with the business of leading culture change through an integrated stakeholder systems approach. This model stresses the need for the interaction of agencies other than education - including government, industry, the media and our health communities to operate in an integrated and systemic fashion to address the issues of living among a technically literate society. Twenty-five years of science education reform needs being voiced and programs being developed has not produced the desired results from within the educational system. This is too limited a focus to affect any real cultural change. It is when we acknowledge that students spend only an average of 12 percent of their life time in schools, that we can begin to ask ourselves what are our students learning the other 88 percent of their time - from their peers, their parents and the media - and what should we be doing to address this cultural crisis in these other arenas in addition to the educational system? The Alabama Math, Science and Technology Education Coalition (AMSTEC) is a non-profit 501c(3) organization operating in the state of Alabama to provide leadership in improving mathematics, science, and technology

The Integration of Environmental Education in Science Materials by Using "MOTORIC" Learning Model

Science.gov (United States)

Sukarjita, I. Wayan; Ardi, Muhammad; Rachman, Abdul; Supu, Amiruddin; Dirawan, Gufran Darma

2015-01-01

The research of the integration of Environmental Education in science subject matter by application of "MOTORIC" Learning models has carried out on Junior High School Kupang Nusa Tenggara Timur Indonesia. "MOTORIC" learning model is an Environmental Education (EE) learning model that collaborate three learning approach i.e.…

Islam - Science Integration Approach in Developing Chemistry Individualized Education Program (IEP for Students with Disabilities

Directory of Open Access Journals (Sweden)

Jamil Suprihatiningrum

2017-11-01

Full Text Available The paper is based on a research which tries to explore, explain and describe Islam - science integration approach to develop an Individualized Education Program (IEP for students with disabilities in chemistry lesson. As a qualitative case study, this paper is aimed at investigating how Islam - science integration approach can be underpinned for developing the IEP for Chemistry. Participants were recruited purposively and data were collected by interviews; documents’ analysis; and experts’ assessment (i.e. material experts, inclusive education experts, media experts, chemistry teachers and support teachers, then analyzed using content-analysis. The result shows Islam - science integration approach can be a foundation to develop the chemistry IEP by seeking support for the verses of the Qur'an and corresponding hadiths. Even although almost all the subject matter in chemistry can be integrated with Islamic values, this study only developed two contents, namely Periodic System of Elements and Reaction Rate.

Epistemology, development, and integrity in a science education professional development program

Science.gov (United States)

Hancock, Elizabeth St. Petery

This research involved interpretive inquiry to understand changes in the notion of "self" as expressed by teachers recently enrolled as graduate students in an advanced degree program in science education at Florida State University. Teachers work in a context that integrates behavior, social structure, culture, and intention. Within this context, this study focused on the intentional realm that involves interior understandings, including self-epistemology, professional self-identity, and integrity. Scholarship in adult and teacher development, especially ways of knowing theory, guided my efforts to understand change in these notions of self. The five participants in this study were interviewed in depth to explore their "self"-related understandings in detail. The other primary data sources were portfolios and work the participants submitted as part of the program. Guided by a constructivist methodology, I used narrative inquiry and grounded theory to conduct data analysis. As learners and teachers, these individuals drew upon epistemological orientations emphasizing a procedural orientation to knowledge. They experienced varying degrees of interior and exterior development in self and epistemology. They created integrity in their efforts to align their intentions with their actions with a dynamic relationship to context. This study suggests that professional development experiences in science education include consideration of the personal and the professional, recognize and honor differing perspectives, facilitate development, and assist individuals to recognize and articulate their integrity.

Integrating technology education concepts into China's educational system

Science.gov (United States)

Yang, Faxian

The problem of this study was to develop a strategy for integrating technology education concepts within the Chinese mathematics and science curricula. The researcher used a case study as the basic methodology. It included three methods for collecting data: literature review, field study in junior and senior secondary schools in America and China, and interviews with experienced educators who were familiar with the status of technology education programs in the selected countries. The data came from the following areas: Japan, Taiwan, the United Kingdom, China, and five states in the United States: Illinois, Iowa, Maryland, Massachusetts, and New York. The researcher summarized each state and country's educational data, identified the advantages and disadvantages of their current technology education program, and identified the major concepts within each program. The process determined that identified concepts would be readily acceptable into the current Chinese educational system. Modernization of, industry, agriculture, science and technology, and defense have been recent objectives of the Chinese government. Therefore, Chinese understanding of technology, or technology education, became important for the country. However, traditional thought and culture curb the implementation of technology education within China's current education system. The proposed solution was to integrate technology education concepts into China's mathematics and science curricula. The purpose of the integration was to put new thoughts and methods into the current educational structure. It was concluded that the proposed model and interventions would allow Chinese educators to carry out the integration into China's education system.

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,…

Evaluation of NSF's Program of Grants and Vertical Integration of Research and Education in the Mathematical Sciences (VIGRE)

Science.gov (United States)

National Academies Press, 2009

2009-01-01

In 1998, the National Science Foundation (NSF) launched a program of Grants for Vertical Integration of Research and Education in the Mathematical Sciences (VIGRE). These grants were designed for institutions with PhD-granting departments in the mathematical sciences, for the purpose of developing high-quality education programs, at all levels,…

Making Philosophy of Science Education Practical for Science Teachers

Science.gov (United States)

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

2015-04-01

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

Integration and Differentiation as the Universal Scientific Categories and their Reflection in the Theory and Practice of Natural Science Education

Directory of Open Access Journals (Sweden)

V. A. Ignatova

2013-01-01

Full Text Available The post-industrial society gives way to the qualitatively new formation of education, integrated at its every level: integration with science and production; cooperation of different educational establishments; succession of educational levels; cross-disciplinary and inter-disciplinary expertise development; choice of methods, technologies and organizational forms of education and upbringing, etc. The integration and differentiation in their didactic unity reflect the complexity and contradiction of educational process, either of them dominating in certain socio-economic conditions of the given historic period. The retrospective analysis of the above correlation regarding the natural science disciplines demonstrates the lack of theoretical and methodological bases for integration, and its accidental unsystematic character in educational processes. The main conclusion of the study is the need for the complex competence model to combine the ideas of integration and differentiation providing both the wide outlook and professional training. For overcoming the predominance of differentiated education, the author suggests adapting the concepts of post-non-classical science, and selection and structuring of educational information with the reference to the semantic universals of systematic synergetic approach. The research findings can be used in pedagogic research methodology, educational process design and modeling, its content, technology and organization. 

Integrating the Nature of Science

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Weiland, Ingrid; Blieden, Katherine; Akerson, Valarie

2014-01-01

The nature of science (NOS) describes what science is and how knowledge in science is developed (NSTA 2013). To develop elementary students' understandings of how scientists explore the world, the authors--an education professor and a third-grade teacher--endeavored to integrate NOS into a third-grade life science unit. Throughout the lesson,…

Tipping Points and Balancing Acts: Grand Challenges and Synergistic Opportunities of Integrating Research and Education, Science and Solutions

Science.gov (United States)

McCaffrey, M. S.; Stroeve, J. C.

2011-12-01

The "Grand Challenges" to address Global Change identified by the International Council for Science (ICSU) and its partners through the Earth System Sustainability Initiative-improving forecasting, enhancing and integrating observation systems, confining and minimizing global environmental change, responding effectively to change, as well as innovating and evaluating these efforts-require an integrative approach that engages and inspires society in general and young people in particular. What are some of the effective strategies-and stumbling blocks-in being able to make Earth System science and related sustainability efforts relevant and practical to non-technical audiences? Recent climate education projects have pioneered new strategies toward linking and infusing research with education, science with solutions. For example, the Climate Literacy and Energy Awareness Network (CLEAN), a National Science Digital Library Pathway funded by NSF, has approached this integral approach by "closing the loop" between climate and energy topics, identifying and annotating high quality online resources relating to the carbon cycle and related topics. The Inspiring Climate Education Excellence (ICEE) project, funded by NASA, offers professional development for teachers that infuses climate science with solutions as an emerging "best practice" while being sensitive to the emotional, psychological and political aspects of avoiding "gloom and doom" on one hand or advocating for particular policy solutions on another. Other examples includes NASA's climate website (http://climate.nasa.gov ), which serves as a robust, engaging portal for climate research and data, especially for educators. The recent PBS series Earth: The Operators' Manual and related book and website are other recent example of how climate science research, education and solutions can be incorporated in a way that is appealing and informative. The Alliance for Climate Education (ACE) has given assemblies in

Integrating Free and Open Source Solutions into Geospatial Science Education

Directory of Open Access Journals (Sweden)

Vaclav Petras

2015-06-01

Full Text Available While free and open source software becomes increasingly important in geospatial research and industry, open science perspectives are generally less reflected in universities’ educational programs. We present an example of how free and open source software can be incorporated into geospatial education to promote open and reproducible science. Since 2008 graduate students at North Carolina State University have the opportunity to take a course on geospatial modeling and analysis that is taught with both proprietary and free and open source software. In this course, students perform geospatial tasks simultaneously in the proprietary package ArcGIS and the free and open source package GRASS GIS. By ensuring that students learn to distinguish between geospatial concepts and software specifics, students become more flexible and stronger spatial thinkers when choosing solutions for their independent work in the future. We also discuss ways to continually update and improve our publicly available teaching materials for reuse by teachers, self-learners and other members of the GIS community. Only when free and open source software is fully integrated into geospatial education, we will be able to encourage a culture of openness and, thus, enable greater reproducibility in research and development applications.

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.

Biology as an Integrating Natural Science Domain

Indian Academy of Sciences (India)

Home; Journals; Resonance – Journal of Science Education; Volume 13; Issue 3. Biology as an Integrating Natural Science Domain: A Proposal for BSc (Hons) in Integrated Biology. Kambadur Muralidhar. Classroom Volume 13 Issue 3 March 2008 pp 272-276 ...

Integration of Geospatial Science in Teacher Education

Science.gov (United States)

Hauselt, Peggy; Helzer, Jennifer

2012-01-01

One of the primary missions of our university is to train future primary and secondary teachers. Geospatial sciences, including GIS, have long been excluded from teacher education curriculum. This article explains the curriculum revisions undertaken to increase the geospatial technology education of future teachers. A general education class…

Integrating Mathematics and Science: Ecology and Venn Diagrams

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Leszczynski, Eliza; Munakata, Mika; Evans, Jessica M.; Pizzigoni, Francesca

2014-01-01

Efforts to integrate mathematics and science have been widely recognized by mathematics and science educators. However, successful integration of these two important school disciplines remains a challenge. In this article, a mathematics and science activity extends the use of Venn diagrams to a life science context and then circles back to a…

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

International Nuclear Information System (INIS)

Plusnin, N I; Lazarev, G I

2008-01-01

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

Female distance education students overtaking males in science ...

African Journals Online (AJOL)

This study was initiated to compare the performance of male and female distance education students of the University of Education, Winneba in Integrated Science. This was done by randomly selecting the cumulated grades of male and female students of 2002, 2003 and 2004-year groups in Integrated Science for analysis ...

Technology Use in Science Instruction (TUSI): Aligning the Integration of Technology in Science Instruction in Ways Supportive of Science Education Reform

Science.gov (United States)

Campbell, Todd; Abd-Hamid, Nor Hashidah

2013-08-01

This study describes the development of an instrument to investigate the extent to which technology is integrated in science instruction in ways aligned to science reform outlined in standards documents. The instrument was developed by: (a) creating items consistent with the five dimensions identified in science education literature, (b) establishing content validity with both national and international content experts, (c) refining the item pool based on content expert feedback, (d) piloting testing of the instrument, (e) checking statistical reliability and item analysis, and (f) subsequently refining and finalization of the instrument. The TUSI was administered in a field test across eleven classrooms by three observers, with a total of 33 TUSI ratings completed. The finalized instrument was found to have acceptable inter-rater intraclass correlation reliability estimates. After the final stage of development, the TUSI instrument consisted of 26-items separated into the original five categories, which aligned with the exploratory factor analysis clustering of the items. Additionally, concurrent validity of the TUSI was established with the Reformed Teaching Observation Protocol. Finally, a subsequent set of 17 different classrooms were observed during the spring of 2011, and for the 9 classrooms where technology integration was observed, an overall Cronbach alpha reliability coefficient of 0.913 was found. Based on the analyses completed, the TUSI appears to be a useful instrument for measuring how technology is integrated into science classrooms and is seen as one mechanism for measuring the intersection of technological, pedagogical, and content knowledge in science classrooms.

An integrated model of decision-making in health contexts: the role of science education in health education

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Arnold, Julia C.

2018-03-01

Health education is to foster health literacy, informed decision-making and to promote health behaviour. To date, there are several models that seek to explain health behaviour (e.g. the Theory of Planned Behaviour or the Health Belief Model). These models include motivational factors (expectancies and values) that play a role in decision-making in health contexts. In this theoretical paper, it is argued that none of these models makes consequent use of expectancy-value pairs. It is further argued that in order to make these models fruitful for science education and for informed decision-making, models should systematically incorporate knowledge as part of the decision-making process. To fill this gap, this theoretical paper introduces The Integrated Model of Decision-Making in Health Contexts. This model includes three types of knowledge (system health knowledge, action-related health knowledge and effectiveness health knowledge) as influencing factors for motivational factors (perceived health threat, attitude towards health action, attitude towards health outcome and subjective norm) that are formed of expectancy-value pairs and lead to decisions. The model's potential for health education in science education as well as research implications is discussed.

Science and the Ideals of Liberal Education

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Carson, Robert N.

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

Science Integrating Learning Objectives: A Cooperative Learning Group Process

Science.gov (United States)

Spindler, Matt

2015-01-01

The integration of agricultural and science curricular content that capitalizes on natural and inherent connections represents a challenge for secondary agricultural educators. The purpose of this case study was to create information about the employment of Cooperative Learning Groups (CLG) to enhance the science integrating learning objectives…

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

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Gero, Aharon

2017-01-01

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

Integration of Basic and Clinical Sciences: Faculty Perspectives at a U.S. Dental School.

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van der Hoeven, Dharini; van der Hoeven, Ransome; Zhu, Liang; Busaidy, Kamal; Quock, Ryan L

2018-04-01

Although dental education has traditionally been organized into basic sciences education (first and second years) and clinical education (third and fourth years), there has been growing interest in ways to better integrate the two to more effectively educate students and prepare them for practice. Since 2012, The University of Texas School of Dentistry at Houston (UTSD) has made it a priority to improve integration of basic and clinical sciences, with a focus to this point on integrating the basic sciences. The aim of this study was to determine the perspectives of basic and clinical science faculty members regarding basic and clinical sciences integration and the degree of integration currently occurring. In October 2016, all 227 faculty members (15 basic scientists and 212 clinicians) were invited to participate in an online survey. Of the 212 clinicians, 84 completed the clinician educator survey (response rate 40%). All 15 basic scientists completed the basic science educator survey (response rate 100%). The majority of basic and clinical respondents affirmed the value of integration (93.3%, 97.6%, respectively) and reported regular integration in their teaching (80%, 86.9%). There were no significant differences between basic scientists and clinicians on perceived importance (p=0.457) and comfort with integration (p=0.240), but the basic scientists were more likely to integrate (p=0.039) and collaborate (p=0.021) than the clinicians. There were no significant differences between generalist and specialist clinicians on importance (p=0.474) and degree (p=0.972) of integration in teaching and intent to collaborate (p=0.864), but the specialists reported feeling more comfortable presenting basic science information (p=0.033). Protected faculty time for collaborative efforts and a repository of integrated basic science and clinical examples for use in teaching and faculty development were recommended to improve integration. Although questions might be raised about

Data-Intensive Science and Research Integrity.

Science.gov (United States)

Resnik, David B; Elliott, Kevin C; Soranno, Patricia A; Smith, Elise M

2017-01-01

In this commentary, we consider questions related to research integrity in data-intensive science and argue that there is no need to create a distinct category of misconduct that applies to deception related to processing, analyzing, or interpreting data. The best way to promote integrity in data-intensive science is to maintain a firm commitment to epistemological and ethical values, such as honesty, openness, transparency, and objectivity, which apply to all types of research, and to promote education, policy development, and scholarly debate concerning appropriate uses of statistics.

Using the earth system for integrating the science curriculum

Science.gov (United States)

Mayer, Victor J.

Content and process instruction from the earth sciences has gone unrepresented in the world's science curricula, especially at the secondary level. As a result there is a serious deficiency in public understanding of the planet on which we all live. This lack includes national and international leaders in politics, business, and science. The earth system science effort now engaging the research talent of the earth sciences provides a firm foundation from the sciences for inclusion of earth systems content into the evolving integrated science curricula of this country and others. Implementing integrated science curricula, especially at the secondary level where potential leaders often have their only exposure to science, can help to address these problems. The earth system provides a conceptual theme as opposed to a disciplinary theme for organizing such integrated curricula, absent from prior efforts. The end of the cold war era is resulting in a reexamination of science and the influence it has had on our planet and society. In the future, science and the curricula that teach about science must seriously address the environmental and social problems left in the wake of over 100 years of preparation for military and economic war. The earth systems education effort provides one such approach to the modernization of science curricula. Earth science educators should assume leadership in helping to establish such curricula in this country and around the world.

Horizontal integration of the basic sciences in the chiropractic curriculum.

Science.gov (United States)

Ward, Kevin P

2010-01-01

Basic science curricula at most chiropractic colleges consist of courses (eg, general anatomy, physiology, biochemistry, etc) that are taught as stand-alone content domains. The lack of integration between basic science disciplines causes difficulties for students who need to understand how the parts function together as an integrated whole and apply this understanding to solving clinical problems. More horizontally integrated basic science curricula could be achieved by several means: integrated Part I National Board of Chiropractic Examiners questions, a broader education for future professors, an increased emphasis on integration within the current model, linked courses, and an integrated, thematic basic science curriculum. Horizontally integrating basic science curricula would require significant efforts from administrators, curriculum committees, and instructional faculty. Once in place this curriculum would promote more clinically relevant learning, improved learning outcomes, and superior vertical integration.

Horizontal Integration of the Basic Sciences in the Chiropractic Curriculum

Science.gov (United States)

Ward, Kevin P.

2010-01-01

Basic science curricula at most chiropractic colleges consist of courses (eg, general anatomy, physiology, biochemistry, etc) that are taught as stand-alone content domains. The lack of integration between basic science disciplines causes difficulties for students who need to understand how the parts function together as an integrated whole and apply this understanding to solving clinical problems. More horizontally integrated basic science curricula could be achieved by several means: integrated Part I National Board of Chiropractic Examiners questions, a broader education for future professors, an increased emphasis on integration within the current model, linked courses, and an integrated, thematic basic science curriculum. Horizontally integrating basic science curricula would require significant efforts from administrators, curriculum committees, and instructional faculty. Once in place this curriculum would promote more clinically relevant learning, improved learning outcomes, and superior vertical integration. PMID:21048882

Integrated Concentration in Science (iCons): Undergraduate Education Through Interdisciplinary, Team-Based, Real-World Problem Solving

Science.gov (United States)

Tuominen, Mark

2013-03-01

Attitude, Skills, Knowledge (ASK) - In this order, these are fundamental characteristics of scientific innovators. Through first-hand practice in using science to unpack and solve complex real-world problems, students can become self-motivated scientific leaders. This presentation describes the pedagogy of a recently developed interdisciplinary undergraduate science education program at the University of Massachusetts Amherst focused on addressing global challenges with scientific solutions. Integrated Concentration in Science (iCons) is an overarching concentration program that supplements the curricula provided within each student's chosen major. iCons is a platform for students to perform student-led research in interdisciplinary collaborative teams. With a schedule of one course per year over four years, the cohort of students move through case studies, analysis of real-world problems, development of potential solutions, integrative communication, laboratory practice, and capstone research projects. In this presentation, a track emphasizing renewable energy science is used to illustrate the iCons pedagogical methods. This includes discussion of a third-year laboratory course in renewable energy that is educationally scaffolded: beginning with a boot camp in laboratory techniques and culminating with student-designed research projects. Among other objectives, this course emphasizes the practice of using reflection and redesign, as a means of generating better solutions and embedding learning for the long term. This work is supported in part by NSF grant DUE-1140805.

Affordable Integrated Technology Projects Science Education towards New Horizons

Science.gov (United States)

Paoletti, Franco; Carlucci, Lisa Marie

2009-03-01

The new-era concept of education supports a type of instruction whereby technology directly acts as a conduit of change, fundamentally altering what is learned, how it is learned, and the role of the educator in the classroom. In our current world, the learning about technology itself has become a goal and a means to successful participation in today's society. Efficient integration of technology to enhance and support the educational process will: 1) provide educators with the resources and the freedom to actualize innovative educational programs; 2) allow educators to be successful in challenging each student to reach his/her highest potential to ultimately increase academic achievement. This study analyzes what technology integration into education means identifying the benefits and the challenges that educators need to meet in order to be successful in their efforts while providing examples of how to successfully implement effective programs under budgetary constraints.

Integrating Contemplative Tools into Biomedical Science Education and Research Training Programs

Directory of Open Access Journals (Sweden)

Rodney R. Dietert

2014-01-01

Full Text Available Academic preparation of science researchers and/or human or veterinary medicine clinicians through the science, technology, engineering, and mathematics (STEM curriculum has usually focused on the students (1 acquiring increased disciplinary expertise, (2 learning needed methodologies and protocols, and (3 expanding their capacity for intense, persistent focus. Such educational training is effective until roadblocks or problems arise via this highly-learned approach. Then, the health science trainee may have few tools available for effective problem solving. Training to achieve flexibility, adaptability, and broadened perspectives using contemplative practices has been rare among biomedical education programs. To address this gap, a Cornell University-based program involving formal biomedical science coursework, and health science workshops has been developed to offer science students, researchers and health professionals a broader array of personal, contemplation-based, problem-solving tools. This STEM educational initiative includes first-person exercises designed to broaden perceptional awareness, decrease emotional drama, and mobilize whole-body strategies for creative problem solving. Self-calibration and journaling are used for students to evaluate the personal utility of each exercise. The educational goals are to increase student self-awareness and self-regulation and to provide trainees with value-added tools for career-long problem solving. Basic elements of this educational initiative are discussed using the framework of the Tree of Contemplative Practices.

Making mathematics and science integration happen: key aspects of practice

Science.gov (United States)

Ríordáin, Máire Ní; Johnston, Jennifer; Walshe, Gráinne

2016-02-01

The integration of mathematics and science teaching and learning facilitates student learning, engagement, motivation, problem-solving, criticality and real-life application. However, the actual implementation of an integrative approach to the teaching and learning of both subjects at classroom level, with in-service teachers working collaboratively, at second-level education, is under-researched due to the complexities of school-based research. This study reports on a year-long case study on the implementation of an integrated unit of learning on distance, speed and time, within three second-level schools in Ireland. This study employed a qualitative approach and examined the key aspects of practice that impact on the integration of mathematics and science teaching and learning. We argue that teacher perspective, teacher knowledge of the 'other subject' and of technological pedagogical content knowledge (TPACK), and teacher collaboration and support all impact on the implementation of an integrative approach to mathematics and science education.

Exploring Educational Quality and Relevance through Integrating ...

African Journals Online (AJOL)

Exploring Educational Quality and Relevance through Integrating Environmental and Social Issues in Science Education. ... However, the new contextualised concept of learning and teaching was applied only to one of them. A post-test was ...

Using Virtualization to Integrate Weather, Climate, and Coastal Science Education

Science.gov (United States)

Davis, J. R.; Paramygin, V. A.; Figueiredo, R.; Sheng, Y.

2012-12-01

To better understand and communicate the important roles of weather and climate on the coastal environment, a unique publically available tool is being developed to support research, education, and outreach activities. This tool uses virtualization technologies to facilitate an interactive, hands-on environment in which students, researchers, and general public can perform their own numerical modeling experiments. While prior efforts have focused solely on the study of the coastal and estuary environments, this effort incorporates the community supported weather and climate model (WRF-ARW) into the Coastal Science Educational Virtual Appliance (CSEVA), an education tool used to assist in the learning of coastal transport processes; storm surge and inundation; and evacuation modeling. The Weather Research and Forecasting (WRF) Model is a next-generation, community developed and supported, mesoscale numerical weather prediction system designed to be used internationally for research, operations, and teaching. It includes two dynamical solvers (ARW - Advanced Research WRF and NMM - Nonhydrostatic Mesoscale Model) as well as a data assimilation system. WRF-ARW is the ARW dynamics solver combined with other components of the WRF system which was developed primarily at NCAR, community support provided by the Mesoscale and Microscale Meteorology (MMM) division of National Center for Atmospheric Research (NCAR). Included with WRF is the WRF Pre-processing System (WPS) which is a set of programs to prepare input for real-data simulations. The CSEVA is based on the Grid Appliance (GA) framework and is built using virtual machine (VM) and virtual networking technologies. Virtualization supports integration of an operating system, libraries (e.g. Fortran, C, Perl, NetCDF, etc. necessary to build WRF), web server, numerical models/grids/inputs, pre-/post-processing tools (e.g. WPS / RIP4 or UPS), graphical user interfaces, "Cloud"-computing infrastructure and other tools into a

Development of a pre-service teacher training course on integration of ICT into inquiry based science education.

NARCIS (Netherlands)

Tran, Trinh-Ba; van den Berg, Ed; Ellermeijer, Ton; Beishuizen, Jos; Dvořák, Leoš; Koudelková, Věra

In order to be able to integrate ICT into Inquiry Based Science Education (IBSE), teachers need much time and support for mastering ICT tools, learning the basis of IBSE, and getting experience in applying these tools in pupil investigations. For this purpose, we have developed a course within the

Science teacher learning for MBL-supported student-centered science education in the context of secondary education in Tanzania

NARCIS (Netherlands)

Voogt, Joke; Tilya, F.; van den Akker, Jan

2009-01-01

Science teachers from secondary schools in Tanzania were offered an in-service arrangement to prepare them for the integration of technology in a student-centered approach to science teaching. The in-service arrangement consisted of workshops in which educative curriculum materials were used to

Integrating Vygotsky's theory of relational ontology into early childhood science education

Science.gov (United States)

Kirch, Susan A.

2014-03-01

In Science Education during Early Childhood: A Cultural- Historical Perspective, Wolff-Michael Roth, Maria Inês Mafra Goulart and Katerina Plakitsi explore the practical application of Vygotsky's relational ontological theory of human development to early childhood science teaching and teacher development. In this review, I interrogate how Roth et al. conceptualize "emergent curriculum" within the Eurocentric cultural-historical traditions of early childhood education that evolved primarily from the works of Vygotsky and Piaget and compare it to the conceptualizations from other prominent early childhood researchers and curriculum developers. I examine the implications of the authors' interpretation of emergence for early childhood science education and teacher preparation.

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.

Integrating Climate Change Science and Sustainability in Environmental Science, Sociology, Philosophy and Business Courses.

Science.gov (United States)

Boudrias, M. A.; Cantzler, J.; Croom, S.; Huston, C.; Woods, M.

2015-12-01

Courses on sustainability can be taught from multiple perspectives with some focused on specific areas (environmental, socio-cultural, economic, ethics) and others taking a more integrated approach across areas of sustainability and academic disciplines. In conjunction with the Climate Change Education Program efforts to enhance climate change literacy with innovative approaches, resources and communication strategies developed by Climate Education Partners were used in two distinct ways to integrate climate change science and impacts into undergraduate and graduate level courses. At the graduate level, the first lecture in the MBA program in Sustainable Supply Chain Management is entirely dedicated to climate change science, local and global impacts and discussions about key messages to communicate to the business community. Basic science concepts are integrated with discussions about mitigation and adaptation focused on business leaders. The concepts learned are then applied to the semester-long business plan project for the students. At the undergraduate level, a new model of comprehensive integration across disciplines was implemented in Spring 2015 across three courses on Sustainability each with a specific lens: Natural Science, Sociology and Philosophy. All three courses used climate change as the 'big picture' framing concept and had similar learning objectives creating a framework where lens-specific topics, focusing on depth in a discipline, were balanced with integrated exercises across disciplines providing breadth and possibilities for integration. The comprehensive integration project was the creation of the climate action plan for the university with each team focused on key areas of action (water, energy, transportation, etc.) and each team built with at least one member from each class ensuring a natural science, sociological and philosophical perspective. The final project was presented orally to all three classes and an integrated paper included

Integrating Science and Technology: Using Technological Pedagogical Content Knowledge as a Framework to Study the Practices of Science Teachers

Science.gov (United States)

Pringle, Rose M.; Dawson, Kara; Ritzhaupt, Albert D.

2015-01-01

In this study, we examined how teachers involved in a yearlong technology integration initiative planned to enact technological, pedagogical, and content practices in science lessons. These science teachers, engaged in an initiative to integrate educational technology in inquiry-based science lessons, provided a total of 525 lesson plans for this…

Innovations in Undergraduate Science Education: Going Viral

OpenAIRE

Hatfull, Graham F.

2015-01-01

Bacteriophage discovery and genomics provides a powerful and effective platform for integrating missions in research and education. Implementation of the Science Education Alliance Phage Hunters Advancing Genomics and Evolutionary Science (SEA-PHAGES) program facilitates a broad impact by including a diverse array of schools, faculty, and students. The program generates new insights into the diversity and evolution of the bacteriophage population and presents a model for introducing first-yea...

Reconsidering social science theories in natural resource management continuing professional education

DEFF Research Database (Denmark)

Stumann, Cathy Brown; Gamborg, Christian

2014-01-01

on the impact of these changes for NRM professionals resulted in many studies calling for NRM professionals to learn a host of new social science-related skills and knowledge. Twenty years later, research continues to show that NRM professionals are struggling to develop these ‘new’ skills and calls...... for integrating the social sciences in NRM education and practice endure. This paper discusses the challenge of integrating social science skills and knowledge into NRM public involvement practice and continuing professional education. The paper argues for a reconsideration of how social science theories relate...... to professionals’ practical theories and concludes with some implications and proposals for NRM continuing professional education....

Education, outreach, and inclusive engagement: Towards integrated indicators of successful program outcomes in participatory science.

Science.gov (United States)

Haywood, Benjamin K; Besley, John C

2014-01-01

The use and utility of science in society is often influenced by the structure, legitimacy, and efficacy of the scientific research process. Public participation in scientific research (PPSR) is a growing field of practice aimed at enhancing both public knowledge and understanding of science (education outreach) and the efficacy and responsiveness of scientific research, practice, and policy (participatory engagement). However, PPSR objectives focused on "education outreach" and "participatory engagement" have each emerged from diverse theoretical traditions that maintain distinct indicators of success used for program development and evaluation. Although areas of intersection and overlap among these two traditions exist in theory and practice, a set of comprehensive standards has yet to coalesce that supports the key principles of both traditions in an assimilated fashion. To fill this void, a comprehensive indicators framework is proposed with the goal of promoting a more integrative and synergistic PPSR program development and assessment process.

Special Project Examination in Integrated Science - Ordinary Level.

Science.gov (United States)

Wimpenny, David

A science achievement test for the General Certificate of Education (GCE, England) was developed for students enrolled in the curriculum of the Schools Council Integrated Science Project. This document contains discussions of the testing program and a copy of the 1973 test. After an overview of the curriculum project and issues related to…

Integrating social science knowledge into natural resource management public involvement practice

DEFF Research Database (Denmark)

Stummann, Cathy Brown

This PhD study explores the long-recognized challenge of integrating social science knowledge into NRM public involvement practice theoretically and empirically. Theoretically, the study draws on research from adult learning, continuing rofessional education and professional knowledge development...... to better understand how social science knowledge can benefit NRM public involvement practice. Empirically, the study explores the potential of NRM continuing professional education as a means for introducing social science knowledge to public NRM professionals. The study finds social science knowledge can...... be of value to NRM public involvement prospectively and retrospectively; and that continuing professional education can be an effective means to introducing social science knowledge to public NRM professionals. In the design of NRM continuing professional education focused on social science knowledge...

Theme: The Role of Science in the Agricultural Education Curriculum.

Science.gov (United States)

Agricultural Education Magazine, 2002

2002-01-01

Thirteen theme articles discuss integration of science and agriculture, the role of science in agricultural education, biotechnology, agriscience in Tennessee and West Virginia, agriscience and program survival, modernization of agricultural education curriculum, agriscience and service learning, and biotechnology websites. (SK)

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!

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

Science.gov (United States)

Young, R. S.; Kinner, F.

2008-12-01

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

EDUCATION AS THE PRACTICE OF FREEDOM AND THE PROSPECT OF INTEGRAL EDUCATION IN HIGHER EDUCATION

Directory of Open Access Journals (Sweden)

João Ricardo Silva

2018-03-01

Full Text Available In this article we discuss the idea of Education as a Freedom Practice, taking into account an emancipatory perspective of Integral Education for Higher Education. Thus, we reflect on an integral education in opposition to the hegemonic and simplistic version of an education for the market and even in opposition to that which means absorption of superior objective knowledge. The methodology used was the bibliographical research, where we sought a dynamic synthesis between Marxist authors and the colonial / postcolonial discussion. The theoretical horizon was a dialectical historical materialism, but without neglecting that knowledge is beyond the Western gaze and that science is not the only logic of valid knowledge. Given that knowledge is not only a reflection of reality, but the interpretation of this, the search for an integral education is also the search for inter-knowledge. This leads us to deacralize the university and to transform it into a place of building democratic relations. Keywords: Integral Education. Practices of freedom. Higher Education.

Integrating research, clinical care, and education in academic health science centers.

Science.gov (United States)

King, Gillian; Thomson, Nicole; Rothstein, Mitchell; Kingsnorth, Shauna; Parker, Kathryn

2016-10-10

Purpose One of the major issues faced by academic health science centers (AHSCs) is the need for mechanisms to foster the integration of research, clinical, and educational activities to achieve the vision of evidence-informed decision making (EIDM) and optimal client care. The paper aims to discuss this issue. Design/methodology/approach This paper synthesizes literature on organizational learning and collaboration, evidence-informed organizational decision making, and learning-based organizations to derive insights concerning the nature of effective workplace learning in AHSCs. Findings An evidence-informed model of collaborative workplace learning is proposed to aid the alignment of research, clinical, and educational functions in AHSCs. The model articulates relationships among AHSC academic functions and sub-functions, cross-functional activities, and collaborative learning processes, emphasizing the importance of cross-functional activities in enhancing collaborative learning processes and optimizing EIDM and client care. Cross-functional activities involving clinicians, researchers, and educators are hypothesized to be a primary vehicle for integration, supported by a learning-oriented workplace culture. These activities are distinct from interprofessional teams, which are clinical in nature. Four collaborative learning processes are specified that are enhanced in cross-functional activities or teamwork: co-constructing meaning, co-learning, co-producing knowledge, and co-using knowledge. Practical implications The model provides an aspirational vision and insight into the importance of cross-functional activities in enhancing workplace learning. The paper discusses the conceptual and empirical basis to the model, its contributions and limitations, and implications for AHSCs. Originality/value The model's potential utility for health care is discussed, with implications for organizational culture and the promotion of cross-functional activities.

Integrative STEM Education Defined

OpenAIRE

Sanders, Mark E.

2015-01-01

“My work with integrative STEM education began in 1990 with the NSF-funded Technology, Science, Mathematics Integration Project… By 2008, I was convinced “STEM Education” was (and always would be) a hopelessly ambiguous phrase, and therefore felt we absolutely needed to rename our “STEM Education” graduate program and develop a tight operational definition of the central idea underlying our program, in hopes of preventing the sort of hopeless ambiguity that ruined the term “STEM education” fr...

The Integration of Mathematics in Middle School Science: Student and Teacher Impacts Related to Science Achievement and Attitudes Towards Integration

Science.gov (United States)

McHugh, Luisa

Contemporary research has suggested that in order for students to compete globally in the 21st century workplace, pedagogy must shift to include the integration of science and mathematics, where teachers effectively incorporate the two disciplines seamlessly. Mathematics facilitates a deeper understanding of science concepts and has been linked to improved student perception of the integration of science and mathematics. Although there is adequate literature to substantiate students' positive responses to integration in terms of attitudes, there has been little empirical data to support significant academic improvement when both disciplines are taught in an integrated method. This research study, conducted at several school districts on Long Island and New York City, New York, examined teachers' attitudes toward integration and students' attitudes about, and achievement on assessments in, an integrated 8th grade science classroom compared to students in a non-integrated classroom. An examination of these parameters was conducted to analyze the impact of the sizeable investment of time and resources needed to teach an integrated curriculum effectively. These resources included substantial teacher training, planning time, collaboration with colleagues, and administration of student assessments. The findings suggest that students had positive outcomes associated with experiencing an integrated science and mathematics curriculum, though these were only weakly correlated with teacher confidence in implementing the integrated model successfully. The positive outcomes included the ability of students to understand scientific concepts within a concrete mathematical framework, improved confidence in applying mathematics to scientific ideas, and increased agreement with the usefulness of mathematics in interpreting science concepts. Implications of these research findings may be of benefit to educators and policymakers looking to adapt integrated curricula in order to

Integration of Basic and Clinical Science in the Psychiatry Clerkship.

Science.gov (United States)

Wilkins, Kirsten M; Moore, David; Rohrbaugh, Robert M; Briscoe, Gregory W

2017-06-01

Integration of basic and clinical science is a key component of medical education reform, yet best practices have not been identified. The authors compared two methods of basic and clinical science integration in the psychiatry clerkship. Two interventions aimed at integrating basic and clinical science were implemented and compared in a dementia conference: flipped curriculum and coteaching by clinician and physician-scientist. The authors surveyed students following each intervention. Likert-scale responses were compared. Participants in both groups responded favorably to the integration format and would recommend integration be implemented elsewhere in the curriculum. Survey response rates differed significantly between the groups and student engagement with the flipped curriculum video was limited. Flipped curriculum and co-teaching by clinician and physician-scientist are two methods of integrating basic and clinical science in the psychiatry clerkship. Student learning preferences may influence engagement with a particular teaching format.

Preparing prospective physics teachers to teach integrated science in junior high school

Science.gov (United States)

Wiyanto; Hartono; Nugroho, S. E.

2018-03-01

The physics education study program especially prepares its students to teach physics in senior high school, however in reality many its graduates have become science teachers in junior high school. Therefore introducing integrated science to prospective physics teachers is important, because based on the curriculum, science in the junior high school should be taught integratedly. This study analyzed integrated science teaching materials that developed by prospective physics teachers. Results from this study showed that majority of the integration materials that developed by the prospective physics teachers focused on topic with an overlapping concept or theme as connecting between two or three subjects.

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.

Academic integrity in the online learning environment for health sciences students.

Science.gov (United States)

Azulay Chertok, Ilana R; Barnes, Emily R; Gilleland, Diana

2014-10-01

The online learning environment not only affords accessibility to education for health sciences students, but also poses challenges to academic integrity. Technological advances contribute to new modes of academic dishonesty, although there may be a lack of clarity regarding behaviors that constitute academic dishonesty in the online learning environment. To evaluate an educational intervention aimed at increasing knowledge and improving attitudes about academic integrity in the online learning environment among health sciences students. A quasi-experimental study was conducted using a survey of online learning knowledge and attitudes with strong reliability that was developed based on a modified version of a previously developed information technology attitudes rating tool with an added knowledge section based on the academic integrity statement. Blended-learning courses in a university health sciences center. 355 health sciences students from various disciplines, including nursing, pre-medical, and exercise physiology students, 161 in the control group and 194 in the intervention group. The survey of online learning knowledge and attitudes (SOLKA) was used in a pre-post test study to evaluate the differences in scores between the control group who received the standard course introduction and the intervention group who received an enhanced educational intervention about academic integrity during the course introduction. Post-intervention attitude scores were significantly improved compared to baseline scores for the control and intervention groups, indicating a positive relationship with exposure to the information, with a greater improvement among intervention group participants (pacademic integrity in the online environment. Emphasis should be made about the importance of academic integrity in the online learning environment in preparation for professional behavior in the technologically advancing health sciences arena. Copyright © 2013 Elsevier Ltd. All

A discourse on the integration of library and information science educational program with professional practicum——The case of NSL

Institute of Scientific and Technical Information of China (English)

CHU Jingli

2008-01-01

There is an ongoing professional tensionin the LIS community about the structural relationship between LIS education and professional practice in terms of the best way in fostering and strengthening the education program for librarianship.This is increasingly becoming an urgent issue due to the pressing demands of a rapidly changing information environment.The divergent viewpoints and approaches of these two professional bodies toward one of the most important issues of their common interest are further aggravated by each of their own entrenched professional provincialism as well as by their isolated professional undertakings.These factors are inevitably threatening the vitality and thriving of both bodies.In an attempt to ease this developing trend of professional tension from evolving further into a mutually self-destructive situation,it is suggested in this paper that librarians and library educators should join hands together and transcend their own provincial interest by solving this thorny issue of this professional tension which has multi-dimensional adverse impacts on both professional enterprises.The collaboration of these two parties can serve as a catalyst to bring the two professional groups together more closely and in an organic way to reconstruct a sound LIS educational program with an integral component of professional practicum such as the case of National Science Library,the Chinese Academy of Sciences (CAS).The author believes that the integration of LIS education with professional practicum being offered at National Science Library of CAS (NSL) may shed light onto a new vista of hope for those who are so dedicated themselves to the changes of the LIS education.

A discourse on the integration of library and information science educational program with professional practicum——The case of NSL

Institute of Scientific and Technical Information of China (English)

CHU; Jingli

2008-01-01

There is an ongoing professional tension in the LIS community about the structural relationship between LIS education and professional practice in terms of the best way in fostering and strengthening the education program for librarianship.This is increasingly becoming an urgent issue due to the pressing demands of a rapidly changing information environment.The divergent viewpoints and approaches of these two professional bodies toward one of the most important issues of their common interest are further aggravated by each of their own entrenched professional provincialism as well as by their isolated professional undertakings.These factors are inevitably threatening the vitality and thriving of both bodies.In an attempt to ease this developing trend of professional tension from evolving further into a mutually self-destructive situation,it is suggested in this paper that librarians and library educators should join hands together and transcend their own provincial interest by solving this thorny issue of this professional tension which has multi-dimensional adverse impacts on both professional enterprises.The collaboration of these two parties can serve as a catalyst to bring the two professional groups together more closely and in an organic way to reconstruct a sound LIS educational program with an integral component of professional practicum such as the case of National Science Library,the Chinese Academy of Sciences(CAS).The author believes that the integration of LIS education with professional practicum being offered at National Science Library of CAS(NSL)may shed light onto a new vista of hope for those who are so dedicated themselves to the changes of the LIS education.

BioSIGHT: Interactive Visualization Modules for Science Education

Science.gov (United States)

Wong, Wee Ling

1998-01-01

Redefining science education to harness emerging integrated media technologies with innovative pedagogical goals represents a unique challenge. The Integrated Media Systems Center (IMSC) is the only engineering research center in the area of multimedia and creative technologies sponsored by the National Science Foundation. The research program at IMSC is focused on developing advanced technologies that address human-computer interfaces, database management, and high- speed network capabilities. The BioSIGHT project at IMSC is a demonstration technology project in the area of education that seeks to address how such emerging multimedia technologies can make an impact on science education. The scope of this project will help solidify NASA's commitment for the development of innovative educational resources that promotes science literacy for our students and the general population as well. These issues must be addressed as NASA marches towards the goal of enabling human space exploration that requires an understanding of life sciences in space. The IMSC BioSIGHT lab was established with the purpose of developing a novel methodology that will map a high school biology curriculum into a series of interactive visualization modules that can be easily incorporated into a space biology curriculum. Fundamental concepts in general biology must be mastered in order to allow a better understanding and application for space biology. Interactive visualization is a powerful component that can capture the students' imagination, facilitate their assimilation of complex ideas, and help them develop integrated views of biology. These modules will augment the role of the teacher and will establish the value of student-centered interactivity, both in an individual setting as well as in a collaborative learning environment. Students will be able to interact with the content material, explore new challenges, and perform virtual laboratory simulations. The BioSIGHT effort is truly cross

Bridging the Chasm: Challenges, Opportunities, and Resources for Integrating a Dissemination and Implementation Science Curriculum into Medical Education.

Science.gov (United States)

Ginossar, Tamar; Heckman, Carolyn J; Cragun, Deborah; Quintiliani, Lisa M; Proctor, Enola K; Chambers, David A; Skolarus, Ted; Brownson, Ross C

2018-01-01

Physicians are charged with implementing evidence-based medicine, yet few are trained in the science of Dissemination and Implementation (D&I). In view of the potential of evidence-based training in D&I to help close the gap between research and practice, the goal of this review is to examine the importance of D&I training in medical education, describe challenges to implementing such training, and provide strategies and resources for building D&I capacity. We conducted (1) a systematic review to identify US-based D&I training efforts and (2) a critical review of additional literature to inform our evaluation of the challenges and opportunities of integrating D&I training in medical education. Out of 269 unique articles reviewed, 11 described US-based D&I training. Although vibrant and diverse training opportunities exist, their capacity is limited, and they are not designed to meet physicians' needs. Synthesis of relevant literature using a critical review approach identified challenges inherent to changing medical education, as well as challenges related to D&I science. Finally, selected strategies and resources are available for facilitating incorporation of D&I training into medical education and overcoming existing challenges. Integrating D&I training in the medical education curriculum, and particularly in residency and fellowship training, holds promise for bridging the chasm between scientific discoveries and improved patient care and outcomes. However, unique challenges should be addressed, including the need for greater evidence.

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

Indian Academy of Sciences (India)

Home; Journals; Resonance – Journal of Science Education; Volume 1; Issue 2. Integrated Ph. D. Programme in Biological, Chemical and Physical Sciences at Indian Institute of Sciences Introductory Summer School on Astronomy and Astrophysics. Information and Announcements Volume 1 Issue 2 February 1996 pp 121- ...

Features of construction of the individual trajectory education to computer science on the basis dynamic integrated estimation of level of knowledge

Directory of Open Access Journals (Sweden)

Ольга Юрьевна Заславская

2010-12-01

Full Text Available In article features of realisation of the mechanism of construction of an optimum trajectory of education to computer science on the basis of a dynamic integrated estimation of level of knowledge are considered.

Preparation Model of Student Teacher Candidate in Developing Integrative Science Learning

Science.gov (United States)

Wiyanto; Widiyatmoko, Arif

2016-01-01

According to 2013 Curriculum in Indonesia, science learning process in Junior High School is integrally held between physics, chemistry, biology, and earth science. To successfully implementing the 2013 Curriculum in school, the education institution which generates science teacher should prepare the student, so that they can develop integrative…

Exploring Art and Science Integration in an Afterschool Program

Science.gov (United States)

Bolotta, Alanna

Science, technology, engineering, arts and math (STEAM) education integrates science with art, presenting a unique and interesting opportunity to increase accessibility in science for learners. This case study examines an afterschool program grounded in art and science integration. Specifically, I studied the goals of the program, it's implementation and the student experience (thinking, feeling and doing) as they participated in the program. My findings suggest that these programs can be powerful methods to nurture scientific literacy, creativity and emotional development in learners. To do so, this program made connections between disciplines and beyond, integrated holistic teaching and learning practices, and continually adapted programming while also responding to challenges. The program is therefore specially suited to engage the heads, hands and hearts of learners, and can make an important contribution to their learning and development. To conclude, I provide some recommendations for STEAM implementation in both formal and informal learning settings.

STEM Integration in Middle School Life Science: Student Learning and Attitudes

Science.gov (United States)

Guzey, S. Selcen; Moore, Tamara J.; Harwell, Michael; Moreno, Mario

2016-01-01

In many countries around the world, there has been an increasing emphasis on improving science education. Recent reform efforts in the USA call for teachers to integrate scientific and engineering practices into science teaching; for example, science teachers are asked to provide learning experiences for students that apply crosscutting concepts…

Knowledge systems and the colonial legacies in African science education

Science.gov (United States)

Ziegler, John R.; Lehner, Edward

2017-10-01

This review surveys Femi Otulaja and Meshach Ogunniyi's, Handbook of research in science education in sub-Saharan Africa, Sense, Rotterdam, 2017, noting the significance of the theoretically rich content and how this book contributes to the field of education as well as to the humanities more broadly. The volume usefully outlines the ways in which science education and scholarship in sub-Saharan Africa continue to be impacted by the region's colonial history. Several of the chapters also enumerate proposals for teaching and learning science and strengthening academic exchange. Concerns that recur across many of the chapters include inadequate implementation of reforms; a lack of resources, such as for classroom materials and teacher training; and the continued and detrimental linguistic, financial, and ideological domination of African science education by the West. After a brief overview of the work and its central issues, this review closely examines two salient chapters that focus on scholarly communications and culturally responsive pedagogy. The scholarly communication section addresses the ways in which African science education research may in fact be too closely mirroring Western knowledge constructions without fully integrating indigenous knowledge systems in the research process. The chapter on pedagogy makes a similar argument for integrating Western and indigenous knowledge systems into teaching approaches.

Vanishing Boundaries between Science and Art: Modelling Effective Middle Years of Schooling Practice in Pre-Service Science Education

Science.gov (United States)

Paige, Kathryn; Whitney, John

2008-01-01

This paper describes an innovation in science pre-service education that endeavours to increase student engagement in learning and doing science in the middle years through integrating science, mathematics and art. (Contains 8 figures.)

Biopolitics and the `subject' of labor in science education

Science.gov (United States)

Bazzul, Jesse

2017-12-01

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

Praxeologies and Institutional Interactions in the Advanced Science Teacher Education

DEFF Research Database (Denmark)

Rasmussen, Klaus

disciplines in conjunction. In particular the inquiry process of Study and Research Paths (SRP) is experimented as a promising design to bring about disciplinary interaction. SRP is internationally a very recent design, entirely new to Danish teacher education, and the thesis add to the knowledge of its......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...... 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...

An Integrative Cultural Model to better situate marginalized science students in postsecondary science education

Science.gov (United States)

Labouta, Hagar Ibrahim; Adams, Jennifer Dawn; Cramb, David Thomas

2018-03-01

In this paper we reflect on the article "I am smart enough to study postsecondary science: a critical discourse analysis of latecomers' identity construction in an online forum", by Phoebe Jackson and Gale Seiler (Cult Stud Sci Educ. https://doi.org/10.1007/s11422-017-9818-0). In their article, the authors did a significant amount of qualitative analysis of a discussion on an online forum by four latecomer students with past negative experiences in science education. The students used this online forum as an out-of-class resource to develop a cultural model based on their ability to ask questions together with solidarity as a new optimistic way to position themselves in science. In this forum, we continue by discussing the identity of marginalized science students in relation to resources available in postsecondary science classes. Recent findings on a successful case of a persistent marginalized science student in spite of prior struggles and failures are introduced. Building on their model and our results, we proposed a new cultural model, emphasizing interaction between inside and outside classroom resources which can further our understanding of the identity of marginalized science students. Exploring this cultural model could better explain drop-outs or engagement of marginalized science students to their study. We, then, used this model to reflect on both current traditional and effective teaching and learning practices truncating or re-enforcing relationships of marginalized students with the learning environment. In this way, we aim to further the discussion initiated by Jackson and Seiler and offer possible frameworks for future research on the interactions between marginalized students with past low achievements and other high and mid achieving students, as well as other interactions between resources inside and outside science postsecondary classrooms.

Teaching Interdisciplinary Engineering and Science Educations

DEFF Research Database (Denmark)

Kofoed, Lise B.; S. Stachowicz, Marian

2014-01-01

In this paper we study the challenges for the involved teachers who plan and implement interdisciplinary educations. They are confronted with challenges regarding their understanding of using known disciplines in a new interdisciplinary way and see the possibilities of integrating disciplines when...... 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...... and understand how different expertise can contribute to an interdisciplinary education....

Integrated STEM in secondary education: A case study

International Nuclear Information System (INIS)

De Meester, Jolien; Dehaene, Wim; Knipprath, Heidi; Thielemans, Jan; De Cock, Mieke; Langie, Greet

2015-01-01

Despite many opportunities to study STEM (Science, Technology, Engineering and Mathematics) in Flemish secondary education, only a minority of pupils are actually pursuing STEM fields in higher education and jobs. One reason could be that they do not see the relevance of science and mathematics. In order to draw their pupils’ interest in STEM, a Belgian school started a brand new initiative: the school set up and implemented a first year course that integrates various STEM disciplines, hoping to provide an answer to the question pupils often ask themselves about the need to study math and science. The integrated curriculum was developed by the school’s teachers and a STEM education research group of the University of Leuven. To examine the pupils’ attitude towards STEM and STEM professions and their notion of relevance of STEM at the end of this one-year course, a post-test was administered to the group of pupils who attended the integrated STEM course (the experimental group) and to a group of pupils that took traditional, non-integrated STEM courses (the control group). The results reveal that attending the integrated STEM course is significantly related to pupils’ interest in STEM and notion of relevance of STEM. Another post-test was administered only to the experimental group to investigate pupils’ understanding of math and physics concepts and their relation when taught in an integrated way. The results reveal that the pupils have some conceptual understanding and can, to a certain extent, make a transfer of concepts across different STEM disciplines. However, the test results did point out that some additional introductory training in pure math context is needed.

Science Education for Environmental Awareness: Approaches to Integrating Cognitive and Affective Domains

Science.gov (United States)

Littledyke, Michael

2008-01-01

Science education has an important part in developing understanding of concepts that underpin environmental issues, leading potentially to pro-environmental behaviour. However, science is commonly perceived negatively, leading to inappropriate and negative models of science that do not connect to people's experiences. The article argues that the…

Integrating local environmental research into K-12 science classrooms and the value of graduate student-educator partnerships

Science.gov (United States)

Ward, N. D.; Petrik-Finley, R.

2015-12-01

Collaboration between researchers and K-12 educators enables an invaluable exchange of teaching philosophies and educational tools. Programs that partner graduate students with K-12 educators serve the dual purpose of training future educators and providing K-12 students with unique opportunities and perspectives. The benefits of this type of partnership include providing students with enhanced educational experiences and positive student-mentor relationships, training STEM graduate students in effective teaching strategies, and providing teachers with a firsthand resource for scientific information and novel educational materials. Many high school students have had little exposure to science beyond the classroom. Frequent interactions with "real-life" scientists can help make science more approachable and is an effective strategy for promoting science as a career. Here I describe my experiences and several lessons designed as a NSK GK-12 fellow. For example, a month-long unit on biogeochemical principles was framed as a crime scene investigation of a fish kill event in Hood Canal, Washington, in which students were given additional pieces of evidence to solve the mystery as they satisfied checkpoints in their understanding of key concepts. The evidence pieces included scientific plots, maps, datasets, and laboratory exercises. A clear benefit of this investigation-style unit is that students were able to learn the material at their individual pace. This structure allowed for a streamlined integration of differentiated materials such as simplified background readings or visual learning aids for struggling students or more detailed news articles and primary literature for more advanced students. Although the NSF GK-12 program has been archived, educators and researchers should pursue new partnerships, leveraging local and state-level STEM outreach programs with the goal of increasing national exposure of the societal benefits of such synergistic activities.

Integration of Media Design Processes in Science, Technology, Engineering, and Mathematics (STEM) Education

Science.gov (United States)

Karahan, Engin; Canbazoglu Bilici, Sedef; Unal, Aycin

2015-01-01

Problem Statement: Science, technology, engineering and mathematics (STEM) education aims at improving students' knowledge and skills in science and math, and thus their attitudes and career choices in these areas. The ultimate goal in STEM education is to create scientifically literate individuals who can survive in the global economy. The…

Effective Integration of the World-Wide Web in Earth Science Education.

Science.gov (United States)

Herbert, Bruce; Bednarz, Sarah; Boyd, Tom; Blake, Sally; Harder, Vicki; Sutter, Marilyn

The earth sciences is an evolving set of disciplines encompassing more than 30 specialties; however, earth scientists continue to be trained within the traditional disciplinary structure. Earth science education should focus not only on student acquisition and retention of factual knowledge, but also on the development of higher-order skills…

Art and Science Education Collaboration in a Secondary Teacher Preparation Programme

Science.gov (United States)

Medina-Jerez, William; Dambekalns, Lydia; Middleton, Kyndra V.

2012-01-01

Background and purpose: The purpose of this study was to record and measure the level of involvement and appreciation that prospective teachers in art and science education programmes demonstrated during a four-session integrated activity. Art and science education prospective teachers from a Rocky Mountain region university in the US worked in…

Vertical integration of basic science in final year of medical education.

Science.gov (United States)

Rajan, Sudha Jasmine; Jacob, Tripti Meriel; Sathyendra, Sowmya

2016-01-01

Development of health professionals with ability to integrate, synthesize, and apply knowledge gained through medical college is greatly hampered by the system of delivery that is compartmentalized and piecemeal. There is a need to integrate basic sciences with clinical teaching to enable application in clinical care. To study the benefit and acceptance of vertical integration of basic science in final year MBBS undergraduate curriculum. After Institutional Ethics Clearance, neuroanatomy refresher classes with clinical application to neurological diseases were held as part of the final year posting in two medical units. Feedback was collected. Pre- and post-tests which tested application and synthesis were conducted. Summative assessment was compared with the control group of students who had standard teaching in other two medical units. In-depth interview was conducted on 2 willing participants and 2 teachers who did neurology bedside teaching. Majority (>80%) found the classes useful and interesting. There was statistically significant improvement in the post-test scores. There was a statistically significant difference between the intervention and control groups' scores during summative assessment (76.2 vs. 61.8 P Vertical integration of basic science in final year was beneficial and resulted in knowledge gain and improved summative scores. The classes were found to be useful, interesting and thought to help in clinical care and application by majority of students.

Integrating the New Generation Science Standards (NGSS) into K- 6 teacher training and curricula

Science.gov (United States)

Pinter, S.; Carlson, S. J.

2017-12-01

The Next Generation Science Standards is an initiative, adopted by 26 states, to set national education standards that are "rich in content and practice, arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education." Educators now must integrate these standards into existing curricula. Many grade-school (K-6) teachers face a particularly daunting task, as they were traditionally not required to teach science or only at a rudimentary level. The majority of K-6 teachers enter teaching from non-science disciplines, making this transition even more difficult. Since the NGSS emphasizes integrated and coherent progression of knowledge from grade to grade, prospective K-6 teachers must be able to deliver science with confidence and enthusiasm to their students. CalTeach/MAST (Mathematics and Science Teaching Program) at the University of California Davis, has created a two-quarter sequence of integrated science courses for undergraduate students majoring in non-STEM disciplines and intending to pursue multiple-subject K-6 credentials. The UCD integrated science course provides future primary school teachers with a basic, but comprehensive background in the physical and earth/space sciences. Key tools are taught for improving teaching methods, investigating complex science ideas, and solving problems relevant to students' life experiences that require scientific or technological knowledge. This approach allows prospective K-6 teachers to explore more effectively the connections between the disciplinary core ideas, crosscutting concepts, and scientific and engineering practices, as outlined in the NGSS. In addition, they develop a core set of science teaching skills based on inquiry activities and guided lab discussions. With this course, we deliver a solid science background to prospective K-6 teachers and facilitate their ability to teach science following the standards as articulated in the NGSS.

Lunar and Planetary Science XXXV: Engaging K-12 Educators, Students, and the General Public in Space Science Exploration

Science.gov (United States)

2004-01-01

The session "Engaging K-12 Educators, Students, and the General Public in Space Science Exploration" included the following reports:Training Informal Educators Provides Leverage for Space Science Education and Public Outreach; Teacher Leaders in Research Based Science Education: K-12 Teacher Retention, Renewal, and Involvement in Professional Science; Telling the Tale of Two Deserts: Teacher Training and Utilization of a New Standards-based, Bilingual E/PO Product; Lindstrom M. M. Tobola K. W. Stocco K. Henry M. Allen J. S. McReynolds J. Porter T. T. Veile J. Space Rocks Tell Their Secrets: Space Science Applications of Physics and Chemistry for High School and College Classes -- Update; Utilizing Mars Data in Education: Delivering Standards-based Content by Exposing Educators and Students to Authentic Scientific Opportunities and Curriculum; K. E. Little Elementary School and the Young Astronaut Robotics Program; Integrated Solar System Exploration Education and Public Outreach: Theme, Products and Activities; and Online Access to the NEAR Image Collection: A Resource for Educators and Scientists.

The Junior High School Integrated Science: The Actual Teaching Process in the Perspective of an Ethnographer

Science.gov (United States)

Adu-Gyamfi, Kenneth; Ampiah, Joseph Ghartey

2016-01-01

Science education at the Basic School (Primary and Junior High School) serves as the foundation upon which higher levels of science education are pivoted. This ethnographic study sought to investigate the teaching of Integrated Science at the Junior High School (JHS) level in the classrooms of two science teachers in two schools of differing…

Integrated Modelling in CRUCIAL Science Education

Science.gov (United States)

Mahura, Alexander; Nuterman, Roman; Mukhamedzhanova, Elena; Nerobelov, Georgiy; Sedeeva, Margarita; Suhodskiy, Alexander; Mostamandy, Suleiman; Smyshlyaev, Sergey

2017-04-01

The NordForsk CRUCIAL project (2016-2017) "Critical steps in understanding land surface - atmosphere interactions: from improved knowledge to socioeconomic solutions" as a part of the Pan-Eurasian EXperiment (PEEX; https://www.atm.helsinki.fi/peex) programme activities, is looking for a deeper collaboration between Nordic-Russian science communities. In particular, following collaboration between Danish and Russian partners, several topics were selected for joint research and are focused on evaluation of: (1) urbanization processes impact on changes in urban weather and climate on urban-subregional-regional scales and at contribution to assessment studies for population and environment; (2) effects of various feedback mechanisms on aerosol and cloud formation and radiative forcing on urban-regional scales for better predicting extreme weather events and at contribution to early warning systems, (3) environmental contamination from continues emissions and industrial accidents for better assessment and decision making for sustainable social and economic development, and (4) climatology of atmospheric boundary layer in northern latitudes to improve understanding of processes, revising parameterizations, and better weather forecasting. These research topics are realized employing the online integrated Enviro-HIRLAM (Environment - High Resolution Limited Area Model) model within students' research projects: (1) "Online integrated high-resolution modelling of Saint-Petersburg metropolitan area influence on weather and air pollution forecasting"; (2) "Modeling of aerosol impact on regional-urban scales: case study of Saint-Petersburg metropolitan area"; (3) "Regional modeling and GIS evaluation of environmental pollution from Kola Peninsula sources"; and (4) "Climatology of the High-Latitude Planetary Boundary Layer". The students' projects achieved results and planned young scientists research training on online integrated modelling (Jun 2017) will be presented and

Integral Methodological Pluralism in Science Education Research: Valuing Multiple Perspectives

Science.gov (United States)

Davis, Nancy T.; Callihan, Laurie P.

2013-01-01

This article examines the multiple methodologies used in educational research and proposes a model that includes all of them as contributing to understanding educational contexts and research from multiple perspectives. The model, based on integral theory (Wilber in a theory of everything. Shambhala, Boston, 2000) values all forms of research as…

Perspectives on competency-based medical education from the learning sciences.

Science.gov (United States)

Swing, Susan R

2010-01-01

A central component of competency-based medical education is a framework of higher-order and more fundamental competencies whose purpose is to focus instruction and learning. In the language of the learning sciences, many of these competencies are complex cognitive-perceptual or cognitive-motor skills. Competency-based medical education has been criticized for being reductionistic, that is, for focusing on atomistic skills and failing to capture the essence of professional activities as manifested by complex, integrated capabilities. The value of identifying fundamental skill components is supported by theory and evidence from the learning sciences, however. Complex skills are constructed from fundamental, component skills. Proficient performance of the former is achieved as components are refined and integrated during repeated performance of the skill in a realistic context and as feedback on performance is provided. Competency-based medical education does not propose specific methods for teaching competencies. The learning and instructional sciences, however, posit a number of conditions for learning that support the acquisition of simple skills and their flexible integration into complex capabilities. Learners' motivation and self-regulation skills will also have an impact on the extent to which they engage in learning processes that result in the integration of knowledge and skills into complex competencies.

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

Science.gov (United States)

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

2017-04-01

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

Evaluating trauma nursing education: An integrative literature review.

Science.gov (United States)

Ding, Min; Metcalfe, Helene; Gallagher, Olivia; Hamdorf, Jeffrey M

2016-09-01

A review of the current literature evaluating trauma nursing education. A variety of trauma nursing courses exist, to educate nurses working in trauma settings, and to maintain their continuing professional development. Despite an increase in the number of courses delivered, there appears to be a lack of evidence to demonstrate the effectiveness of trauma nursing education and in particular the justification for this resource allocation. Integrative literature review. A search of international literature on trauma nursing education evaluation published in English from 1985 to 2015 was conducted through electronic databases CINAHL Plus, Google Scholar, PubMed, Austhealth, Science Citation Index Expanded (Web of Science), Sciverse Science Direct (Elsevier) & One file (Gale). Only peer reviewed journal articles identifying trauma course and trauma nursing course evaluation have been included in the selection criteria. An integrative review of both quantitative and qualitative literature guided by Whittemore and Knafl's theoretical framework using Bowling's and Pearson's validated appraisal checklists, has been conducted for three months. Only 17 studies met the inclusion criteria, including 14 on trauma course evaluation and 3 on trauma nursing course evaluation. Study findings are presented as two main themes: the historical evolution of trauma nursing education and evaluation of trauma nursing education outcomes. Trauma nursing remains in its infancy and education in this specialty is mainly led by continuing professional development courses. The shortage of evaluation studies on trauma nursing courses reflects the similar status in continuing professional development course evaluation. A trauma nursing course evaluation study will address the gap in this under researched area. Copyright © 2016 Elsevier Ltd. All rights reserved.

The methodological foundations of mutual integration of scientific knowledge in the field of physical education and sports and related sciences.

Directory of Open Access Journals (Sweden)

Kozina Zh.L.

2012-02-01

Full Text Available Possibilities of application of scientific knowledge in physical education and sport in contiguous scientific directions are considered. The advanced studies of leading specialists in area of physical education and sport are analysed. It is rotined that on the modern stage scientific developments in area of physical education and sport attained a level, when can be utillized in fundamental and applied sciences. Scientific researches in area of physical education and sport to the application scientific areas, such as pedagogics, psychology, design, programming et al are related. One of examples of mutual integration of scientific knowledge in area of physical education and sport there is theoretical conception of individualization of preparation of sportsmen.

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

International Nuclear Information System (INIS)

Gil, A.V.; Larkin, E.L.; Reilly, B.; Austin, P.

1992-01-01

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

Primary Science Teaching--Is It Integral and Deep Experience for Students?

Science.gov (United States)

Timoštšuk, Inge

2016-01-01

Integral and deep pedagogical content knowledge can support future primary teachers' ability to follow ideas of education for sustainability in science class. Initial teacher education provides opportunity to learn what and how to teach but still the practical experiences of teaching can reveal uneven development of student teachers'…

The Evolution of Psychology as a Basic Bio-behavioral Science in Healthcare Education.

Science.gov (United States)

Carr, John E

2017-12-01

For over a century, researchers and educators have called for the integration of psychological science into medical school curricula, but such efforts have been impeded by barriers within medicine and psychology. In addressing these barriers, Psychology has re-examined its relationship to Medicine, incorporated psychological practices into health care, and redefined its parameters as a science. In response to interdisciplinary research into the mechanisms of bio-behavioral interaction, Psychology evolved from an ancillary social science to a bio-behavioral science that is fundamental to medicine and health care. However, in recent medical school curriculum innovations, psychological science is being reduced to a set of "clinical skills," and once again viewed as an ancillary social science. These developments warrant concern and consideration of new approaches to integrating psychological science in medical education.

Spiritual Nursing Care Education An Integrated Strategy for Teaching Students.

Science.gov (United States)

White, Donna M; Hand, Mikel

The failure of nursing schools to integrate spiritual nursing care education into the curriculum has contributed to a lack in nurses' spiritual care ability. Developing, integrating, and testing a Spiritual Care Nursing Education strategy in an Associates of Science nursing program significantly increased the perceived spiritual care competence of student nurses. Utilizing a faculty team to develop learning activities to address critical spiritual care attributes offers a method to integrate spiritual nursing care content throughout the curriculum in ASN and BSN programs.

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.

Going Beyond Academic Integrity Might Broaden our Understanding of Plagiarism in Science Education: A Perspective from a Study in Brazil.

Science.gov (United States)

Santos, Christiane C; Santos, Patrícia S Dos; Sant'ana, Maurício C; Masuda, Hatisaburo; Barboza, Monica B; Vasconcelos, Sonia M R

2017-05-01

Fostering innovation and creativity is a priority in the science and education policy agenda of most countries, which have advocated that innovative minds and processes will boost scientific and economic growth. While our knowledge society has embraced this view, fostering creativity is among the major challenges faced by educators and policymakers. For example, plagiarism, which may be considered a form of imitation and repetition, is a global concern at schools and universities. However, most discussions focus on academic integrity, which, we believe, leaves some gaps in the approach to the problem. As part of an ongoing project on plagiarism, science and education policy, we show results from a survey sent to 143 high-school science teachers at one of the most highly regarded federal schools in Brazil. Among respondents (n=42), about 50% admit that students plagiarize in assignments. Additionally, many of these educators suggest that the way biology, chemistry and physics are taught at school stimulates more repetition than creativity. Our findings are consistent with the need for a broader perspective on plagiarism and with initiatives to stimulate creativity and critical thinking among students. Although we offer a perspective from Brazil, it may illuminate current discussions on plagiarism, particularly in emerging countries.

Going Beyond Academic Integrity Might Broaden our Understanding of Plagiarism in Science Education: A Perspective from a Study in Brazil

Directory of Open Access Journals (Sweden)

CHRISTIANE C. SANTOS

Full Text Available ABSTRACT Fostering innovation and creativity is a priority in the science and education policy agenda of most countries, which have advocated that innovative minds and processes will boost scientific and economic growth. While our knowledge society has embraced this view, fostering creativity is among the major challenges faced by educators and policymakers. For example, plagiarism, which may be considered a form of imitation and repetition, is a global concern at schools and universities. However, most discussions focus on academic integrity, which, we believe, leaves some gaps in the approach to the problem. As part of an ongoing project on plagiarism, science and education policy, we show results from a survey sent to 143 high-school science teachers at one of the most highly regarded federal schools in Brazil. Among respondents (n=42, about 50% admit that students plagiarize in assignments. Additionally, many of these educators suggest that the way biology, chemistry and physics are taught at school stimulates more repetition than creativity. Our findings are consistent with the need for a broader perspective on plagiarism and with initiatives to stimulate creativity and critical thinking among students. Although we offer a perspective from Brazil, it may illuminate current discussions on plagiarism, particularly in emerging countries.

Bridging the Gap between Earth Science and Students: An Integrated Approach using NASA Earth Science Climate Data

Science.gov (United States)

Alston, Erica J.; Chambers, Lin H.; Phelps, Carrie S.; Oots, Penny C.; Moore, Susan W.; Diones, Dennis D.

2007-01-01

Under the auspices of the Department of Education's No Child Left Behind (NCLB) Act, beginning in 2007 students will be tested in the science area. There are many techniques that educators can employ to teach students science. The use of authentic materials or in this case authentic data can be an engaging alternative to more traditional methods. An Earth science classroom is a great place for the integration of authentic data and science concepts. The National Aeronautics and Space Administration (NASA) has a wealth of high quality Earth science data available to the general public. For instance, the Atmospheric Science Data Center (ASDC) at NASA s Langley Research Center houses over 800 Earth science data sets related to Earth's radiation budget, clouds, aerosols and tropospheric chemistry. These data sets were produced to increase academic understanding of the natural and anthropogenic factors that influence global climate; however, a major hurdle in using authentic data is the size of the data and data documentation. To facilitate the use of these data sets for educational purposes, the Mentoring and inquirY using NASA Data on Atmospheric and Earth science for Teachers and Amateurs (MY NASA DATA) project has been established to systematically support educational activities at all levels of formal and informal education. The MY NASA DATA project accomplishes this by reducing these large data holdings to microsets that are easily accessible and explored by K-12 educators and students though the project's Web page. MY NASA DATA seeks to ease the difficulty in understanding the jargon-heavy language of Earth science. This manuscript will show how MY NASA DATA provides resources for NCLB implementation in the science area through an overview of the Web site, the different microsets available, the lesson plans and computer tools, and an overview of educational support mechanisms.

Integrating Science and Technology into a Policy of Lifelong Education in Nigeria.

Science.gov (United States)

Urevbu, Andrew O.

1985-01-01

Examines Nigeria's National Policy on Education guidelines, specifically focusing on science and technological education. Discusses the development of vocational and technical schools, transfer of technology, and the role of research institutes. Recommendations are made concerning academic survival skills, respect for manual skills, improved…

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

Science.gov (United States)

Lantz, Marilyn S; Shuler, Charles F

2017-08-01

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

A biotic game design project for integrated life science and engineering education.

Science.gov (United States)

Cira, Nate J; Chung, Alice M; Denisin, Aleksandra K; Rensi, Stefano; Sanchez, Gabriel N; Quake, Stephen R; Riedel-Kruse, Ingmar H

2015-03-01

Engaging, hands-on design experiences are key for formal and informal Science, Technology, Engineering, and Mathematics (STEM) education. Robotic and video game design challenges have been particularly effective in stimulating student interest, but equivalent experiences for the life sciences are not as developed. Here we present the concept of a "biotic game design project" to motivate student learning at the interface of life sciences and device engineering (as part of a cornerstone bioengineering devices course). We provide all course material and also present efforts in adapting the project's complexity to serve other time frames, age groups, learning focuses, and budgets. Students self-reported that they found the biotic game project fun and motivating, resulting in increased effort. Hence this type of design project could generate excitement and educational impact similar to robotics and video games.

A Review of Integrated Courses in Pharmacy Education and Impact of Integration in Pharm D Curricula

Directory of Open Access Journals (Sweden)

Maryam Nikanmehr

2017-03-01

Full Text Available Today, due to ever-increasing knowledge and large volumes of information, educational planners of various fields around the world, have been seeking to establish a better and faster refresh for learning. Integration can be a good educational strategy by blending different subjects and contents when presented to students. The aim of this study is to evaluate the medical literature about integration in the curriculum; its process, importance, necessity and different types of it.This review article was prepared by searching the PubMed database, Google Scholar and science direct websites, national and international journals in the field of medical education curricula. The keywords were educational planning, curriculum integration, and medical education with integration and incorporation.Integration and its eleven steps can be an important strategy in educational planning. According to various studies, integration can enhance the students’ learning and skills in medicinal and pharmaceutical care. It also improves the satisfaction of faculty and students, the quality of education and increases the students’ grades at their examinations. Considering the proper planning, cooperation and co-teaching of faculty members, focus on the desired performance of students and correct assessment of the fundamental principles of integration are crucial to this strategy.

A Network for Integrated Science and Mathematics Teaching and Learning Conference Plenary Papers. NSF/SSMA Wingspread Conference (Racine, Wisconsin, April 1991). School Science and Mathematics Association Topics for Teachers Series Number 7.

Science.gov (United States)

Berlin, Donna F., Ed.

The integration of mathematics and science is not a new concept. However, during recent years it has been a major focus in education reform. A Wingspread conference promoted discussion regarding the integration of mathematics and science and explored ways to improve science and mathematics education in grades K-12. Papers from the conference…

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

Science.gov (United States)

Le, Paul T.; Matias, Cheryl E.

2018-03-01

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

Science and technology related global problems: An international survey of science educators

Science.gov (United States)

Bybee, Rodger W.; Mau, Teri

This survey evaluated one aspect of the Science-Technology-Society theme, namely, the teaching of global problems related to science and technology. The survey was conducted during spring 1984. Two hundred sixty-two science educators representing 41 countries completed the survey. Response was 80%. Findings included a ranking of twelve global problems (the top six were: World Hunger and Food Resources, Population Growth, Air Quality and Atmosphere, Water Resources, War Technology, and Human Health and Disease). Science educators generally indicated the following: the science and technology related global problems would be worse by the year 2000; they were slightly or moderately knowledgeable about the problems; print, audio-visual media, and personal experiences were their primary sources of information; it is important to study global problems in schools; emphasis on global problems should increase with age/grade level; an integrated approach should be used to teach about global problems; courses including global problems should be required of all students; most countries are in the early stages of developing programs including global problems; there is a clear trend toward S-T-S; there is public support for including global problems; and, the most significant limitations to implementation of the S-T-S theme (in order of significance) are political, personnel, social, psychological, economic, pedagogical, and physical. Implications for research and development in science education are discussed.

European Meteorological Society and education in atmospheric sciences

Science.gov (United States)

Halenka, T.; Belda, M.

2010-09-01

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

Adult-Rated Oceanography Part 1: A Project Integrating Ocean Sciences into Adult Basic Education Programs.

Science.gov (United States)

Cowles, S.; Collier, R.; Torres, M. K.

2004-12-01

Busy scientists seek opportunities to implement education and outreach efforts, but often don't know where to start. One easy and tested method is to form collaborations with federally-funded adult education and adult literacy programs. These programs exist in every U.S. state and territory and serve underrepresented populations through such major initiatives as adult basic education, adult secondary education (and GED preparation), and English language acquisition. These students are workers, consumers, voters, parents, grandparents, and members of every community. They have specific needs that are often overlooked in outreach activities. This presentation will describe the steps by which the Oregon Ocean Science and Math Collaborative program was developed. It is based on a partnership between the Oregon Department of Community Colleges and Workforce Development, Oregon State University College of Oceanic and Atmospheric Sciences, Oregon Sea Grant, and the OSU Hatfield Marine Science Center. It includes professional development through instructor institutes; teachers at sea and informal education opportunities; curriculum and web site development. Through the partnership described here, instructors in adult basic education programs participate in a yearlong experience in which they develop, test, and adapt innovative instructional strategies to meet the specific needs of adult learners. This, in turn, leads to new prospects for study in the areas of ocean science and math and introduces non-academic careers in marine science to a new community. Working directly with instructors, we have identified expertise level, instructional environment, instructor background and current teaching strategies used to address science literacy and numeracy goals of the adult learners in the State of Oregon. Preliminary evaluation of our ongoing project in meeting these goals will be discussed. These efforts contribute to national goals of science literacy for all, by providing

Building the Capacity for Climate Services: Thoughts on Training Next Generation Climate Science Integrators

Science.gov (United States)

Garfin, G. M.; Brugger, J.; Gordon, E. S.; Barsugli, J. J.; Rangwala, I.; Travis, W.

2015-12-01

For more than a decade, stakeholder needs assessments and reports, including the recent National Climate Assessment, have pointed out the need for climate "science translators" or "science integrators" who can help bridge the gap between the cultures and contexts of researchers and decision-makers. Integration is important for exchanging and enhancing knowledge, building capacity to use climate information in decision making, and fostering more robust planning for decision-making in the context of climate change. This talk will report on the characteristics of successful climate science integrators, and a variety of models for training the upcoming generation of climate science integrators. Science integration characteristics identified by an experienced vanguard in the U.S. include maintaining credibility in both the scientific and stakeholder communities, a basic respect for stakeholders demonstrated through active listening, and a deep understanding of the decision-making context. Drawing upon the lessons of training programs for Cooperative Extension, public health professionals, and natural resource managers, we offer ideas about training next generation climate science integrators. Our model combines training and development of skills in interpersonal relations, communication of science, project implementation, education techniques and practices - integrated with a strong foundation in disciplinary knowledge.

Overview of the First Forum about Informal Science Education

Science.gov (United States)

Lebron Santos, Mayra; Pantoja, Carmen

2018-01-01

The First Forum on Informal Science Education was held at the University of Puerto Rico in 2015. This Forum had the following goals:1. Gather for the first time professionals dedicated to public communication and science outreach in Puerto Rico. 2. Exchange experiences and dissemination strategies with international professional science communicators.3. Encourage a fruitful dialogue between communicators with experience in museums, the media, and the integration of sciences with the arts.4. Encourage dialogue between communicators to facilitate future collaborations.The invited speakers came from Ibero-America and addressed aspects of science communication in museums and the media, the dissemination of science through the arts, the participation of universities in informal science education and the formal education of science communicators. The participants included museum specialists, journalists, artists, outreach specialists, formal educators interested in science outreach, and college students. During the Forum special events for the public were coordinated to celebrate the International Year of Light (2015). The exhibit “Light: Beyond the Bulb” was displayed. Dr. Julieta Fierro, recipient of the prestigious Kalinga Prize for the Popularization of Science awarded by UNESCO, presented the public talk “Light in the Universe”. Dr. Inés Rodríguez Hidalgo, director of the Science Museum of Valladolid, presented the talk "O Sole Mío: An Invitation to Solar Physics". We present an overview of the forum and some critical reflections on the topics discussed.

A biotic game design project for integrated life science and engineering education.

Directory of Open Access Journals (Sweden)

Nate J Cira

2015-03-01

Full Text Available Engaging, hands-on design experiences are key for formal and informal Science, Technology, Engineering, and Mathematics (STEM education. Robotic and video game design challenges have been particularly effective in stimulating student interest, but equivalent experiences for the life sciences are not as developed. Here we present the concept of a "biotic game design project" to motivate student learning at the interface of life sciences and device engineering (as part of a cornerstone bioengineering devices course. We provide all course material and also present efforts in adapting the project's complexity to serve other time frames, age groups, learning focuses, and budgets. Students self-reported that they found the biotic game project fun and motivating, resulting in increased effort. Hence this type of design project could generate excitement and educational impact similar to robotics and video games.

Integrating Forensic Science.

Science.gov (United States)

Funkhouser, John; Deslich, Barbara J.

2000-01-01

Explains the implementation of forensic science in an integrated curriculum and discusses the advantages of this approach. Lists the forensic science course syllabi studied in three high schools. Discusses the unit on polymers in detail. (YDS)

Integration of science and education on the example of cooperation of Semipalatinsk State University of Shakarim and National Nuclear Center of the Republic of Kazakhstan

International Nuclear Information System (INIS)

Syzdykov, E.B.; Gavrilova, N.B.; Asambaev, A.Zh.

2002-01-01

In this work the ways of integration of science and education on the example of cooperation of Semipalatinsk State University of Shakarim and National Nuclear Center of the Republic of Kazakhstan are presented. (author)

Meeting Classroom Needs: Designing Space Physics Educational Outreach for Science Education Standards

Science.gov (United States)

Urquhart, M. L.; Hairston, M.

2008-12-01

As with all NASA missions, the Coupled Ion Neutral Dynamics Investigation (CINDI) is required to have an education and public outreach program (E/PO). Through our partnership between the University of Texas at Dallas William B. Hanson Center for Space Sciences and Department of Science/Mathematics Education, the decision was made early on to design our educational outreach around the needs of teachers. In the era of high-stakes testing and No Child Left Behind, materials that do not meet the content and process standards teachers must teach cannot be expected to be integrated into classroom instruction. Science standards, both state and National, were the fundamental drivers behind the designs of our curricular materials, professional development opportunities for teachers, our target grade levels, and even our popular informal educational resource, the "Cindi in Space" comic book. The National Science Education Standards include much more than content standards, and our E/PO program was designed with this knowledge in mind as well. In our presentation we will describe how we came to our approach for CINDI E/PO, and how we have been successful in our efforts to have CINDI materials and key concepts make the transition into middle school classrooms. We will also present on our newest materials and high school physics students and professional development for their teachers.

Science Education and Test-Based Accountability: Reviewing Their Relationship and Exploring Implications for Future Policy

Science.gov (United States)

Anderson, Kevin J. B.

2012-01-01

Assuming that quality science education plays a role in economic growth within a country, it becomes important to understand how education policy might influence science education teaching and learning. This integrative research review draws on Cooper's methodology (Cooper, 1982; Cooper & Hedges, 2009) to synthesize empirical findings on the…

Fostering Eroticism in Science Education to Promote Erotic Generosities for the Ocean-Other

Science.gov (United States)

Luther, Rachel

2013-01-01

Despite the increase in marine science curriculum in secondary schools, marine science is not generally required curricula and has been largely deemphasized or ignored in relation to earth science, biology, chemistry, and physics. I call for the integration and implementation of marine science more fully in secondary science education through…

Using hierarchical linear models to test differences in Swedish results from OECD’s PISA 2003: Integrated and subject-specific science education

Directory of Open Access Journals (Sweden)

Maria Åström

2012-06-01

Full Text Available The possible effects of different organisations of the science curriculum in schools participating in PISA 2003 are tested with a hierarchical linear model (HLM of two levels. The analysis is based on science results. Swedish schools are free to choose how they organise the science curriculum. They may choose to work subject-specifically (with Biology, Chemistry and Physics, integrated (with Science or to mix these two. In this study, all three ways of organising science classes in compulsory school are present to some degree. None of the different ways of organising science education displayed statistically significant better student results in scientific literacy as measured in PISA 2003. The HLM model used variables of gender, country of birth, home language, preschool attendance, an economic, social and cultural index as well as the teaching organisation.

Quality Assurance in Educational Administration in the Teaching of Farm Mathematics for National Integration in Nigeria

Science.gov (United States)

Enemali, I. A.; Adah, Obe Christopher

2015-01-01

Farm mathematics, an aspect of agricultural science education is being taught in our educational institutions in the country. This effort is to enhance agricultural productivity and quality of agricultural science education for national integration. For the realization of this, a quality assured educational administration is vital. The paper…

Does science education need the history of science?

Science.gov (United States)

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

2008-06-01

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

Career education attitudes and practices of K-12 science educators

Science.gov (United States)

Smith, Walter S.

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

Planning for Integrated Science Education in Africa. Report of a Regional Workshop.

Science.gov (United States)

United Nations Educational, Scientific, and Cultural Organization, Paris (France).

This report of a workshop held in Nigeria for the leaders of science education at primary and lower secondary levels in 15 African nations describes the status of science instruction in those countries. The workshop was sponsored by UNESCO/UNICEF and continued from September 20th through October 4th, 1971. The main address to the conference,…

Integration of Culturally Relevant Pedagogy Into the Science Learning Progression Framework

Science.gov (United States)

Bernardo, Cyntra

This study integrated elements of culturally relevant pedagogy into a science learning progression framework, with the goal of enhancing teachers' cultural knowledge and thereby creating better teaching practices in an urban public high school science classroom. The study was conducted using teachers, an administrator, a science coach, and students involved in science courses in public high school. Through a qualitative intrinsic case study, data were collected and analyzed using traditional methods. Data from primary participants (educators) were analyzed through identification of big ideas, open coding, and themes. Through this process, patterns and emergent ideas were reported. Outcomes of this study demonstrated that educators lack knowledge about research-based academic frameworks and multicultural education strategies, but benefit through institutionally-based professional development. Students from diverse cultures responded positively to culturally-based instruction. Their progress was further manifested in better communication and discourse with their teacher and peers, and increased academic outcomes. This study has postulated and provided an exemplar for science teachers to expand and improve multicultural knowledge, ultimately transferring these skills to their pedagogical practice.

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

African Journal of Educational Studies in Mathematics and Sciences ...

African Journals Online (AJOL)

Effects of constructivist teaching strategies and traditional lecture method on students' learning outcomes in Nigeria's integrated science education · EMAIL FREE FULL TEXT EMAIL FREE FULL TEXT DOWNLOAD FULL TEXT DOWNLOAD FULL TEXT. DI Oludipe, DB Awofodu ...

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.

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.

Fermilab Friends for Science Education | Welcome

Science.gov (United States)

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

Health Care and Family and Consumer Sciences Education: An Integrative Approach.

Science.gov (United States)

Montgomery, Ruth; Rider, Mary Ellen

2001-01-01

Uses ecological systems theory as a foundation for integrating health care and its public policy issues into family and consumer sciences classrooms. Offers teachers alternative perspectives on consumer behavior changes and needs in heath care systems and policies. Contains 24 references. (JOW)

Systems Theory and the Earth Systems Approach in Science Education. ERIC Digest.

Science.gov (United States)

Lee, Hyongyong

The systems approach provides a framework for integrating different scientific disciplines. This approach is used often in Earth Systems Education. This ERIC Digest describes the systems theory and its influence on science education. (Contains 16 references.) (YDS)

AFRA Network for Education in Nuclear Science and Technology

International Nuclear Information System (INIS)

Hashim, N.; Wanjala, F.

2017-01-01

AFRA-NEST was Conceived at the AFRA Ministerial Conference held in Aswan in 2007. The main objective of AFRA-NEST is to facilitate operation and networking in higher education, training and related research in Nuclear Science (NS&T) in the African Region through: • Sharing of information and materials of nuclear education and training. The strategies for implementing the objectives are: the use ICT for web-based education and training,; recognition of Regional Designated Centres (RDCs) for professional nuclear education in nuclear science and technology, and organization of harmonized and accredited programs at tertiary levels for teaching and research in the various nuclear disciplines. The main function of the AFRA-NEST is to; foster sustainable human resource development and nuclear knowledge management; host the Cyber Learning Platform for Nuclear Education and Training for the AFRA region and to integrate all available higher education capabilities in Africa

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

Science as a general education: Conceptual science should constitute the compulsory core of multi-disciplinary undergraduate degrees.

Science.gov (United States)

Charlton, Bruce G

2006-01-01

It is plausible to assume that in the future science will form the compulsory core element both of school curricula and multi-disciplinary undergraduate degrees. But for this to happen entails a shift in the emphasis and methods of science teaching, away from the traditional concern with educating specialists and professionals. Traditional science teaching was essentially vocational, designed to provide precise and comprehensive scientific knowledge for practical application. By contrast, future science teaching will be a general education, hence primarily conceptual. Its aim should be to provide an education in flexible rationality. Vocational science teaching was focused on a single-discipline undergraduate degree, but a general education in abstract systematic thinking is best inculcated by studying several scientific disciplines. In this sense, 'science' is understood as mathematics and the natural sciences, but also the abstract and systematic aspects of disciplines such as economics, linguistics, music theory, history, sociology, political science and management science. Such a wide variety of science options in a multi-disciplinary degree will increase the possibility of student motivation and aptitude. Specialist vocational science education will progressively be shifted to post-graduate level, in Masters and Doctoral programs. A multi-disciplinary and conceptually-based science core curriculum should provide an appropriate preparation for dealing with the demands of modern societies; their complex and rapidly changing social systems; and the need for individual social and professional mobility. Training in rational conceptual thinking also has potential benefits to human health and happiness, since it allows people to over-ride inappropriate instincts, integrate conflicting desires and pursue long-term goals.

Educators' motivation on integration of ICTs into pedagogy: case of ...

African Journals Online (AJOL)

Educators' motivation on integration of ICTs into pedagogy: case of disadvantaged areas .... disciplines such as Information Sciences, Business and. Engineering, it has been noted ..... by a particular textbook. One has .... the ETHICS method.

Games in Science Education

DEFF Research Database (Denmark)

Magnussen, Rikke

2014-01-01

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

Using the Geoscience Literacy Frameworks and Educational Technologies to Promote Science Literacy in Non-science Major Undergraduates

Science.gov (United States)

Carley, S.; Tuddenham, P.; Bishop, K. O.

2008-12-01

In recent years several geoscience communities have been developing ocean, climate, atmosphere and earth science literacy frameworks as enhancements to the National Science Education Standards content standards. Like the older content standards these new geoscience literacy frameworks have focused on K-12 education although they are also intended for informal education and general public audiences. These geoscience literacy frameworks potentially provide a more integrated and less abstract approach to science literacy that may be more suitable for non-science major students that are not pursuing careers in science research or education. They provide a natural link to contemporary environmental issues - e.g., climate change, resource depletion, species and habitat loss, natural hazards, pollution, development of renewable energy, material recycling. The College of Exploration is an education research non-profit that has provided process and technical support for the development of most of these geoscience literacy frameworks. It has a unique perspective on their development. In the last ten years it has also gained considerable national and international expertise in facilitating web-based workshops that support in-depth conversations among educators and working scientists/researchers on important science topics. These workshops have been of enormous value to educators working in K-12, 4-year institutions and community colleges. How can these geoscience literacy frameworks promote more collaborative inquiry-based learning that enhances the appreciation of scientific thinking by non-majors? How can web- and mobile-based education technologies transform the undergraduate non-major survey course into a place where learners begin their passion for science literacy rather than end it? How do we assess science literacy in students and citizens?

Integration of Place-Based Education Into Science Classes From Prekindergarten Through Grade 5

Science.gov (United States)

Wade-Lyles, Terri A.

In a large urban district in Ohio, 29.2% of Grade 5, 28.7% of Grade 8, and 45.7% of Grade 10 students passed the state test in science. School district administrators formed a community partnership with local science institutions in order to provide students with hands-on place-based learning experiences intended to improve science academic achievement in PK-Grade 5. The purpose of this qualitative program evaluation was to determine the level of implementation of that place-based program by examining the efficacy of the teachers' embedded professional development and their experiences with the training components. Bruner's theory of cognitive development was used to examine teachers' needs in facilitating the program. A stratified random sample of 659 PK-Grade 5 teachers from 73 district elementary schools was selected, and 57 teachers responded to an anonymous online survey of 5 open-ended questions. Data were analyzed using thematic analysis to identity factors that enhanced or impeded the implementation of place-based education programming based on their professional development. The key findings indicated that over half of the participants viewed resources as lacking, training as limited, and planning that is too time consuming, and complicated. Participants expressed the need for clarity regarding resources and more training on how to plan for and integrate the placed-based approach. The resulting project was an executive summary and interactive workshop for program stakeholders, such as administrators, teachers, and ultimately students, who would benefit from this project by improving the place-based program.

Globalization and Science Education

Science.gov (United States)

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

2013-06-01

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

From Laboratories to Classrooms: Involving Scientists in Science Education

Science.gov (United States)

DeVore, E. K.

2001-12-01

Scientists play a key role in science education: the adventure of making new discoveries excites and motivates students. Yet, American science education test scores lag behind those of other industrial countries, and the call for better science, math and technology education is widespread. Thus, improving American science, math and technological literacy is a major educational goal for the NSF and NASA. Today, funding for research often carries a requirement that the scientist be actively involved in education and public outreach (E/PO) to enhance the science literacy of students, teachers and citizens. How can scientists contribute effectively to E/PO? What roles can scientists take in E/PO? And, how can this be balanced with research requirements and timelines? This talk will focus on these questions, with examples drawn from the author's projects that involve scientists in working with K-12 teacher professional development and with K-12 curriculum development and implementation. Experiences and strategies for teacher professional development in the research environment will be discussed in the context of NASA's airborne astronomy education and outreach projects: the Flight Opportunities for Science Teacher EnRichment project and the future Airborne Ambassadors Program for NASA's Stratospheric Observatory for Infrared Astronomy (SOFIA). Effective partnerships with scientists as content experts in the development of new classroom materials will be described with examples from the SETI Institute's Life in the Universe curriculum series for grades 3-9, and Voyages Through Time, an integrated high school science course. The author and the SETI Institute wish to acknowledge funding as well as scientific and technical support from the National Science Foundation, the National Aeronautics and Space Administration, the Hewlett Packard Company, the Foundation for Microbiology, and the Combined Federated Charities.

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

Indian Academy of Sciences (India)

Home; Journals; Resonance – Journal of Science Education; Volume 8; Issue 2. Sum of Powers of Natural Numbers using Integration. N Marikannan V Ravichandran. Classroom Volume 8 Issue 2 February 2003 pp 80-84. Fulltext. Click here to view fulltext PDF. Permanent link:

Is Religious Education Compatible with Science Education?

Science.gov (United States)

Mahner, Martin; Bunge, Mario

1996-01-01

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

Environmental Science and Engineering Merit Badges: An Exploratory Case Study of a Non-Formal Science Education Program and the U.S. Scientific and Engineering Practices

Science.gov (United States)

Vick, Matthew E.; Garvey, Michael P.

2016-01-01

The Boy Scouts of America's Environmental Science and Engineering merit badges are two of their over 120 merit badges offered as a part of a non-formal educational program to U.S. boys. The Scientific and Engineering Practices of the U.S. Next Generation Science Standards provide a vision of science education that includes integrating eight…

Training Teachers for the Knowledge Society: Social Media in Science Education

Directory of Open Access Journals (Sweden)

Dana Crăciun

2016-01-01

Full Text Available Internet and social media (SM have revolutionized the way scientific information is disseminated within our society. Nowadays professional and/or social networks are increasingly used for learning and informal science education successfully supplements the formal one at alleducational levels. Students become addicted to technology from an early age and consistently use SM for communication purposes and personal image. In this context, it is reasonable to assume that the use of Web 2.0 and SM can be successfully integrated in formal science education. This integration, however, depends mainly on how teachers design the learning activities using Web 2.0 and SM, on their digital skills and expertise, on their attitude towards using SM to communicate for personal and professional purposes and to obtain educational benefits. In this study we start from the premise that a positive attitude of future science teachers towards ICT integration and theirwillingness to use SM in their educational communication can be formed in the initial teacher training program, being a crucial factor for the effective use of such tools in education in the future. We detail two activities and analyze them from the SM and Web 2.0 integration perspectives. The first activity is an extracurricular one in which students had to create a digital story and present it to secondary school children in class. The second activity is a curricular one aimed to promote a project-based learning and based on making a comic about an optical phenomenon taught in secondary school. We present and discuss these activities to emphasize how the skills that targetscience teaching using ICT and SM can be developed.

Responsible research and innovation indicators for science education assessment: how to measure the impact?

Science.gov (United States)

Heras, Maria; Ruiz-Mallén, Isabel

2017-12-01

The emerging paradigm of responsible research and innovation (RRI) in the European Commission policy discourse identifies science education as a key agenda for better equipping students with skills and knowledge to tackle complex societal challenges and foster active citizenship in democratic societies. The operationalisation of this broad approach in science education demands, however, the identification of assessment frameworks able to grasp the complexity of RRI process requirements and learning outcomes within science education practice. This article aims to shed light over the application of the RRI approach in science education by proposing a RRI-based analytical framework for science education assessment. We use such framework to review a sample of empirical studies of science education assessments and critically analyse it under the lenses of RRI criteria. As a result, we identify a set of 86 key RRI assessment indicators in science education related to RRI values, transversal competences and experiential and cognitive aspects of learning. We argue that looking at science education through the lenses of RRI can potentially contribute to the integration of metacognitive skills, emotional aspects and procedural dimensions within impact assessments so as to address the complexity of learning.

Science Teaching in Science Education

Science.gov (United States)

Callahan, Brendan E.; Dopico, Eduardo

2016-01-01

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

Safety Education and Science.

Science.gov (United States)

Ralph, Richard

1980-01-01

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

The General Philosophy Behind the New Integrated and Co-ordinated Science Courses in N.S.W. and the Science Foundation for Physics Textbook Series.

Science.gov (United States)

Messel, H.; Barker, E. N.

Described are the science syllabuses and texts for the science courses written to fulfill the aims of the new system of education in the state of New South Wales, Australia. The science course was developed in two stages: (1) A four year integrated science syllabus for grades 7-10, and (2) separate courses in physics, chemistry, and biology with…

Development of a Mathematics, Science, and Technology Education Integrated Program for a Maglev

Science.gov (United States)

Park, Hyoung Seo

2006-01-01

The purpose of the study was to develop an MST Integrated Program for making a Maglev hands-on activity for higher elementary school students in Korea. In this MST Integrated Program, students will apply Mathematics, Science, and Technology principles and concepts to the design, construction, and evaluation of a magnetically levitated vehicle. The…

The Integration of Select Aspects of Educational Foundations as Applied to Health Care Education: A Religious Perspective

Science.gov (United States)

Fredericks, Marcel; Kondellas, Bill; Fredericks, Janet; Langer, Michael; Ross, Michael W. V.

2013-01-01

The purpose of this paper is to establish the necessity to fully and effectively integrate the sub-disciplines of educational foundations, such as psychology and philosophy, in addition to the natural and social sciences, within medical and health-related educational programs. This is particularly pertinent in Catholic and other religiously…

Evaluating Education and Science in the KSC Visitor Complex Exhibits

Science.gov (United States)

Erickson, Lance K.

2000-01-01

The continuing development of exhibits at the Kennedy Space Center's Visitor Complex is an excellent opportunity for NASA personnel to promote science and provide insight into NASA programs and projects for the approximately 3 million visitors that come to KSC annually. Stated goals for the Visitor Complex, in fact, emphasize science awareness and recommend broadening the appeal of the displays and exhibits for all age groups. To this end, this summer project seeks to evaluate the science content of planned exhibits/displays in relation to these developing opportunities and identify specific areas for enhancement of existing or planned exhibits and displays. To help expand the educational and science content within the developing exhibits at the Visitor Complex, this project was structured to implement the goals of the Visitor Center Director. To accomplish this, the exhibits and displays planned for completion within the year underwent review and evaluation for science content and educational direction. Planning emphasis for the individual displays was directed at combining the elements of effective education with fundamental scientific integrity, within an appealing format.

Understanding the Educational Experiences of Science Teachers in a Five-Year Teacher Education Program: A Phenomenological Study

Science.gov (United States)

Srivastava, Nitin

This qualitative study provides an overview of educational experiences of six in-service and three pre-service secondary science teachers in the Benedum Collaborative Five-Year Teacher Education Program at a land-grant university. The researcher interviewed secondary science teachers on the experiences they found meaningful in various program components that influenced their teacher identity, beliefs about science pedagogy, and their sense of preparedness for teaching. Document analysis of teachers' journals and lesson plans supplemented the qualitative data in addition to the researcher's role and knowledge as an outsider (non-Benedum graduate) and insider (facilitator and instructor in the technology integration based classes for one year) of the Benedum Collaborative Five-Year Teacher Education Program. Findings also supported the Holmes (1986) and Goodlad (1990) views for extended field experiences and "collaborative culture" in teacher education for well-prepared teachers.

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.

Exploring the Associations Among Nutrition, Science, and Mathematics Knowledge for an Integrative, Food-Based Curriculum.

Science.gov (United States)

Stage, Virginia C; Kolasa, Kathryn M; Díaz, Sebastián R; Duffrin, Melani W

2018-01-01

Explore associations between nutrition, science, and mathematics knowledge to provide evidence that integrating food/nutrition education in the fourth-grade curriculum may support gains in academic knowledge. Secondary analysis of a quasi-experimental study. Sample included 438 students in 34 fourth-grade classrooms across North Carolina and Ohio; mean age 10 years old; gender (I = 53.2% female; C = 51.6% female). Dependent variable = post-test-nutrition knowledge; independent variables = baseline-nutrition knowledge, and post-test science and mathematics knowledge. Analyses included descriptive statistics and multiple linear regression. The hypothesized model predicted post-nutrition knowledge (F(437) = 149.4, p mathematics knowledge were predictive of nutrition knowledge indicating use of an integrative science and mathematics curriculum to improve academic knowledge may also simultaneously improve nutrition knowledge among fourth-grade students. Teachers can benefit from integration by meeting multiple academic standards, efficiently using limited classroom time, and increasing nutrition education provided in the classroom. © 2018, American School Health Association.

Planetary Science Educational Materials for Out-of-School Time Educators

Science.gov (United States)

Barlow, Nadine G.; Clark, Joelle G.

2017-10-01

Planetary Learning that Advances the Nexus of Engineering, Technology, and Science (PLANETS) is a five-year NASA-funded (NNX16AC53A) interdisciplinary and cross-institutional partnership to develop and disseminate STEM out-of-school time (OST) curricular and professional development units that integrate planetary science, technology, and engineering. The Center for Science Teaching and Learning (CSTL) and Department of Physics and Astronomy (P&A) at Northern Arizona University, the U.S. Geological Survey Astrogeology Science Center (USGS ASC), and the Museum of Science Boston (MoS) are partners in developing, piloting, and researching the impact of three out-of-school time units. Planetary scientists at USGS ASC and P&A have developed two units for middle grades youth and one for upper elementary aged youth. The two middle school units focus on greywater recycling and remote sensing of planetary surfaces while the elementary unit centers on exploring space hazards. All units are designed for small teams of ~4 youth to work together to investigate materials, engineer tools to assist in the explorations, and utilize what they have learned to solve a problem. Youth participate in a final share-out with adults and other youth of what they learned and their solution to the problem. Curriculum pilot testing of the two middle school units has begun with out-of-school time educators. A needs assessment has been conducted nationwide among educators and evaluation of the curriculum units is being conducted by CSTL during the pilot testing. Based on data analysis, the project is developing and testing four tiers of professional support for OST educators. Tier 1 meets the immediate needs of OST educators to teach curriculum and include how-to videos and other direct support materials. Tier 2 provides additional content and pedagogical knowledge and includes short content videos designed to specifically address the content of the curriculum. Tier 3 elaborates on best practices

Climate change science education across schools, campuses, and centers: strategies and successes

Science.gov (United States)

Merrill, J.; Harcourt, P.; Rogers, M.; Buttram, J.; Petrone, C.; Veron, D. E.; Sezen-Barrie, A.; Stylinski, C.; Ozbay, G.

2016-02-01

With established partnerships in higher education, K-12, and informal science education communities across Delaware and Maryland, the NSF-funded MADE CLEAR project (Maryland Delaware Climate Change Education, Assessment, and Research) has instituted a suite of professional development strategies to bring climate change science into science education methods courses, K-12 classrooms, university lecture halls, and public park facilities. MADE CLEAR partners have provided consistent climate literacy topics (mechanisms, human contributions, local and global impacts, mitigation and adaptation) while meeting the unique needs of each professional community. In-person topical lectures, hands-on work with classroom materials, seed funding for development of new education kits, and on-line live and recorded sessions are some of the tools employed by the team to meet those needs and build enduring capacity for climate change science education. The scope of expertise of the MADE CLEAR team, with climate scientists, educators, learning scientists, and managers has provided not only PD tailored for each education audience, but has also created, fostered, and strengthened relationships across those audiences for long-term sustainability of the newly-built capacity. Specific examples include new climate change programs planned for implementation across Delaware State Parks that will be consistent with middle school curriculum; integration of climate change topics into science methods classes for pre-service teachers at four universities; and active K-12 and informal science education teams working to cooperatively develop lessons that apply informal science education techniques and formal education pedagogy. Evaluations by participants highlight the utility of personal connections, access to experts, mentoring and models for developing implementation plans.

Using Art to Enhance the Learning of Math and Science: Developing an Educational Art-Science Kit about Fractal Patterns in Nature

Science.gov (United States)

Rao, Deepa

This study documents the development of an educational art-science kit about natural fractals, whose aim is to unite artistic and scientific inquiry in the informal learning of science and math. Throughout this research, I argue that having an arts-integrated approach can enhance the learner of science and math concepts. A guiding metaphor in this thesis is the Enlightenment-era cabinet of curiosities that represents a time when art and science were unified in the process of inquiry about the natural world. Over time, increased specialization in the practice of arts and science led to a growing divergence between the disciplines in the educational system. Recently, initiatives like STEAM are underway at the national level to integrate "Arts and Design" into the Science, Technology, Engineering, and Math (STEM) formal education agenda. Learning artifacts like science kits present an opportunity to unite artistic and scientific inquiry in informal settings. Although science kits have been introduced to promote informal learning, presently, many science kits have a gap in their design, whereby the activities consist of recipe-like instructions that do not encourage further inquiry-based learning. In the spirit of the cabinet of curiosities, this study seeks to unify visual arts and science in the process of inquiry. Drawing from educational theories of Dewey, Piaget, and Papert, I developed a novel, prototype "art-science kit" that promotes experiential, hands-on, and active learning, and encourages inquiry, exploration, creativity, and reflection through a series of art-based activities to help users learn science and math concepts. In this study, I provide an overview of the design and development process of the arts-based educational activities. Furthermore, I present the results of a pilot usability study (n=10) conducted to receive user feedback on the designed materials for use in improving future iterations of the art-science fractal kit. The fractal kit

Science, human nature, and a new paradigm for ethics education.

Science.gov (United States)

Lampe, Marc

2012-09-01

For centuries, religion and philosophy have been the primary basis for efforts to guide humans to be more ethical. However, training in ethics and religion and imparting positive values and morality tests such as those emanating from the categorical imperative and the Golden Rule have not been enough to protect humankind from its bad behaviors. To improve ethics education educators must better understand aspects of human nature such as those that lead to "self-deception" and "personal bias." Through rationalizations, faulty reasoning and hidden bias, individuals trick themselves into believing there is little wrong with their own unethical behavior. The application of science to human nature offers the possibility of improving ethics education through better self-knowledge. The author recommends a new paradigm for ethics education in contemporary modern society. This includes the creation of a new field called "applied evolutionary neuro-ethics" which integrates science and social sciences to improve ethics education. The paradigm can merge traditional thinking about ethics from religious and philosophical perspectives with new ideas from applied evolutionary neuro-ethics.

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…

Science education and everyday action

Science.gov (United States)

McCann, Wendy Renee Sherman

2001-07-01

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

Preparing informal science educators perspectives from science communication and education

CERN Document Server

2017-01-01

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

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

Science.gov (United States)

Liu, Xiufeng

2010-01-01

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

The health sciences librarian in medical education: a vital pathways project task force.

Science.gov (United States)

Schwartz, Diane G; Blobaum, Paul M; Shipman, Jean P; Markwell, Linda Garr; Marshall, Joanne Gard

2009-10-01

The Medical Education Task Force of the Task Force on Vital Pathways for Hospital Librarians reviewed current and future roles of health sciences librarians in medical education at the graduate and undergraduate levels and worked with national organizations to integrate library services, education, and staff into the requirements for training medical students and residents. Standards for medical education accreditation programs were studied, and a literature search was conducted on the topic of the role of the health sciences librarian in medical education. Expectations for library and information services in current standards were documented, and a draft standard prepared. A comprehensive bibliography on the role of the health sciences librarian in medical education was completed, and an analysis of the services provided by health sciences librarians was created. An essential role and responsibility of the health sciences librarian will be to provide the health care professional with the skills needed to access, manage, and use library and information resources effectively. Validation and recognition of the health sciences librarian's contributions to medical education by accrediting agencies will be critical. The opportunity lies in health sciences librarians embracing the diverse roles that can be served in this vital activity, regardless of accrediting agency mandates.

Feasibility of Integration of Selected Aspects of (CBA) Chemistry, (CHEMS) Chemistry and (PSSC) Physics into a Two Year Physical Science Sequence.

Science.gov (United States)

Fiasca, Michael Aldo

Compared, for selected outcomes, were integrated chemistry-physics courses with chemistry and physics courses taught separately. Three classes studying integrated Physical Science Study Committee (PSSC)-Chemical Bond Approach (CBA), and three classes studying integrated Physical Science Study Committee-Chemical Education Materials Study (CHEMS)…

INTEGRATED EDUCATION

Directory of Open Access Journals (Sweden)

Lioara-Bianca BUBOIU

2015-04-01

Full Text Available Accepting and valuing people with disabilities is a key aspect of social policies promoted worldwide. The implementation of these policies aim normalize the lives of people with disabilities through full integration in the society to which they belong. Removing discrimination and social barriers equates to a maturing of the society, maturing translated by accepting diversity that surrounds us. Each person must be appreciated at its true value regardless of its condition of normality or deviation from it. Valuing individuals can be achieved only through a full acceptance in society, by assigning statuses and fulfilling social roles. School integration of children with special educational needs in mainstream education is a challenge and involves many aspects to be successful. It is the premise of social integration, the basis for future socio-professional insertion. Integrated education is the first step towards a world of equal opportunities, a world without discrimination.

Integrated STEM: A New Primer for Teaching Technology Education

Science.gov (United States)

Asunda, Paul A.; Mativo, John

2017-01-01

Part One of this article ("Technology and Engineering Teacher," 75(4), December/January, 2016) presented a process that science, math, engineering, and technology teachers could use to collaborate and design integrated STEM courses. A conceptual framework was discussed that could provide a premise that educators interested in delivery of…

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…

How In-Service Science Teachers Integrate History and Nature of Science in Elementary Science Courses

Science.gov (United States)

Hacieminoglu, Esme

2014-01-01

The purpose of this study is to investigate how the in-service science teachers' (IST) perceptions and practices about curriculum and integration of the history of science (HOS) and the nature of science (NOS) affect their science courses. For this aim, how ISTs integrated the NOS and HOS in their elementary science courses for understanding of…

The Efficacy of Educative Curriculum Materials to Support Geospatial Science Pedagogical Content Knowledge

Science.gov (United States)

Bodzin, Alec; Peffer, Tamara; Kulo, Violet

2012-01-01

Teaching and learning about geospatial aspects of energy resource issues requires that science teachers apply effective science pedagogical approaches to implement geospatial technologies into classroom instruction. To address this need, we designed educative curriculum materials as an integral part of a comprehensive middle school energy…

Crowdfunding for Elementary Science Educators

Science.gov (United States)

Reese, Jessica; Miller, Kurtz

2017-01-01

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

Developing a complex systems perspective for medical education to facilitate the integration of basic science and clinical medicine.

Science.gov (United States)

Aron, David C

2017-04-01

The purpose of medical education is to produce competent and capable professional practitioners who can combine the art and science of medicine. Moreover, this process must prepare individuals to practise in a field in which knowledge is increasing and the contexts in which that knowledge is applied are changing in unpredictable ways. The 'basic sciences' are important in the training of a physician. The goal of basic science training is to learn it in a way that the material can be applied in practice. Much effort has been expended to integrate basic science and clinical training, while adding many other topics to the medical curriculum. This effort has been challenging. The aims of the paper are (1) to propose a unifying conceptual framework that facilitates knowledge integration among all levels of living systems from cell to society and (2) illustrate the organizing principles with two examples of the framework in action - cybernetic systems (with feedback) and distributed robustness. Literature related to hierarchical and holarchical frameworks was reviewed. An organizing framework derived from living systems theory and spanning the range from molecular biology to health systems management was developed. The application of cybernetic systems to three levels (regulation of pancreatic beta cell production of insulin, physician adjustment of medication for glycaemic control and development and action of performance measures for diabetes care) was illustrated. Similarly distributed robustness was illustrated by the DNA damage response system and principles underlying patient safety. Each of the illustrated organizing principles offers a means to facilitate the weaving of basic science and clinical medicine throughout the course of study. The use of such an approach may promote systems thinking, which is a core competency for effective and capable medical practice. Published 2016. This article is a U.S. Government work and is in the public domain in the USA.

The Integration of HIV and AIDS as a Socio-Scientific Issue in the Life Sciences Curriculum

Science.gov (United States)

Wolff, Eugenie; Mnguni, Lindelani

2015-01-01

The potential of science to transform lives has been highlighted by a number of scholars. This means that critical socio-scientific issues (SSIs) must be integrated into science curricula. Development of context-specific scientific knowledge and twenty-first-century learning skills in science education could be used to address SSIs such as…

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

DEFF Research Database (Denmark)

von der Fehr, Ane

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

Practical education in family planning: integrative review

Directory of Open Access Journals (Sweden)

Creusa Ferreira da Silva

2017-07-01

Full Text Available Objectives: To identify educational practices in family planning, facilitating factors, difficulties and resulting impacts. Method: This is an integrative literature review, using the three descriptors: "family planning", "health education" and "contraception"; In the databases of the Scientific Electronic Library Online (SciELO, Latin American and Caribbean Literature in Health Sciences (LILACS and Nursing Database (BDENF, were searched in January and February 2016. Results: Regarding the accomplishment of educational practices, most of the studies pointed out its accomplishment. The difficulties and facilitators aspects were related to the management of the health service, professional competence and users. Guarantee of family rights and autonomy were the impacts pointed out. Conclusion: The study showed that educational practices in family planning are tools to be encouraged as a guarantee and respect for sexual and reproductive rights. Descriptors: family planning; education in health; contraception.

Perceived barriers to online education by radiologic science educators.

Science.gov (United States)

Kowalczyk, Nina K

2014-01-01

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

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

Indian Academy of Sciences (India)

Home; Journals; Resonance – Journal of Science Education; Volume 18; Issue 11. Integration and Polar Coordinates. S Kesavan. General Article Volume 18 Issue 11 November 2013 pp 996-1003. Fulltext. Click here to view fulltext PDF. Permanent link: https://www.ias.ac.in/article/fulltext/reso/018/11/0996-1003. Keywords.

Integration of the primary health care approach into a community nursing science curriculum.

Science.gov (United States)

Vilakazi, S S; Chabeli, M M; Roos, S D

2000-12-01

The purpose of this article is to explore and describe guidelines for integration of the primary health care approach into a Community Nursing Science Curriculum in a Nursing College in Gauteng. A qualitative, exploratory, descriptive and contextual research design was utilized. The focus group interviews were conducted with community nurses and nurse educators as respondents. Data were analysed by a qualitative descriptive method of analysis as described in Creswell (1994: 155). Respondents in both groups held similar perceptions regarding integration of primary health care approach into a Community Nursing Science Curriculum. Five categories, which are in line with the curriculum cycle, were identified as follows: situation analysis, selection and organisation of objectives/goals, content, teaching methods and evaluation. Guidelines and recommendations for the integration of the primary health care approach into a Community Nursing Science Curriculum were described.

Integration of the primary health care approach into a community nursing science curriculum

Directory of Open Access Journals (Sweden)

SS Vilakazi

2000-09-01

Full Text Available The purpose of this article is to explore and describe guidelines for integration of the primary health care approach into a Community Nursing Science Curriculum in a Nursing College in Gauteng. A qualitative, exploratory, descriptive and contextual research design was utilized. The focus group interviews were conducted with community nurses and nurse educators as respondents. Data were analysed by a qualitative descriptive method of analysis as described in Creswell (1994:155. Respondents in both groups held similar perceptions regarding integration of primary health care approach into a Community Nursing Science Curriculum. Five categories, which are in line with the curriculum cycle, were identified as follows: situation analysis, selection and organisation of objectives/ goals, content, teaching methods and evaluation. Guidelines and recommendations for the integration of the primary health care approach into a Community Nursing Science Curriculum were described.

Scientists Interacting With University Science Educators

Science.gov (United States)

Spector, B. S.

2004-12-01

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

Assessment in Science Education

Science.gov (United States)

Rustaman, N. Y.

2017-09-01

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

Self-Guided Field Explorations: Integrating Earth Science into Students' Lives

Science.gov (United States)

Kirkby, K. C.; Kirkby, S.

2013-12-01

easily adapted to almost any campus setting. A number of factors contribute to self-guided explorations' success. For most students, these are novel, particularly memorable experiences. Interactive in nature, self-guided explorations are also relaxed, self-paced instruction without the pressures that can dominate other educational settings. Well designed explorations build on students' prior knowledge, allowing them to integrate new earth science concepts with familiar ideas and settings. By creating connections between geology and human society, these explorations also make earth science more relevant to students who had not previously considered their world from a geological perspective. By their very nature, explorations are place-centered education which helps ground instruction and makes it more relevant to students without strong science backgrounds. Further these explorations give students control over, and responsibility for, their own learning, which is always a pedagogically sound approach. Finally, self-guided explorations can integrate earth science education into students' social lives as most students choose to complete the explorations in groups, often with friends and family who are not enrolled in the course.

Interacting with a Suite of Educative Features: Elementary Science Teachers' Use of Educative Curriculum Materials

Science.gov (United States)

Arias, Anna Maria; Bismack, Amber Schultz; Davis, Elizabeth A.; Palincsar, Annemarie Sullivan

2016-01-01

New reform documents underscore the importance of learning both the practices and content of science. This integration of practices and content requires sophisticated teaching that does not often happen in elementary classrooms. Educative curriculum materials--materials explicitly designed to support teacher and student learning--have been posited…

Ethiopian Journal of Education and Sciences

African Journals Online (AJOL)

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

Interdisciplinary research and education at the biology-engineering-computer science interface: a perspective.

Science.gov (United States)

Tadmor, Brigitta; Tidor, Bruce

2005-09-01

Progress in the life sciences, including genome sequencing and high-throughput experimentation, offers an opportunity for understanding biology and medicine from a systems perspective. This 'new view', which complements the more traditional component-based approach, involves the integration of biological research with approaches from engineering disciplines and computer science. The result is more than a new set of technologies. Rather, it promises a fundamental reconceptualization of the life sciences based on the development of quantitative and predictive models to describe crucial processes. To achieve this change, learning communities are being formed at the interface of the life sciences, engineering and computer science. Through these communities, research and education will be integrated across disciplines and the challenges associated with multidisciplinary team-based science will be addressed.

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....

Striving for Scientific Integrity and Ethical Practices in Higher Education

Science.gov (United States)

Geissman, J. W.

2017-12-01

The need for the highest levels of scientific integrity and ethical principles in higher education, globally, is obvious. This is the setting where faculty scientists practice and future scientists, as entering science majors, those who change course and switch to science, and graduate students, are nurtured and mentored. Institutions of higher education across the globe are devoting increasing attention to scientific integrity and ethical practices, often as mandated by specific (funding) agencies, and this certainly is a step in the right direction. One approach has involved graduate students, particularly PhD students, in formal classes/seminars on the subjects. Another, more institution-specific, is to require freshman science majors to take one or more classes designed to assist students, in many ways, to succeed in whatever science path they choose. For the past five years I have "taught" such a class, which I like to refer to as "Science is the Rest of Your Life 101". My section is very heavy on scientific integrity and ethical practices; most students have never been exposed to nor have considered such subjects. Their interest level is exceedingly keen. So, steps are being taken, but rectifying existing concerns will take time. Here are some (potential/real) problems. One facing all of higher education is the ever decreasing number, certainly in the United States, of tenured/tenure track faculty in all disciplines together with the generational "gap" or "double gap" (some colleagues of mine are in their 80s) between those who never for all intents and purposes received any "formal" exposure to scientific integrity and ethical practices issues and those fresh in the academy for which these subjects are recently and better engrained. At most institutions, those faculty never involved in such formal training because of, well, their age, are required to pass some form of on-line "certification" class in research ethics among other subjects on an annual or bi

Educational Technologies in Problem-Based Learning in Health Sciences Education: A Systematic Review

Science.gov (United States)

Jin, Jun

2014-01-01

Background As a modern pedagogical philosophy, problem-based learning (PBL) is increasingly being recognized as a major research area in student learning and pedagogical innovation in health sciences education. A new area of research interest has been the role of emerging educational technologies in PBL. Although this field is growing, no systematic reviews of studies of the usage and effects of educational technologies in PBL in health sciences education have been conducted to date. Objective The aim of this paper is to review new and emerging educational technologies in problem-based curricula, with a specific focus on 3 cognate clinical disciplines: medicine, dentistry, and speech and hearing sciences. Analysis of the studies reviewed focused on the effects of educational technologies in PBL contexts while addressing the particular issue of scaffolding of student learning. Methods A comprehensive computerized database search of full-text articles published in English from 1996 to 2014 was carried out using 3 databases: ProQuest, Scopus, and EBSCOhost. Eligibility criteria for selection of studies for review were also determined in light of the population, intervention, comparison, and outcomes (PICO) guidelines. The population was limited to postsecondary education, specifically in dentistry, medicine, and speech and hearing sciences, in which PBL was the key educational pedagogy and curriculum design. Three types of educational technologies were identified as interventions used to support student inquiry: learning software and digital learning objects; interactive whiteboards (IWBs) and plasma screens; and learning management systems (LMSs). Results Of 470 studies, 28 were selected for analysis. Most studies examined the effects of learning software and digital learning objects (n=20) with integration of IWB (n=5) and LMS (n=3) for PBL receiving relatively less attention. The educational technologies examined in these studies were seen as potentially fit for

Educational technologies in problem-based learning in health sciences education: a systematic review.

Science.gov (United States)

Jin, Jun; Bridges, Susan M

2014-12-10

As a modern pedagogical philosophy, problem-based learning (PBL) is increasingly being recognized as a major research area in student learning and pedagogical innovation in health sciences education. A new area of research interest has been the role of emerging educational technologies in PBL. Although this field is growing, no systematic reviews of studies of the usage and effects of educational technologies in PBL in health sciences education have been conducted to date. The aim of this paper is to review new and emerging educational technologies in problem-based curricula, with a specific focus on 3 cognate clinical disciplines: medicine, dentistry, and speech and hearing sciences. Analysis of the studies reviewed focused on the effects of educational technologies in PBL contexts while addressing the particular issue of scaffolding of student learning. A comprehensive computerized database search of full-text articles published in English from 1996 to 2014 was carried out using 3 databases: ProQuest, Scopus, and EBSCOhost. Eligibility criteria for selection of studies for review were also determined in light of the population, intervention, comparison, and outcomes (PICO) guidelines. The population was limited to postsecondary education, specifically in dentistry, medicine, and speech and hearing sciences, in which PBL was the key educational pedagogy and curriculum design. Three types of educational technologies were identified as interventions used to support student inquiry: learning software and digital learning objects; interactive whiteboards (IWBs) and plasma screens; and learning management systems (LMSs). Of 470 studies, 28 were selected for analysis. Most studies examined the effects of learning software and digital learning objects (n=20) with integration of IWB (n=5) and LMS (n=3) for PBL receiving relatively less attention. The educational technologies examined in these studies were seen as potentially fit for problem-based health sciences education

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.

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

studies, survey results, and descriptive categories. Costs and benefits to the scientist are discussed through the use of case studies, surveys, and observations. Third, student learning outcomes from a case study are presented. It is argued that the partnership created the opportunity for the integration of imaginative tools of science (specifically GIS in the case study) and authentic science inquiry. The last component is the discussion of the various tools of science utilized by the scientists for their research, taught to the science teachers by the scientists, and then taught to the students by the science teachers. At each step the technology was modified to fit the levels and applications of the specific science teacher, the grade level taught, and the content area taught. Examples of imaginative tools utilized include Geographic Information System (GIS), Global Positioning System (GPS), Google Earth, time-lapse photography, digital microscopy, and Excel. In summary, by examining this collaborative partnership through the lens of the scientists, the science teachers, and the science teachers' students it is evident that this partnership has created new science education specialists and can ultimately improve scientific literacy in K-12 students. Reference: NRC (2005). How Students Learn. The National Academies Press. Washington D.C.

Widening participation in nurse education: An integrative literature review.

Science.gov (United States)

Heaslip, Vanessa; Board, Michele; Duckworth, Vicky; Thomas, Liz

2017-12-01

Widening participation into higher education is espoused within educational policy in the UK, and internationally, as a mechanism to promote equality and social mobility. As nurse education is located within higher education it has a responsibility to promote widening participation within pre-registration educational programmes. It could also be argued that the profession has a responsibility to promote equality to ensure its' workforce is as diverse as possible in order to best address the health needs of diverse populations. To undertake an integrative review on published papers exploring Widening Participation in undergraduate, pre-registration nurse education in the UK. A six step integrative review methodology was utilised, reviewing papers published in English from 2013-2016. Search of CINAHL, Education Source, MEDLINE, PsychINFO, SocINDEX, Science Direct, Business Source Complete, ERIC, British Library ETOS, Teacher Reference Centre, Informit Health Collection and Informit Humanities and Social Science Collection which highlighted 449 citations; from these 14 papers met the review inclusion criteria. Both empirical studies and editorials focusing upon widening participation in pre-registration nurse education in the UK (2013-2016) were included. Papers excluded were non UK papers or papers not focussed upon widening participation in pre-registration nursing education. Research papers included in the review were assessed for quality using appropriate critical appraisal tools. 14 papers were included in the review; these were analysed thematically identifying four themes; knowledge and identification of WP, pedagogy and WP, attrition and retention and career prospects. Whilst widening participation is a key issue for both nurse education and the wider profession there is a lack of conceptualisation and focus regarding mechanisms to both encourage and support a wider diversity of entrant. Whilst there are some studies, these focus on particular individual

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...

Fermilab Education Office: Science Adventures

Science.gov (United States)

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

Science Education: The New Humanity?

Science.gov (United States)

Douglas, John H.

1973-01-01

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

Science Education: Issues, Approaches and Challenges

Directory of Open Access Journals (Sweden)

Shairose Irfan Jessani

2015-06-01

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

Using the Discipline of Agricultural Engineering to Integrate Math and Science

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Foutz, Tim; Navarro, Maria; Hill, Roger B.; Thompson, Sidney A.; Miller, Kathy; Riddleberger, Deborah

2011-01-01

An outcome of a 1998 forum sponsored by the National Research Council was a recognition that topics related to food production and agriculture are excellent mechanisms for integrating science topics taught in the K-12 education system and for providing many avenues for inquiry based and project based learning. The engineering design process is…

Improving Health with Science: Exploring Community-Driven Science Education in Kenya

Science.gov (United States)

Leak, Anne Emerson

learning. Students applied learning across health topics they identified as interesting and relevant to their community: hand-washing, disease-prevention, first aid, balanced diet, and water. Students' application of their learning was influenced by internal, external, and relational factors with the community, science education factors, and cultural factors. Some factors, which may have been barriers for students to apply their learning, were turned into supports via bridging strategies used by the students and teacher. Bridging strategies allowed students to connect between their place and science in meaningful ways in the classroom. These strategies were critical in bringing students' place into the classroom and enabling students to apply their learning toward place. The model resulting from the identified factors informed existing models for sociocultural considerations in community-based health interventions. The community-engagement applied practices of science (CAPS) model serves to conceptualize findings in this study and informs an integrated method for using community-engagement education as a stimuli for students to become cultural brokers and improve community health. In addition to focusing on teaching practices of science and encouraging students to apply their learning, this research suggests that bridging strategies can be used to connect science with a students' place in meaningful ways that serve both students and their local communities.

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

Indian Academy of Sciences (India)

Home; Journals; Resonance – Journal of Science Education; Volume 2; Issue 7. A Course on Integration Theory. B J Venkatachala. Book Review Volume 2 Issue 7 July 1997 pp 93-94. Fulltext. Click here to view fulltext PDF. Permanent link: https://www.ias.ac.in/article/fulltext/reso/002/07/0093-0094. Author Affiliations.

Computer Technology-Integrated Projects Should Not Supplant Craft Projects in Science Education

Science.gov (United States)

Klopp, Tabatha J.; Rule, Audrey C.; Schneider, Jean Suchsland; Boody, Robert M.

2014-01-01

The current emphasis on computer technology integration and narrowing of the curriculum has displaced arts and crafts. However, the hands-on, concrete nature of craft work in science modeling enables students to understand difficult concepts and to be engaged and motivated while learning spatial, logical, and sequential thinking skills. Analogy…

Science education as a pathway to teaching language literacy: a critical book review

Science.gov (United States)

Tolbert, Sara

2011-03-01

In this paper, I present a critical review of the recent book, Science Education as a Pathway to Teaching Language Literacy, edited by Alberto J. Rodriguez. This volume is a timely collection of essays in which the authors bring to attention both the successes and challenges of integrating science instruction with literacy instruction (and vice versa). Although several themes in the book merit further attention, a central unifying issue throughout all of the chapters is the task of designing instruction which (1) gives students access to the dominant Discourses in science and literacy, (2) builds on students' lived experiences, and (3) connects new material to socially and culturally relevant contexts in both science and literacy instruction— all within the high stakes testing realities of teachers and students in public schools. In this review, I illustrate how the authors of these essays effectively address this formidable challenge through research that `ascends to the concrete'. I also discuss where we could build on the work of the authors to integrate literacy and science instruction with the purpose of `humanizing and democratizing' science education in K-12 classrooms.

Elementary science teachers' integration of engineering design into science instruction: results from a randomised controlled trial

Science.gov (United States)

Maeng, Jennifer L.; Whitworth, Brooke A.; Gonczi, Amanda L.; Navy, Shannon L.; Wheeler, Lindsay B.

2017-07-01

This randomised controlled trial used a mixed-methods approach to investigate the frequency and how elementary teachers integrated engineering design (ED) principles into their science instruction following professional development (PD). The ED components of the PD were aligned with Cunningham and Carlsen's [(2014). Teaching engineering practices. Journal of Science Teacher Education, 25, 197-210] guidelines for ED PD and promoted inclusion of ED within science teaching. The treatment group included 219 teachers from 83 schools. Participants in the control group included 145 teachers from 60 schools in a mid-Atlantic state. Data sources, including lesson overviews and videotaped classroom observations, were analysed quantitatively to determine the frequency of ED integration and qualitatively to describe how teachers incorporated ED into instruction after attending the PD. Results indicated more participants who attended the PD (55%) incorporated ED into instruction compared with the control participants (24%), χ2(1, n = 401) = 33.225, p .05) through ED lessons. In ED lessons, students typically conducted research and created and tested initial designs. The results suggest the PD supported teachers in implementing ED into their science instruction and support the efficacy of using Cunningham and Carlsen's (2014) guidelines to inform ED PD design.

Multicultural Science Education and Curriculum Materials

Science.gov (United States)

Atwater, Mary M.

2010-01-01

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

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

Science.gov (United States)

Pierce, Clayton Todd

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

A new program in earth system science education

Science.gov (United States)

Huntress, Wesley; Kalb, Michael W.; Johnson, Donald R.

1990-01-01

A program aimed at accelerating the development of earth system science curricula at the undergraduate level and at seeding the establishment of university-based mechanisms for cooperative research and education among universities and NASA has been initiated by the Universities Space Research Association (USRA) in conjunction with NASA. Proposals were submitted by 100 U.S. research universities which were selected as candidates to participate in a three-year pilot program to develop undergraduate curricula in earth system science. Universities were then selected based upon peer review and considerations of overall scientific balance among proposed programs. The program will also aim to integrate a number of universities with evolving earth system programs, linking them with a cooperative curriculum, shared faculty, and NASA scientists in order to establish a stronger base for earth systems related education and interdisciplinary research collaboration.

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

Indian Academy of Sciences (India)

Home; Journals; Resonance – Journal of Science Education; Volume 9; Issue 5. The Meaning of Integration – II. A K Nandakumaran. General Article Volume 9 Issue 5 May 2004 pp 41-50. Fulltext. Click here to view fulltext PDF. Permanent link: https://www.ias.ac.in/article/fulltext/reso/009/05/0041-0050. Keywords. Riemann ...

Effectiveness of Adaptive Contextual Learning Model of Integrated Science by Integrating Digital Age Literacy on Grade VIII Students

Science.gov (United States)

Asrizal, A.; Amran, A.; Ananda, A.; Festiyed, F.

2018-04-01

Educational graduates should have good competencies to compete in the 21st century. Integrated learning is a good way to develop competence of students in this century. Besides that, literacy skills are very important for students to get success in their learning and daily life. For this reason, integrated science learning and literacy skills are important in 2013 curriculum. However, integrated science learning and integration of literacy in learning can’t be implemented well. Solution of this problem is to develop adaptive contextual learning model by integrating digital age literacy. The purpose of the research is to determine the effectiveness of adaptive contextual learning model to improve competence of grade VIII students in junior high school. This research is a part of the research and development or R&D. Research design which used in limited field testing was before and after treatment. The research instruments consist of three parts namely test sheet of learning outcome for assessing knowledge competence, observation sheet for assessing attitudes, and performance sheet for assessing skills of students. Data of student’s competence were analyzed by three kinds of analysis, namely descriptive statistics, normality test and homogeneity test, and paired comparison test. From the data analysis result, it can be stated that the implementation of adaptive contextual learning model of integrated science by integrating digital age literacy is effective to improve the knowledge, attitude, and literacy skills competences of grade VIII students in junior high school at 95% confidence level.

Integrating radiology vertically into an undergraduate medical education curriculum: a triphasic integration approach

Directory of Open Access Journals (Sweden)

Al Qahtani F

2014-06-01

Full Text Available Fahd Al Qahtani,1 Adel Abdelaziz2,31Radiology Department, Faculty of Medicine, Al-Baha University, Al-Baha, Saudi Arabia; 2Medical Education Development Unit, Faculty of Medicine, Al-Baha University, Al-Baha, Saudi Arabia; 3Medical Education Department, Faculty of Medicine, Suez Canal University, Ismailia, EgyptAbstract: Fulfilling the goal of integrating radiology into undergraduate medical curricula is a real challenge due to the enduring faith assuming that traditional medical disciplines are worthy of consuming the available study time. In this manner, radiology is addressed occasionally and with relevance to these traditional disciplines. In Al-Baha University Faculty of Medicine, Al-Baha, Saudi Arabia, efforts have been made to integrate radiology vertically and in a structured manner into the undergraduate curriculum from the first year to the sixth year. For achieving convenient integration of radiology, a triphasic approach to integration is adopted. This approach consists of the integration of radiology foundations into the basic sciences phase, development of a distinct 4-week module in year 4, and finally, integration of clinical applications of radiology in the clinical phase modules. Feedback of students and inferences obtained through assessment and program evaluation are in favor of this approach to integration. Minor reform and some improvement related to time allocated and content balancing are still indicated.Keywords: radiology foundations, radiology module, students assessment

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…

The Impact of the Next Generation Science Standards on Future Professional Development and Astronomy Education Research

Science.gov (United States)

Buxner, Sanlyn

2013-06-01

The Next Generation Science Standards will have a profound impact on the future science education of students and professional development for teachers. The science and engineering practices, crosscutting concepts, and disciplinary core ideas laid out in the Framework for K-12 Science Education (NRC, 2011) will change the focus and methods of how we prepare teachers to meet these new standards. Extending beyond just the use of inquiry in the classroom, teachers will need support designing and implementing integrated experiences for students that require them to apply knowledge of content and practices. Integrating the three dimensions central to the new standards will pose curricular challenges and create opportunities for innovative space science projects and instruction. The science research and technology community will have an important role in supporting authentic classroom practices as well as training and support of teachers in these new ways of presenting science and technology. These changes will require a new focus for teacher professional development and new ways to research impacts of teacher training and changes in classroom practice. In addition, new and innovative tools will be needed to assess mastery of students’ knowledge of practices and the ways teachers effectively help students achieve these new goals. The astronomy education community has much to offer as K-12 and undergraduate level science educators rethink and redefine what it means to be scientifically literate and figure out how to truly measure the success of these new ways of teaching science.

Earth at Rest. Aesthetic Experience and Students' Grounding in Science Education

Science.gov (United States)

Østergaard, Edvin

2017-07-01

Focus of this article is the current situation characterized by students' de-rootedness and possible measures to improve the situation within the frame of education for sustainable development. My main line of argument is that science teachers can practice teaching in such a way that students are brought in deeper contact to the environment. I discuss efforts to promote aesthetic experience in science class and in science teacher education. Within a wide range of definitions, my main understanding of aesthetic experience is that of pre-conceptual experience, relational to the environment and incorporated in students' embodied knowledge. I ground the idea of Earth at rest in Husserl's phenomenological philosophy and Heidegger's notion of science' deprivation of the world. A critique of the ontological reversal leads to an ontological re-reversal that implies giving lifeworld experience back its value and rooting scientific concepts in students' everyday lives. Six aspects of facilitating grounding in sustainability-oriented science teaching and teacher education are highlighted and discussed: students' everyday knowledge and experience, aesthetic experience and grounding, fostering aesthetic sensibility, cross-curricular integration with art, ontological and epistemological aspects, and belongingness and (re-)connection to Earth. I conclude that both science students and student-teachers need to practice their sense of caring and belonging, as well as refining their sensibility towards the world. With an intension of educating for a sustainable development, there is an urgent need for a critical discussion in science education when it comes to engaging learners for a sustainable future.

Integrated Design for Geoscience Education with Upward Bound Students

Science.gov (United States)

Cartwright, T. J.; Hogsett, M.; Ensign, T. I.; Hemler, D.

2009-05-01

Capturing the interest of our students is imperative to expand the conduit of future Earth scientists in the United States. According to the Rising Above the Gathering Storm report (2005), we must increase America's talent pool by improving K-12 mathematics and science education. Geoscience education is uniquely suited to accomplish this goal, as we have become acutely aware of our sensitivity to the destructive forces of nature. The educational community must take advantage of this heightened awareness to educate our students and ensure the next generation rebuilds the scientific and technological base on which our society rests. In response to these concerns, the National Science Foundation advocates initiatives in Geoscience Education such as IDGE (Integrated Design for Geoscience Education), which is an inquiry-based geoscience program for Upward Bound (UB) students at Marshall University in Huntington, West Virginia. The UB program targets low-income under-represented students for a summer academic-enrichment program. IDGE builds on the mission of UB by encouraging underprivileged students to investigate science and scientific careers. During the two year project, high school students participated in an Environmental Inquiry course utilizing GLOBE program materials and on-line learning modules developed by geoscience specialists in land cover, soils, hydrology, phenology, and meteorology. Students continued to an advanced course which required IDGE students to collaborate with GLOBE students from Costa Rica. The culmination of this project was an educational expedition in Costa Rica to complete ecological field studies, providing first-hand knowledge of the international responsibility we have as scientists and citizens of our planet. IDGE was designed to continuously serve educators and students. By coordinating initiatives with GLOBE headquarters and the GLOBE country community, IDGE's efforts have yielded multiple ways in which to optimize positive

Science Education Notes.

Science.gov (United States)

School Science Review, 1982

1982-01-01

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

Science education ahead?

Science.gov (United States)

1999-01-01

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

Elements of Contemporary Integrated Science Curriculum: Impacts ...

African Journals Online (AJOL)

This paper acknowledged the vital roles played by integration of ideas and established the progress brought about when science is taught as a unified whole through knowledge integration which birthed integrated science as a subject in Nigerian school curriculum. The efforts of interest groups at regional, national and ...

Collaboration and Near-Peer Mentoring as a Platform for Sustainable Science Education Outreach

Science.gov (United States)

Pluth, Michael D.; Boettcher, Shannon W.; Nazin, George V.; Greenaway, Ann L.; Hartle, Matthew D.

2015-01-01

Decreased funding for middle and high school education has resulted in reduced classroom time, which, when coupled with an increased focus on standardized testing, has decreased the exposure of many middle school students to hands-on science education. To help address these challenges, we developed an integrated outreach program, spanning grades…

Science Education - Deja Vu Revised.

Science.gov (United States)

Walsh, John

1982-01-01

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

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.

Back to the basic sciences: an innovative approach to teaching senior medical students how best to integrate basic science and clinical medicine.

Science.gov (United States)

Spencer, Abby L; Brosenitsch, Teresa; Levine, Arthur S; Kanter, Steven L

2008-07-01

Abraham Flexner persuaded the medical establishment of his time that teaching the sciences, from basic to clinical, should be a critical component of the medical student curriculum, thus giving rise to the "preclinical curriculum." However, students' retention of basic science material after the preclinical years is generally poor. The authors believe that revisiting the basic sciences in the fourth year can enhance understanding of clinical medicine and further students' understanding of how the two fields integrate. With this in mind, a return to the basic sciences during the fourth year of medical school may be highly beneficial. The purpose of this article is to (1) discuss efforts to integrate basic science into the clinical years of medical student education throughout the United States and Canada, and (2) describe the highly developed fourth-year basic science integration program at the University of Pittsburgh School of Medicine. In their critical review of medical school curricula of 126 U.S. and 17 Canadian medical schools, the authors found that only 19% of U.S. medical schools and 24% of Canadian medical schools require basic science courses or experiences during the clinical years, a minor increase compared with 1985. Curricular methods ranged from simple lectures to integrated case studies with hands-on laboratory experience. The authors hope to advance the national discussion about the need to more fully integrate basic science teaching throughout all four years of the medical student curriculum by placing a curricular innovation in the context of similar efforts by other U.S. and Canadian medical schools.

Integrated Lecture and Laboratory Chemistry Components of Science Education Program for Early and Middle Childhood Education Majors

Science.gov (United States)

Lunsford, S. K.

2004-05-01

Two new chemistry courses were developed for early childhood and middle childhood education majors. The results of a pre- and posttest in the courses indicate success in developing student content knowledge and ability to problem solve. In addition these courses are designed to develop preservice teachers' understanding of the National Science Education Standards and foster support for implementing these standards in their classrooms. These courses provide materials, resources, and guidance in implementing the standards in their future teaching careers.

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.

Professional Development in Climate Science Education as a Model for Navigating the Next Generations Science Standards - A High School Science Teacher's Perspective

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Manning, C.; Buhr, S. M.

2012-12-01

The Next Generation Science Standards attempt to move the American K12 education system into the 21st century by focusing on science and engineering practice, crosscutting concepts, and the core ideas of the different disciplines. Putting these standards into practice will challenge a deeply entrenched system and science educators will need significant financial support from state and local governments, professional development from colleges and universities, and the creation of collegial academic networks that will help solve the many problems that will arise. While all of this sounds overwhelming, there are proven strategies and mechanisms already in place. Educators who tackle challenging topics like global climate change are turning to scientists and other like-minded teachers. Many of these teachers have never taken a class in atmospheric science but are expected to know the basics of climate and understand the emerging science as well. Teachers need scientists to continue to reach out and provide rigorous and in-depth professional development opportunities that enable them to answer difficult student questions and deal with community misconceptions about climate science. Examples of such programs include Earthworks, ICEE (Inspiring Climate Education Excellence) and ESSEA (Earth System Science Education Alliance). Projects like CLEAN (Climate Literacy and Energy Awareness Network) provide excellent resources that teachers can integrate into their lessons. All of these benefit from the umbrella of documents like Climate Literacy: The Essential Principles of Climate Science. Support from the aforementioned networks has encouraged the development of effective approaches for teaching climate science. From the perspective of a Geoscience master teacher and instructional coach, this presentation will demonstrate how scientists, researchers, and science education professionals have created models for professional development that create long-term networks supporting

Computational Thinking and Integrative Education (STEAM in Science Education

Directory of Open Access Journals (Sweden)

Rıdvan ÖZCAN

2018-01-01

Full Text Available this study, it was aimed to determine in which level science teachers use argumentation in their science classroom. Case study was used as a research model. This study has been carried out in a province in Aegean Region with a participating group that consists of 6 volunteer science teachers. In order to collect data, the observation form which is consisted of 24 items was used to decide in which level teachers’ using argumentation and intervention form consisting of 13 questions about argumentation were used. According to results of the study, science teachers did not commonly use argumentation. In the light of the interviews, it was seen that most of the teachers did not have any real qualifications about argumentation, the concepts in argumentation and the activities used in argumentation.

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…

Empowering Rural Appalachian Youth Through Integrated Inquiry-based Earth Science

Science.gov (United States)

Cartwright, T. J.; Hogsett, M.

2009-05-01

Science education must be relevant and inspiring to keep students engaged and receptive to learning. Reports suggest that science education reform can be advanced by involving students in active research (NSF 1996). Through a 2-year Geoscience Education award from the National Science Foundation, a program called IDGE (Integrated Design for Geoscience Education) has targeted low-income, under-represented, and minority high school students in rural Appalachia in inquiry-based projects, international collaboration, and an international environmental expedition incorporating the GLOBE program protocols. This program targeted Upward Bound students at Marshall University in Huntington, West Virginia. The Upward Bound is a federally-supported program targeting low-income, under-represented, and minority students for inclusion in a summer academic- enrichment program. IDGE builds on the mission of Upward Bound by encouraging underprivileged students to investigate science and scientific careers. This outreach has proven to be successful in enhancing positive attitudes and understanding about science and increasing the number of students considering science careers. IDGE has found that students must be challenged to observe the world around them and to consider how their decisions affect the future of our planet, thus making geoscience relevant and interesting to the students. By making the geoscience course inquiry-based and incorporating field research that is relevant to local environmental issues, it becomes possible for students to bridge the gap between science in theory and science in practice while remaining engaged. Participants were able to broaden environmental connections through an ecological expedition experience to Costa Rica, serving as an opportunity to broaden the vision of students as members of an international community of learners and scientists through their experiences with a diverse natural environment. This trip, in coordination with the inclusion

Feyerabend on Science and Education

Science.gov (United States)

Kidd, Ian James

2013-01-01

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

Learning Bridge: Curricular Integration of Didactic and Experiential Education

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Arendt, Cassandra S.; Cawley, Pauline; Buhler, Amber V.; Elbarbry, Fawzy; Roberts, Sigrid C.

2010-01-01

Objectives To assess the impact of a program to integrate introductory pharmacy practice experiences with pharmaceutical science topics by promoting active learning, self-directed learning skills, and critical-thinking skills. Design The Learning Bridge, a curriculum program, was created to better integrate the material first-year (P1) students learned in pharmaceutical science courses into their introductory pharmacy practice experiences. Four Learning Bridge assignments required students to interact with their preceptors and answer questions relating to the pharmaceutical science material concurrently covered in their didactic courses. Assessment Surveys of students and preceptors were conducted to measure the effectiveness of the Learning Bridge process. Feedback indicated the Learning Bridge promoted students' interaction with their preceptors as well as development of active learning, self-directed learning, and critical-thinking skills. Students also indicated that the Learning Bridge assignments increased their learning, knowledge of drug information, and comprehension of relevant data in package inserts. Conclusion The Learning Bridge process integrated the didactic and experiential components of the curriculum, enhancing student learning in both areas, and offered students educational opportunities to interact more with their preceptors. PMID:20498741

Sport science integration: An evolutionary synthesis.

Science.gov (United States)

Balagué, N; Torrents, C; Hristovski, R; Kelso, J A S

2017-02-01

The aim of the paper is to point out one way of integrating the supposedly incommensurate disciplines investigated in sports science. General, common principles can be found among apparently unrelated disciplines when the focus is put on the dynamics of sports-related phenomena. Dynamical systems approaches that have recently changed research in biological and social sciences among others, offer key concepts to create a common pluricontextual language in sport science. This common language, far from being homogenising, offers key synthesis between diverse fields, respecting and enabling the theoretical and experimental pluralism. It forms a softly integrated sports science characterised by a basic dynamic explanatory backbone as well as context-dependent theoretical flexibility. After defining the dynamic integration in living systems, unable to be captured by structural static approaches, we show the commonalities between the diversity of processes existing on different levels and time scales in biological and social entities. We justify our interpretation by drawing on some recent scientific contributions that use the same general principles and concepts, and diverse methods and techniques of data analysis, to study different types of phenomena in diverse disciplines. We show how the introduction of the dynamic framework in sport science has started to blur the boundaries between physiology, biomechanics, psychology, phenomenology and sociology. The advantages and difficulties of sport science integration and its consequences in research are also discussed.

Education and Public Outreach at The Pavilion Lake Research Project: Fusion of Science and Education using Web 2.0

Science.gov (United States)

Cowie, B. R.; Lim, D. S.; Pendery, R.; Laval, B.; Slater, G. F.; Brady, A. L.; Dearing, W. L.; Downs, M.; Forrest, A.; Lees, D. S.; Lind, R. A.; Marinova, M.; Reid, D.; Seibert, M. A.; Shepard, R.; Williams, D.

2009-12-01

The Pavilion Lake Research Project (PLRP) is an international multi-disciplinary science and exploration effort to explain the origin and preservation potential of freshwater microbialites in Pavilion Lake, British Columbia, Canada. Using multiple exploration platforms including one person DeepWorker submersibles, Autonomous Underwater Vehicles, and SCUBA divers, the PLRP acts as an analogue research site for conducting science in extreme environments, such as the Moon or Mars. In 2009, the PLRP integrated several Web 2.0 technologies to provide a pilot-scale Education and Public Outreach (EPO) program targeting the internet savvy generation. The seamless integration of multiple technologies including Google Earth, Wordpress, Youtube, Twitter and Facebook, facilitated the rapid distribution of exciting and accessible science and exploration information over multiple channels. Field updates, science reports, and multimedia including videos, interactive maps, and immersive visualization were rapidly available through multiple social media channels, partly due to the ease of integration of these multiple technologies. Additionally, the successful application of videoconferencing via a readily available technology (Skype) has greatly increased the capacity of our team to conduct real-time education and public outreach from remote locations. The improved communication afforded by Web 2.0 has increased the quality of EPO provided by the PLRP, and has enabled a higher level of interaction between the science team and the community at large. Feedback from these online interactions suggest that remote communication via Web 2.0 technologies were effective tools for increasing public discourse and awareness of the science and exploration activity at Pavilion Lake.

Developing Elementary Science PCK for Teacher Education: Lessons Learned from a Second Grade Partnership

Science.gov (United States)

Bradbury, Leslie U.; Wilson, Rachel E.; Brookshire, Laura E.

2017-06-01

In this self-study, two science educators partnered with two elementary teachers to plan, implement, and reflect on a unit taught in second grade classrooms that integrated science and language arts. The researchers hoped to increase their pedagogical content knowledge (PCK) for elementary science teaching so that they might use their experiences working in an elementary context to modify their practices in their elementary science method instruction. The research question guiding the study was: What aspects of our PCK for elementary science teaching do we as science educators develop by co-planning, co-teaching, and reflecting with second grade teachers? Data include transcripts of planning meetings, oral reflections about the experience, and videos of the unit being enacted. Findings indicate that managing resources for science teaching, organizing students for science learning, and reflecting on science teaching were themes prevalent in the data. These themes were linked to the model of PCK developed by Park and Oliver (Research in Science Education, 38, 261-284, 2008) and demonstrate that we developed PCK for elementary science teaching in several areas. In our discussion, we include several proposed changes for our elementary science methods course based on the outcomes of the study.

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

Science.gov (United States)

Jinks, Jerry; Hoffer, Terry

1989-01-01

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

Educating elementary-aged English learners in science: Scientists and teachers working together

Science.gov (United States)

Banuelos, Gloria Rodriguez

California's K-12 schools contain 40% of the nation's English learners, the majority of them enrolled at the elementary level. Traditionally, English learners in California have difficulty performing at the same level as their native English speaking counterparts on national achievement tests, such as the National Assessment of Educational Progress. In 1998, California voters passed Proposition 227 mandating that English learners be taught "overwhelmingly" in English, thus making teachers, many without expertise, responsible for teaching multilevel English proficient students subject matter. I studied the use of scientist-teacher partnerships as a resource for teachers of English learners. University scientists (graduate students) partnered with local elementary school teachers designed and implemented integrated science and English lessons for classrooms with at least 30% English learners. The study explored two major foci. First, integrated science and language lessons implemented by six scientist-teacher partnerships were investigated. Second, the responsibilities taken on by the team members during the implementation of integrated science and language lessons were examined. Three data sources were analyzed: (1) six lesson sequences comprised of 28 lessons; (2) 18 lesson worksheet; and (3) 24 participant Retrospective interview transcripts (12 scientists and 12 teachers). Lessons across were examined according to four analytical categories which included the following: (1) nature of the science activities (e.g. hands-on); nature of language activities (e.g. speaking); (2) nature of instructional practices (e.g. student grouping); and (3) responsibilities of teachers and scientists (e.g. classroom). A micro level analysis illustrates how one scientist-teacher team innovatively used a children's story, Goldilocks and the Three Bears, to teach the measurement of length and temperature. A macro level analysis identified three characteristics of science activities

Fermilab Friends for Science Education | Join Us

Science.gov (United States)

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

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

Science.gov (United States)

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

2009-11-01

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

Hands-on science: science education with and for society

OpenAIRE

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

2014-01-01

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

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…

"Could I return to my life?" Integrated Narrative Nursing Model in Education (INNE).

Science.gov (United States)

Artioli, Giovanna; Foà, Chiara; Cosentino, Chiara; Sulla, Francesco; Sollami, Alfonso; Taffurelli, Chiara

2018-03-28

The Integrated Narrative Nursing Model (INNM) is an approach that integrates the qualitative methodology typical of the human sciences, with the quantitative methodology more often associated with the natural sciences. This complex model, which combines a focus on narrative with quantitative measures, has recently been effectively applied to the assessment of chronic patients. In this study, the model is applied to the planning phase of education (Integrated Narrative Nursing Education, INNE), and proves to be a valid instrument for the promotion of the current educational paradigm that is centered on the engagement of both the patient and the caregiver in their own path of care. The aim of this study is therefore to describe the nurse's strategy in the planning of an educational intervention by using the INNE model. The case of a 70-year-old woman with pulmonary neoplasm is described at her first admission to Hospice. Each step conducted by the reference nurse, who uses INNE to record the nurse-patient narrative and collect subsequent questionnaires in order to create a shared educational plan, is also described. The information collected was submitted, starting from a grounded methodology to the following four levels of analysis: I. Needs Assessment, II. Narrative Diagnosis, III. Quantitative Outcome, IV. Integrated Outcome. Step IV, which is derived from the integration of all levels of analysis, allows a nurse to define, even graphically, the conceptual map of a patient's needs, resources and perspectives, in a completely tailored manner. The INNE model offers a valid methodological support for the professional who intends to educate the patient through an inter-subjective and engaged pathway, between the professional, their patient and the socio-relational context. It is a matter of adopting a complex vision that combines processes and methods that require a steady scientific basis and advanced methodological expertise with active listening and empathy

What is the Integral in Integral Education? From Progressive Pedagogy to Integral Pedagogy

Directory of Open Access Journals (Sweden)

Tom Murray

2009-06-01

Full Text Available Integrally-informed educational approaches have much in common withprogressive (including reform, alternative, holistic, and transformative approaches, andshare many of the same values. One function of the integral approach is to provide anoverarching model within which to coordinate different progressive methods. Thoughintegral adds much more than that, descriptions of integral education sometimes soundlike progressive educational principles recast with new terminology. This essay attemptsto clarify what the integral approach adds over and above progressive educationaltheories. After an overview of progressive pedagogical principles, the integral approachis discussed in terms of integral as a model, a method, a community, and a developmentalstage. Integral as a type of consciousness or developmental level is elaborated upon asconsisting of construct-awareness, ego-awareness, relational-awareness, and systemawareness,all important to the educational process. Finally, challenges and supportsystems for realizing integral education are discussed.

Advancing Alternative Analysis: Integration of Decision Science.

Science.gov (United States)

Malloy, Timothy F; Zaunbrecher, Virginia M; Batteate, Christina M; Blake, Ann; Carroll, William F; Corbett, Charles J; Hansen, Steffen Foss; Lempert, Robert J; Linkov, Igor; McFadden, Roger; Moran, Kelly D; Olivetti, Elsa; Ostrom, Nancy K; Romero, Michelle; Schoenung, Julie M; Seager, Thomas P; Sinsheimer, Peter; Thayer, Kristina A

2017-06-13

Decision analysis-a systematic approach to solving complex problems-offers tools and frameworks to support decision making that are increasingly being applied to environmental challenges. Alternatives analysis is a method used in regulation and product design to identify, compare, and evaluate the safety and viability of potential substitutes for hazardous chemicals. We assessed whether decision science may assist the alternatives analysis decision maker in comparing alternatives across a range of metrics. A workshop was convened that included representatives from government, academia, business, and civil society and included experts in toxicology, decision science, alternatives assessment, engineering, and law and policy. Participants were divided into two groups and were prompted with targeted questions. Throughout the workshop, the groups periodically came together in plenary sessions to reflect on other groups' findings. We concluded that the further incorporation of decision science into alternatives analysis would advance the ability of companies and regulators to select alternatives to harmful ingredients and would also advance the science of decision analysis. We advance four recommendations: a ) engaging the systematic development and evaluation of decision approaches and tools; b ) using case studies to advance the integration of decision analysis into alternatives analysis; c ) supporting transdisciplinary research; and d ) supporting education and outreach efforts. https://doi.org/10.1289/EHP483.

The National Space Science and Technology Center's Education and Public Outreach Program

Science.gov (United States)

Cox, G. N.; Denson, R. L.

2004-12-01

The objective of the National Space Science and Technology Center's (NSSTC) Education and Public Outreach program (EPO) is to support K-20 education by coalescing academic, government, and business constituents awareness, implementing best business/education practices, and providing stewardship over funds and programs that promote a symbiotic relationship among these entities, specifically in the area of K-20 Science, Technology, Engineering, and Mathematics (STEM) education. NSSTC EPO Program's long-term objective is to showcase its effective community-based integrated stakeholder model in support of STEM education and to expand its influence across the Southeast region for scaling ultimately across the United States. The Education and Public Outreach program (EPO) is coordinated by a supporting arm of the NSSTC Administrative Council called the EPO Council (EPOC). The EPOC is funded through federal, state, and private grants, donations, and in-kind contributions. It is comprised of representatives of NSSTC Research Centers, both educators and scientists from the Alabama Space Science and Technology Alliance (SSTA) member institutions, the Alabama Space Grant Consortium and the NASA Marshall Space Flight Center's (MSFC) Education Office. Through its affiliation with MSFC and the SSTA - a consortium of Alabama's research universities that comprise the NSSTC, EPO fosters the education and development of the next generation of Alabama scientists and engineers by coordinating activities at the K-20 level in cooperation with the Alabama Department of Education, the Alabama Commission on Higher Education, and Alabama's businesses and industries. The EPO program's primary objective is to be Alabama's premiere organization in uniting academia, government, and private industry by way of providing its support to the State and Federal Departments of Education involved in systemic STEM education reform, workforce development, and innovative uses of technology. The NSSTC EPO

Fermilab Friends for Science Education | Programs

Science.gov (United States)

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

GeoBrain for Facilitating Earth Science Education in Higher-Education Institutes--Experience and Lessons-learned

Science.gov (United States)

Deng, M.; di, L.

2007-12-01

Data integration and analysis are the foundation for the scientific investigation in Earth science. In the past several decades, huge amounts of Earth science data have been collected mainly through remote sensing. Those data have become the treasure for Earth science research. Training students how to discover and use the huge volume of Earth science data in research become one of the most important trainings for making a student a qualified scientist. Being developed by a NASA funded project, the GeoBrain system has adopted and implemented the latest Web services and knowledge management technologies for providing innovative methods in publishing, accessing, visualizing, and analyzing geospatial data and in building/sharing geoscience knowledge. It provides a data-rich online learning and research environment enabled by wealthy data and information available at NASA Earth Observing System (EOS) Data and Information System (EOSDIS). Students, faculty members, and researchers from institutes worldwide can easily access, analyze, and model with the huge amount of NASA EOS data just like they possess such vast resources locally at their desktops. Although still in development, the GeoBrain system has been operational since 2005. A number of education materials have been developed for facilitating the use of GeoBrain as a powerful education tool for Earth science education at both undergraduate and graduate levels. Thousands of online higher-education users worldwide have used GeoBrain services. A number of faculty members in multiple universities have been funded as GeoBrain education partners to explore the use of GeoBrain in the classroom teaching and student research. By summarizing and analyzing the feedbacks from the online users and the education partners, this presentation presents the user experiences on using GeoBrain in Earth science teaching and research. The feedbacks on classroom use of GeoBrain have demonstrated that GeoBrain is very useful for

The nature of science in science education: theories and practices

Directory of Open Access Journals (Sweden)

Ana Maria Morais

2018-01-01

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

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

Science.gov (United States)

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

2012-02-01

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

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

Directory of Open Access Journals (Sweden)

Hsiu-Yun Wang

2012-02-01

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

Guidelines for Building Science Education

Energy Technology Data Exchange (ETDEWEB)

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

2015-11-01

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

Technology Integration in K-12 Science Classrooms: An Analysis of Barriers and Implications

Science.gov (United States)

Hechter, Richard P.; Vermette, Laurie Anne

2013-01-01

This paper examines the barriers to technology integration for Manitoban K-12 inservice science educators (n = 430) based on a 10-item online survey; results are analyzed according to teaching stream using the Technology, Pedagogy, and Content Knowledge (TPACK) framework. Quantitative descriptive statistics indicated that the leading barriers…

Integral Methods in Science and Engineering

CERN Document Server

Constanda, Christian

2011-01-01

An enormous array of problems encountered by scientists and engineers are based on the design of mathematical models using many different types of ordinary differential, partial differential, integral, and integro-differential equations. Accordingly, the solutions of these equations are of great interest to practitioners and to science in general. Presenting a wealth of cutting-edge research by a diverse group of experts in the field, Integral Methods in Science and Engineering: Computational and Analytic Aspects gives a vivid picture of both the development of theoretical integral techniques

University Science and Mathematics Education in Transition

DEFF Research Database (Denmark)

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

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

The Impact of Agricultural Science Education on Performance in a Biology Course

Science.gov (United States)

Ernest, Byron L.

The lack of student achievement in science is often cited in U.S. educational reports. At the study site, low student achievement in science has been an ongoing concern for administrators. The purpose of this mixed methods study was to investigate the impact of agricultural science education on student performance in a Biology course. Vygotsky's constructivist theory and Gardner's multiple intelligences theory provided the framework for the study. The quantitative research question examined the relationship between the completion of Fundamentals of Agriculture Science and Business course and student performance in Biology I. Teacher perceptions and experiences regarding the integration of science and agricultural curriculum and traditional science curriculum were examined qualitatively. A sequential explanatory design was employed using 3 years of data collected from 486 high school students and interviews with 10 teachers. Point-biserial correlation and chi square tests revealed statistically significant relationships between whether or not students completed Fundamentals of Agriculture Science and Business and Biology I course performance, as measured by the end of course assessment and the course grade. In the qualitative sequence, typological and inductive data analyses were applied to the interview data, and themes of student impact and teacher experience emerged. Social change implications may be possible through improved science education for students in this program. Agriculture science courses may be used to facilitate learning of complex science concepts, designing teacher collaboration and professional development for teaching science in a relevant context, and resultant improved student performance in science.

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…

STEM Integration in Middle School Life Science: Student Learning and Attitudes

Science.gov (United States)

Guzey, S. Selcen; Moore, Tamara J.; Harwell, Michael; Moreno, Mario

2016-08-01

In many countries around the world, there has been an increasing emphasis on improving science education. Recent reform efforts in the USA call for teachers to integrate scientific and engineering practices into science teaching; for example, science teachers are asked to provide learning experiences for students that apply crosscutting concepts (e.g., patterns, scale) and increase understanding of disciplinary core ideas (e.g., physical science, earth science). Engineering practices and engineering design are essential elements of this new vision of science teaching and learning. This paper presents a research study that evaluates the effects of an engineering design-based science curriculum on student learning and attitudes. Three middle school life science teachers and 275 seventh grade students participated in the study. Content assessments and attitude surveys were administered before and after the implementation of the curriculum unit. Statewide mathematics test proficiency scores were included in the data analysis as well. Results provide evidence of the positive effects of implementing the engineering design-based science unit on student attitudes and learning.

Interprofessional education in the integrated medical education and health care system: A content analysis

Directory of Open Access Journals (Sweden)

MAHBOOBEH KHABAZ MAFINEJAD

2016-07-01

Full Text Available Introduction: The current literature supports the inclusion of inter-professional education in healthcare education. Changes in the structure and nature of the integrated medical education and healthcare system provide some opportunities for interprofessional education among various professions. This study is an attempt to determine the perceptions of students and faculty members about interprofessional education in the context of the medical education and healthcare system. Methods: This qualitative content analysis study was conducted using purposeful sampling in 2012. Thirteen semi-structured interviews were conducted with 6 faculty members and 7 students at Tehran and Iran Universities of Medical Sciences. Data collection and analysis were concurrent. Results: Data analysis revealed four categories and nine subcategories. The categories emerging from individual interviews were “educational structure”, “mediating factors”, “conceptual understanding”, and “professional identity”. These categories are explained using quotes derived from the data. Conclusion: Matching the existing educational context and structure with IPE through removing barriers and planning to prepare the required resources and facilities can solve numerous problems associated with implementation and design of interprofessional training programs in Iran. In this way, promoting the development of a cooperative rather than a competitive learning and working atmosphere should be taken into account. The present findings will assist the managers and policy makers to consider IPE as a useful strategy in the integrated medical education and healthcare system.

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.

Vertical Integration of Geographic Information Sciences: A Recruitment Model for GIS Education

Science.gov (United States)

Yu, Jaehyung; Huynh, Niem Tu; McGehee, Thomas Lee

2011-01-01

An innovative vertical integration model for recruiting to GIS education was introduced and tested following four driving forces: curriculum development, GIS presentations, institutional collaboration, and faculty training. Curriculum development was a useful approach to recruitment, student credit hour generation, and retention-rate improvement.…

Education science and biological anthropology.

Science.gov (United States)

Krebs, Uwe

2014-01-01

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

Research trends and issues in informal science education

Science.gov (United States)

Pinthong, Tanwarat; Faikhamta, Chatree

2018-01-01

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

Guiding students towards sensemaking: teacher questions focused on integrating scientific practices with science content

Science.gov (United States)

Benedict-Chambers, Amanda; Kademian, Sylvie M.; Davis, Elizabeth A.; Palincsar, Annemarie Sullivan

2017-10-01

Science education reforms articulate a vision of ambitious science teaching where teachers engage students in sensemaking discussions and emphasise the integration of scientific practices with science content. Learning to teach in this way is complex, and there are few examples of sensemaking discussions in schools where textbook lessons and teacher-directed discussions are the norm. The purpose of this study was to characterise the questioning practices of an experienced teacher who taught a curricular unit enhanced with educative features that emphasised students' engagement in scientific practices integrated with science content. Analyses indicated the teacher asked four types of questions: explication questions, explanation questions, science concept questions, and scientific practice questions, and she used three questioning patterns including: (1) focusing students on scientific practices, which involved a sequence of questions to turn students back to the scientific practice; (2) supporting students in naming observed phenomena, which involved a sequence of questions to help students use scientific language; and (3) guiding students in sensemaking, which involved a sequence of questions to help students learn about scientific practices, describe evidence, and develop explanations. Although many of the discussions in this study were not yet student-centred, they provide an image of a teacher asking specific questions that move students towards reform-oriented instruction. Implications for classroom practice are discussed and recommendations for future research are provided.

Interprofessional education and the basic sciences: Rationale and outcomes.

Science.gov (United States)

Thistlethwaite, Jill E

2015-01-01

Interprofessional education (IPE) aims to improve patient outcomes and the quality of care. Interprofessional learning outcomes and interprofessional competencies are now included in many countries' health and social care professions' accreditation standards. While IPE may take place at any time in health professions curricula it tends to focus on professionalism and clinical topics rather than basic science activities. However generic interprofessional competencies could be included in basic science courses that are offered to at least two different professional groups. In developing interprofessional activities at the preclinical level, it is important to define explicit interprofessional learning outcomes plus the content and process of the learning. Interprofessional education must involve interactive learning processes and integration of theory and practice. This paper provides examples of IPE in anatomy and makes recommendations for course development and evaluation. © 2015 American Association of Anatomists.

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.

Integration and Implementation Sciences: Building a New Specialization

Directory of Open Access Journals (Sweden)

Gabriele Bammer

2005-12-01

Full Text Available Developing a new specialization - Integration and Implementation Sciences - may be an effective way to draw together and significantly strengthen the theory and methods necessary to tackle complex societal issues and problems. This paper presents an argument for such a specialization, beginning with a brief review of calls for new research approaches that combine disciplines and interact more closely with policy and practice. It posits that the core elements of Integration and Implementation Sciences already exist, but that the field is currently characterized by fragmentation and marginalization. The paper then outlines three sets of characteristics that will delineate Integration and Implementation Sciences. First is that the specialization will aim to find better ways to deal with the defining elements of many current societal issues and problems: namely complexity, uncertainty, change, and imperfection. Second is that there will be three theoretical and methodological pillars for doing this: 1 systems thinking and complexity science, 2 participatory methods, and 3 knowledge management, exchange, and implementation. Third, operationally, Integration and Implementation Sciences will be grounded in practical application, and generally involve large-scale collaboration. The paper concludes by examining where Integration and Implementation Sciences would sit in universities, and outlines a program for further development of the field. An appendix provides examples of Integration and Implementation Sciences in action.

A program to enhance k-12 science education in ten rural New York school districts.

Science.gov (United States)

Goodell, E; Visco, R; Pollock, P

1999-04-01

The Rural Partnership for Science Education, designed by educators and scientists in 1991 with funding from the National Institutes of Health, works in two rural New York State counties with students and their teachers from kindergarten through grade 12 to improve pre-college science education. The Partnership is an alliance among ten rural New York school districts and several New York State institutions (e.g., a regional academic medical center; the New York Academy of Sciences; and others), and has activities that involve around 4,800 students and 240 teachers each year. The authors describe the program's activities (e.g., summer workshops for teachers; science exploration camps for elementary and middle-school students; enrichment activities for high school students). A certified science education specialist directs classroom demonstrations throughout the academic year to support teachers' efforts to integrate hands-on activities into the science curriculum. A variety of evaluations over the years provides strong evidence of the program's effectiveness in promoting students' and teachers' interest in science. The long-term goal of the Partnership is to inspire more rural students to work hard, learn science, and enter the medical professions.

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

Science.gov (United States)

2011-03-03

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

Sensors, Circuits, and Satellites - NGSS at it's best: the integration of three dimensions with NASA science

Science.gov (United States)

Butcher, G. J.; Roberts-Harris, D.

2013-12-01

A set of innovative classroom lessons were developed based on informal learning activities in the 'Sensors, Circuits, and Satellites' kit manufactured by littleBits™ Electronics that are designed to lead students through a logical science content storyline about energy using sound and light and fully implements an integrated approach to the three dimensions of the Next Generation of Science Standards (NGSS). This session will illustrate the integration of NGSS into curriculum by deconstructing lesson design to parse out the unique elements of the 3 dimensions of NGSS. We will demonstrate ways in which we have incorporated the NGSS as we believe they were intended. According to the NGSS, 'The real innovation in the NGSS is the requirement that students are required to operate at the intersection of practice, content, and connection. Performance expectations are the right way to integrate the three dimensions. It provides specificity for educators, but it also sets the tone for how science instruction should look in classrooms. (p. 3). The 'Sensors, Circuits, and Satellites' series of lessons accomplishes this by going beyond just focusing on the conceptual knowledge (the disciplinary core ideas) - traditionally approached by mapping lessons to standards. These lessons incorporate the other 2 dimensions -cross-cutting concepts and the 8-practices of Sciences and Engineering-via an authentic and exciting connection to NASA science, thus implementing the NGSS in the way they were designed to be used: practices and content with the crosscutting concepts. When the NGSS are properly integrated, students are engaged in science and engineering content through the coupling of practice, content and connection. In the past, these two dimensions have been separated as distinct entities. We know now that coupling content and practices better demonstrates what goes on in real world science and engineering. We set out to accomplish what is called for in NGSS by integrating these

Possibilities and Limits of Integrating Science and Diversity Education in Preservice Elementary Teacher Preparation

Science.gov (United States)

Bravo, Marco A.; Mosqueda, Eduardo; Solís, Jorge L.; Stoddart, Trish

2014-08-01

In this paper we present findings from a project that documented the development of preservice teachers' beliefs and practices in delivering science instruction that considers issues of language and culture. Teacher candidates in the intervention group ( n = 65) received a science methods course and teaching practicum experience that provided guidance in teaching science in culturally and linguistically responsive ways. Comparisons between a control group of preservice teachers ( n = 45) and those involved in the intervention yielded stronger beliefs about the efficacy in promoting collaboration in science teaching than the intervention group. Observations of these preservice teachers during their teaching practicum revealed differences in favor of the intervention group in: (a) implementing science instruction that addressed the language and literacy involved in science; (b) using questions that elicited higher order thinking and; (c) providing scaffolds (e.g., purposeful feedback, probing student background knowledge) when confronting abstract scientific concepts. Implications for preservice teacher education are addressed.

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.

Science, Worldviews, and Education

Science.gov (United States)

Gauch, Hugh G., Jr.

2009-01-01

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

Science Educational Outreach Programs That Benefit Students and Scientists.

Directory of Open Access Journals (Sweden)

Greg Clark

2016-02-01

Full Text Available Both scientists and the public would benefit from improved communication of basic scientific research and from integrating scientists into education outreach, but opportunities to support these efforts are limited. We have developed two low-cost programs--"Present Your PhD Thesis to a 12-Year-Old" and "Shadow a Scientist"--that combine training in science communication with outreach to area middle schools. We assessed the outcomes of these programs and found a 2-fold benefit: scientists improve their communication skills by explaining basic science research to a general audience, and students' enthusiasm for science and their scientific knowledge are increased. Here we present details about both programs, along with our assessment of them, and discuss the feasibility of exporting these programs to other universities.

Science Educational Outreach Programs That Benefit Students and Scientists

Science.gov (United States)

Enyeart, Peter; Gracia, Brant; Wessel, Aimee; Jarmoskaite, Inga; Polioudakis, Damon; Stuart, Yoel; Gonzalez, Tony; MacKrell, Al; Rodenbusch, Stacia; Stovall, Gwendolyn M.; Beckham, Josh T.; Montgomery, Michael; Tasneem, Tania; Jones, Jack; Simmons, Sarah; Roux, Stanley

2016-01-01

Both scientists and the public would benefit from improved communication of basic scientific research and from integrating scientists into education outreach, but opportunities to support these efforts are limited. We have developed two low-cost programs—"Present Your PhD Thesis to a 12-Year-Old" and "Shadow a Scientist”—that combine training in science communication with outreach to area middle schools. We assessed the outcomes of these programs and found a 2-fold benefit: scientists improve their communication skills by explaining basic science research to a general audience, and students' enthusiasm for science and their scientific knowledge are increased. Here we present details about both programs, along with our assessment of them, and discuss the feasibility of exporting these programs to other universities. PMID:26844991

Fermilab Friends for Science Education | Support Us

Science.gov (United States)

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

75 FR 13265 - National Board for Education Sciences

Science.gov (United States)

2010-03-19

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

75 FR 53280 - National Board for Education Sciences

Science.gov (United States)

2010-08-31

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

[Humanities in medical education: between reduction and integration].

Science.gov (United States)

Han, Taehee

2015-09-01

Reductive logic has been a major reasoning style in development of modern biomedical sciences. However, when "medical humanities" is developed by reductive reasoning, integrative and holistic values of humanities tend to be weakened. In that sense, identity and significance of "medical humanities" continue to be controversial despite of its literal clarity. Humanities in medical education should be established by strengthening humanistic and socialistic aspects of regular medical curriculum as well as developing individual "medical humanities" programs.

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.

Bridging the Gap: The Role of Research in Science Education

Science.gov (United States)

Adams, M. L.; Michael, P. J.

2001-12-01

Teaching in K-12 science classrooms across the country does not accurately model the real processes of science. To fill this gap, programs that integrate science education and research are imperative. Teachers Experiencing Antarctica and the Arctic (TEA) is a program sponsored and supported by many groups including NSF, the Division of Elementary, Secondary, and Informal Education (ESIE), and the American Museum of Natural History (AMNH). It places teachers in partnerships with research scientists conducting work in polar regions. TEA immerses K-12 teachers in the processes of scientific investigation and enables conveyance of the experience to the educational community and public at large. The TEA program paired me with Dr. Peter Michael from the University of Tulsa to participate in AMORE (Arctic Mid-Ocean Ridge Expedition) 2001. This international mission, combining the efforts of the USCGC Healy and RV Polarstern, involved cutting-edge research along the geologically and geophysically unsampled submarine Gakkel Ridge. While in the field, I was involved with dredge operations, CTD casts, rock cataloging/ processing, and bathymetric mapping. While immersed in these aspects of research, daily journals documented the scientific research and human aspects of life and work on board the Healy. E-mail capabilities allowed the exchange of hundreds of questions, answers and comments over the course of our expedition. The audience included students, numerous K-12 teachers, research scientists, NSF personnel, strangers, and the press. The expedition interested and impacted hundreds of individuals as it was proceeding. The knowledge gained by science educators through research expeditions promotes an understanding of what research science is all about. It gives teachers a framework on which to build strong, well-prepared students with a greater awareness of the role and relevance of scientific research. Opportunities such as this provide valauble partnerships that bridge

Evaluating the effectiveness of a laboratory-based professional development program for science educators

Science.gov (United States)

Amolins, Michael W.; Ezrailson, Cathy M.; Pearce, David A.; Elliott, Amy J.

2015-01-01

The process of developing effective science educators has been a long-standing objective of the broader education community. Numerous studies have recommended not only depth in a teacher's subject area but also a breadth of professional development grounded in constructivist principles, allowing for successful student-centered and inquiry-based instruction. Few programs, however, have addressed the integration of the scientific research laboratory into the science classroom as a viable approach to professional development. Additionally, while occasional laboratory training programs have emerged in recent years, many lack a component for translating acquired skills into reformed classroom instruction. Given the rapid development and demand for knowledgeable employees and an informed population from the biotech and medical industries in recent years, it would appear to be particularly advantageous for the physiology and broader science education communities to consider this issue. The goal of this study was to examine the effectiveness of a laboratory-based professional development program focused on the integration of reformed teaching principles into the classrooms of secondary teachers. This was measured through the program's ability to instill in its participants elevated academic success while gaining fulfillment in the classroom. The findings demonstrated a significant improvement in the use of student-centered instruction and other reformed methods by program participants as well as improved self-efficacy, confidence, and job satisfaction. Also revealed was a reluctance to refashion established classroom protocols. The combination of these outcomes allowed for construction of an experiential framework for professional development in applied science education that supports an atmosphere of reformed teaching in the classroom. PMID:26628658

Fermilab Friends for Science Education | About Us

Science.gov (United States)

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

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…

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…

Advancing Alternative Analysis: Integration of Decision Science

DEFF Research Database (Denmark)

Malloy, Timothy F; Zaunbrecher, Virginia M; Batteate, Christina

2016-01-01

Decision analysis-a systematic approach to solving complex problems-offers tools and frameworks to support decision making that are increasingly being applied to environmental challenges. Alternatives analysis is a method used in regulation and product design to identify, compare, and evaluate......, and civil society and included experts in toxicology, decision science, alternatives assessment, engineering, and law and policy. Participants were divided into two groups and prompted with targeted questions. Throughout the workshop, the groups periodically came together in plenary sessions to reflect......) engaging the systematic development and evaluation of decision approaches and tools; (2) using case studies to advance the integration of decision analysis into alternatives analysis; (3) supporting transdisciplinary research; and (4) supporting education and outreach efforts....

Building a Global Ocean Science Education Network

Science.gov (United States)

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

2016-02-01

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

FORMATION OF THE HUMAN CAPITAL IN MODEL OF INTEGRATION OF HIGH SCHOOL SCIENCE IN INDUSTRY

Directory of Open Access Journals (Sweden)

Sergey N. Mityakov

2013-01-01

Full Text Available Analyzed the problems of reproduction of human resources in the scientific and educational cooperation and collaboration of university research with industry. Proposed a model integration high school science to industry of the region, including the internal and external levels. On the internal level, proposed a scheme of transfer technology in a technical university, where the formation of human capital is produced in two related areas: training of competitive labor market specialists with higher education, as well as consolidation in the universities of highly qualified personnel. On the external level, proposed creation of an integrated research and education production cluster, which brings together the personnel and technological capabilities of the industrial region.

Artificial Intelligence and Science Education.

Science.gov (United States)

Good, Ron

1987-01-01

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

Leaving the classroom: a didactic framework for education in environmental sciences

Science.gov (United States)

Dopico, Eduardo; Garcia-Vazquez, Eva

2011-06-01

In Continuous Education curricula in Spain, the programs on sciences of the environment are aimed toward understandings of sustainability. Teaching practice rarely leaves the classroom for outdoor field studies. At the same time, teaching practice is generally focused on examples of how human activities are harmful for ecosystems. From a pedagogic point of view, it is less effective to teach environmental science with negative examples such as catastrophe, tragedy, and crisis. Rather, teaching environmental sciences and sustainable development might be focused on positive human-environment relationships, which is both important for the further development of students and educators. Within rural settings, there are many such examples of positive relationships that can be emphasized and integrated into the curriculum. In this article, we propose teaching environmental sciences through immersion in rural cultural life. We discuss how fieldwork serves as a learning methodology. When students are engaged through research with traditional cultural practices of environmental management, which is a part of the real and traditional culture of a region, they better understand how positive pedagogy instead of pedagogy structured around how not-to-do examples, can be used to stimulate the interactions between humans and the environment with their students. In this way, cultural goods serve as teaching resources in science and environmental education. What we present is authentic cases where adults involved in a course of Continuous Education explore `environmentally-friendly' practices of traditional agriculture in Asturias (north of Spain), employing methodologies of cultural studies.

Leadership, Responsibility, and Reform in Science Education.

Science.gov (United States)

Bybee, Rodger W.

1993-01-01

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

Data Mining Tools in Science Education

OpenAIRE

Premysl Zaskodny

2012-01-01

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

Perspektiven einer Rezeption neurowissenschaftlicher Erkenntnisse in der Erziehungswissenschaft (Perspectives of an Integration of Neuro-Scientific Findings into Educational Science).

Science.gov (United States)

Becker, Nicole

2002-01-01

Sketches the status quo and possible starting points for the adoption of neuro-scientific findings by educational science. Describes the latest developments in U.S. research. Discusses the adoption of these points by German educational science. Outlines the possibilities and limits of an interdisciplinary discourse. (CAJ)

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

Fermilab Friends for Science Education | Contact Us

Science.gov (United States)

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

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

Data Driven Professional Development Design for Out-of-School Time Educators Using Planetary Science and Engineering Educational Materials

Science.gov (United States)

Clark, J.; Bloom, N.

2017-12-01

Data driven design practices should be the basis for any effective educational product, particularly those used to support STEM learning and literacy. Planetary Learning that Advances the Nexus of Engineering, Technology, and Science (PLANETS) is a five-year NASA-funded (NNX16AC53A) interdisciplinary and cross-institutional partnership to develop and disseminate STEM out-of-school time (OST) curricular and professional development units that integrate planetary science, technology, and engineering. The Center for Science Teaching and Learning at Northern Arizona University, the U.S. Geological Survey Astrogeology Science Center, and the Museum of Science Boston are partners in developing, piloting, and researching the impact of three out of school time units. Two units are for middle grades youth and one is for upper elementary aged youth. The presentation will highlight the data driven development process of the educational products used to provide support for educators teaching these curriculum units. This includes how data from the project needs assessment, curriculum pilot testing, and professional support product field tests are used in the design of products for out of school time educators. Based on data analysis, the project is developing and testing four tiers of professional support for OST educators. Tier 1 meets the immediate needs of OST educators to teach curriculum and include how-to videos and other direct support materials. Tier 2 provides additional content and pedagogical knowledge and includes short content videos designed to specifically address the content of the curriculum. Tier 3 elaborates on best practices in education and gives guidance on methods, for example, to develop cultural relevancy for underrepresented students. Tier 4 helps make connections to other NASA or educational products that support STEM learning in out of school settings. Examples of the tiers of support will be provided.

Technological integration in Brazilian public basic education: an analysis of the temporal evolution and the interdisciplinarity of the theme

Directory of Open Access Journals (Sweden)

Priscila Cadorin Nicolete

2016-12-01

Full Text Available The complexity inherent to technological integration in the context of basic education in the current reality of the students and the digital culture that permeates society today features a transformation in the dynamics of knowledge construction. It is difficult to connect students, fully involving them in this process when using traditional teaching and learning methods. This new context requires interdisciplinary research for better understanding, involving experts in the field of sciences and more technical areas such as engineering and computer science. To answer the question of how to handle the evolution of interdisciplinary theoretical and empirical studies related to the subject, it was developed a survey in order to understand the evolution, interdisciplinarity and the theoretical and empirical variables related to the integration of technologies in the Brazilian basic education. This article presents the results of the exploratory survey of systematic review procedures of literature in electronic databases, then bibliometric and descriptive analyzes. Among the obtained results, were identified as strategies for the integration of technologies in Brazilian public basic education: Remote Experimentation for Physics, Mobile Learning and Software teaching for practices in Mathematics classes. The studies are divided into six large areas of knowledge: Social Sciences, Decision Science, Computer Science, Engineering, Business and Mathematics, demonstrating the interdisciplinarity of the theme.

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.

Russian center of nuclear science and education is the way of nuclear engineering skilled personnel training

International Nuclear Information System (INIS)

Murogov, V.M.; Sal'nikov, N.L.

2006-01-01

Nuclear power engineering as the key of nuclear technologies is not only the element of the power market but also the basis of the country's social-economic progress. Obninsk as the first science town in Russia is the ideal place for the creation of integrated Science-Research Center of Nuclear Science and Technologies - The Russian Center of Nuclear Science and Education (Center for conservation and development of nuclear knowledge) [ru

Augmented Reality in Science Education

DEFF Research Database (Denmark)

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

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

General Atomics Sciences Education Foundation Outreach Programs

Science.gov (United States)

Winter, Patricia S.

1997-11-01

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

Innovative curriculum: Integrating the bio-behavioral and social science principles across the LifeStages in basic science years.

Science.gov (United States)

Lele Mookerjee, Anuradha; Fischer, Bradford D; Cavanaugh, Susan; Rajput, Vijay

2018-05-20

Behavioral and social science integration in clinical practice improves health outcomes across the life stages. The medical school curriculum requires an integration of the behavioral and social science principles in early medical education. We developed and delivered a four-week course entitled "LifeStages" to the first year medical students. The learning objectives of the bio-behavioral and social science principles along with the cultural, economic, political, and ethical parameters were integrated across the lifespan in the curriculum matrix. We focused on the following major domains: Growth and Brain Development; Sexuality, Hormones and Gender; Sleep; Cognitive and Emotional Development; Mobility, Exercise, Injury and Safety; Nutrition, Diet and Lifestyle; Stress and coping skills, Domestic Violence; Substance Use Disorders; Pain, Illness and Suffering; End of Life, Ethics and Death along with Intergenerational issues and Family Dynamics. Collaboration from the clinical and biomedical science departments led to the dynamic delivery of the course learning objectives and content. The faculty developed and led a scholarly discussion, using the case of a multi-racial, multi-generational family during Active Learning Group (ALG) sessions. The assessment in the LifeStages course involved multiple assessment tools: including the holistic assessment by the faculty facilitator inside ALGs, a Team-Based Learning (TBL) exercise, multiple choice questions and Team Work Assessment during which the students had to create a clinical case on a LifeStages domain along with the facilitators guide and learning objectives.

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…

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

Science.gov (United States)

Ekuri, Emmanuel Etta

2012-01-01

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

Constructivism in Science and Science Education: A Philosophical Critique

Science.gov (United States)

Nola, Robert

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

The effects of a professional development geoscience education institute upon secondary school science teachers in Puerto Rico

Science.gov (United States)

Llerandi Roman, Pablo Antonio

. Some participants successfully integrated inquiry-based lessons on the nature of science and earth science at their schools, but were unsuccessful in integrating field trips. The lack of teacher education programs and the inadequacy of earth science conceptual and pedagogical understanding held by in-service teachers are the main barriers for effective earth science teaching in Puerto Rico. This study established a foundation for future earth science education projects for Latino teachers. Additionally, as a result of this investigation various recommendations were made to effectively implement earth science teacher education programs in Puerto Rico and internationally.

Science in General Education

Science.gov (United States)

Read, Andrew F.

2013-01-01

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

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�

What Is "Agency"? Perspectives in Science Education Research

Science.gov (United States)

Arnold, Jenny; Clarke, David John

2014-01-01

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

Integrated learning of mathematics, science and technology concepts through LEGO/Logo projects

Science.gov (United States)

Wu, Lina

This dissertation examined integrated learning in the domains of mathematics, science and technology based on Piaget's constructivism, Papert's constructionism, and project-based approach to education. Ten fifth grade students were involved in a two-month long after school program where they designed and built their own computer-controlled LEGO/Logo projects that required the use of gears, ratios and motion concepts. The design of this study centered on three notions of integrated learning: (1) integration in terms of what educational materials/settings provide, (2) integration in terms of students' use of those materials, and (3) integration in the psychological sense. In terms of the first notion, the results generally showed that the LEGO/Logo environment supported the integrated learning of math, science and technology concepts. Regarding the second notion, the students all completed impressive projects of their own design. They successfully combined gears, motors, and LEGO parts together to create motion and writing control commands to manipulate the motion. But contrary to my initial expectations, their successful designs did not require numerical reasoning about ratios in designing effective gear systems. When they did reason about gear relationships, they worked with "qualitative" ratios, e.g., "a larger driver gear with a smaller driven gear increases the speed." In terms of the third notion of integrated learning, there was evidence in all four case study students of the psychological processes involved in linking mathematical, scientific, and/or technological concepts together to achieve new conceptual units. The students not only made connections between ideas and experiences, but also recognized decisive patterns and relationships in their project work. The students with stronger overall project performances showed more evidence of synthesis than the students with relatively weaker performances did. The findings support the conclusion that all three

Axiology on the Integration of Knowledge, Islam and Science

Directory of Open Access Journals (Sweden)

Mas’ud Zein

2014-07-01

Full Text Available The integration of Islamic and science was done through integration-interconnected, referring to ontological, epistemological dan axiological perspectives. This paper will focus on the integration of Islam and science from axiological perspective.  In the view of axiology, science is seen as neutral and value-free; the value of science is given by its users. This condition motivates Muslim scholars to reintegrate science and religion. The first attempt made is my giving ideas on the Islamization of science. The attempt to Islamize the science in the Islamic world is dilemmatic, whether to wrap western science with the label of Islam or Islamic, or transforming religious norms based the Qur’an and the Hadith to fit empirical data. Both strategies are difficult if the effort is not based on the critic of epistemology.

Integration of basic science and clinical medicine: the innovative approach of the cadaver biopsy project at the Boston University School of Medicine.

Science.gov (United States)

Eisenstein, Anna; Vaisman, Lev; Johnston-Cox, Hillary; Gallan, Alexander; Shaffer, Kitt; Vaughan, Deborah; O'Hara, Carl; Joseph, Lija

2014-01-01

Curricular integration has emerged as a consistent theme in medical education reform. Vertical integration of topics such as pathology offers the potential to bring basic science content into the clinical arena, but faculty/student acceptance and curricular design pose challenges for such integration. The authors describe the Cadaver Biopsy Project (CBP) at Boston University School of Medicine as a sustainable model of vertical integration. Faculty and select senior medical students obtained biopsies of cadavers during the first-year gross anatomy course (fall 2009) and used these to develop clinical cases for courses in histology (spring 2010), pathology (fall 2010-spring 2011), and radiology (fall 2011 or spring 2012), thereby linking students' first experiences in basic sciences with other basic science courses and later clinical courses. Project goals included engaging medical stu dents in applying basic science princi ples in all aspects of patient care as they acquire skills. The educational intervention used a patient (cadaver)-centered approach and small-group, collaborative, case-based learning. Through this project, the authors involved clinical and basic science faculty-plus senior medical students-in a collaborative project to design and implement an integrated curriculum through which students revisited, at several different points, the microscopic structure and pathophysiology of common diseases. Developing appropriate, measurable out comes for medical education initiatives, including the CBP, is challenging. Accumu lation of qualitative feedback from surveys will guide continuous improvement of the CBP. Documenting longer-term impact of the curricular innovation on test scores and other competency-based outcomes is an ultimate goal.

The Impact of Science Integrated Curriculum Supplements on Early Childhood Teachers' Attitudes and Beliefs towards Science while In-Service: A Multiple Case

Science.gov (United States)

Collins, Kellian L.

Science at the early childhood level has been rarely taught as a single subject or integrated into the curriculum. One reason why early childhood educators avoid teaching science are their attitudes, beliefs, and lack of understanding scientific concepts as presented in traditional science curriculums. The intervention used by researchers for improving beliefs and attitudes in K-6 pre-service teachers towards teaching science in early childhood has been science method courses. For in service teachers, the intervention has been professional development workshops, seminars, and symposiums. Though these interventions have had a positive impact on teachers' attitudes and beliefs toward teaching science, the interventions have not necessarily guaranteed more science being taught in the preschool classroom. The specific problem investigated for this study was how to improve the interventions designed to improve preschool teachers' attitudes and beliefs so that they would feel more confident in teaching science to young children. The purpose of this study was to examine how implementing a one-week science integrated curriculum supplement could be an effective tool for improving preschool teachers' attitudes and beliefs toward teaching science. This study utilized the qualitative multiple case study research method. A logical model was created based on negative teacher attitudes and beliefs attributes that were the core components of the Preschool Teachers' Attitudes and Beliefs toward Science teaching (P-TABS) questionnaire. The negative attributes were paired with positive interventions and encapsulated in a one-week science integrated curriculum supplement based on the factors of teacher comfort, child benefit and challenges. The primary source of evidence for this study was the semi-structured interview. The researcher contacted 24 early childhood facilities, 44 emails were sent to preschool teachers, four teachers agreed to participate in the study. The results of the

[Re]considering queer theories and science education

Science.gov (United States)

Fifield, Steve; Letts, Will

2014-06-01

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

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.

Critical information literacy as core skill for lifelong STEM learning in the 21st century: reflections on the desirability and feasibility for widespread science media education

Science.gov (United States)

Storksdieck, Martin

2016-03-01

Grace Reid and the late Stephen Norris argue in this issue the urgent need for widespread Science Media Education (SME) as an integral part of formal and informal science education. SME is to achieve two goals: First, allow learners to critically evaluate any media as a source for scientific information by understanding the socio-economic and socio-cultural context of how and why news and entertainment media are created, and secondly, utilize media as a legitimate and productive source for science education and science learning. While laudable, I will argue that SME as an integral part of STEM education is unrealistic, and offer instead that the broader concept of Information Literacy might be more easily achieved within the current strong movement to conceptualize STEM education via science and engineering practices and within the broad goals of strengthening learners' 21st century skills.

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

Science.gov (United States)

Gwekwerere, Yovita Netsai

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

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…

[Development of an advanced education program for community medicine by Nagasaki pharmacy and nursing science union consortium].

Science.gov (United States)

Teshima, Mugen; Nakashima, Mikiro; Hatakeyama, Susumi

2012-01-01

The Nagasaki University School of Pharmaceutical Sciences has conducted a project concerning "development of an advanced education program for community medicine" for its students in collaboration with the University's School of Nursing Sciences, the University of Nagasaki School of Nursing Sciences, and the Nagasaki International University School of Pharmaceutical Sciences. The project was named "formation of a strategic base for the integrated education of pharmacy and nursing science specially focused on home-healthcare and welfare", that has been adopted at "Strategic University Cooperative Support Program for Improving Graduate" by the Ministry of Education, Culture, Sports, Science and Technology, Japan from the 2009 academic year to the 2011 academic year. Our project is a novel education program about team medical care in collaboration with pharmacist and nurse. In order to perform this program smoothly, we established "Nagasaki pharmacy and nursing science union consortium (Nagasaki University, The University of Nagasaki, Nagasaki International University, Nagasaki Pharmaceutical Association, Nagasaki Society of Hospital Pharmacists, Nagasaki Nursing Association, Nagasaki Medical Association, Nagasaki Prefectural Government)". In this symposium, we introduce contents about university education program and life learning program of the project.

Fostering Ethical Integrity in Nursing Education.

Science.gov (United States)

Eby, Ruth A; Hartley, Patricia Lynn; Hodges, Patricia J; Hoffpauir, Rebecca Baldwin

Nursing students bring an array of morals, values, and ethics that may be inconsistent with ethical integrity. This study explored nurse educator perceptions of student ethical integrity and how educators can foster an ethical foundation in students and novice educators. Four major themes influencing ethical integrity emerged: the learning environment, behaviors, ethical principles, and a toolbox of strategies. Strategies for fostering ethical integrity included: modeling ethical integrity, effective communication, grading accuracy, faculty perceptions, and faculty peer mentoring.

The compatibility of reform initiatives in inclusion and science education: Perceptions of science teachers

Science.gov (United States)

Chung, Su-Hsiang

The purposes of this investigation were to examine science teachers' instructional adaptations, testing and grading policies, as well as their perceptions toward inclusion. In addition, whether the perceptions and adaptations differ among three disability areas (learning disabilities, emotional handicaps, and mental handicaps), school level (elementary, middle, and high school), course content (life and physical science), instructional approach (textbook-oriented or activity-oriented), and other related variables was examined. Especially, the intention was to determine whether the two educational reform efforts (inclusion and excellence in science education) are compatible. In this study, 900 questionnaires were mailed to teachers in Indiana and 424 (47%) were returned. Due to incomplete or blank data, 38 (4%) responses were excluded. The final results were derived from a total of 386 respondents contributing to this investigation. The descriptive data indicated that teachers adapted their instruction moderately to accommodate students' special needs. In particular, these adaptations were made more frequently for students with mental handicaps (MH) or learning disabilities (LD), but less for students with emotional handicaps (EH). With respect to testing policies, less than half of the teachers (44.5%) used "same testing standards as regular students" for integrated LD students, while a majority of the teachers (57%) used such a policy for EH students. Unfortunately, considerably fewer teachers modified their grading policies for these two groups of students. In contrast, approximately two thirds of the teachers indicated that they used different testing or grading policies for MH students who were in the regular settings. Moreover, the results also showed that changes in classroom procedure did not occur much in the science teachers' classrooms. Perceptions of science teachers toward inclusion practices were somewhat mixed. Overall, teachers had neutral attitudes

Canopy in the Clouds: Integrating Science and Media to Inspire a New Generation of Scientists

Science.gov (United States)

Goldsmith, G. R.; Fulton, A. D.; Witherill, C. D.

2008-12-01

Innovative approaches to science education are critical for inspiring a new generation of scientists. In a world where students are inundated with digital media inviting them to explore exciting, emerging disciplines, science often lags behind in using progressive media techniques. Additionally, science education media often neglects to include the scientists conducting research, thereby disconnecting students from the excitement, adventure, and beauty of conducting research in the field. Here we present initial work from a science education media project entitled Canopy in the Clouds. In particular, we address the goals and approach of the project, the logistics associated with generating educational material at a foreign field site, and the challenges associated with effectively integrating science and media. Canopy in the Clouds is designed to engage students in research, motivate a new generation of young scientists, and promote conservation from the perspective of a current research project being conducted in the canopy of a tropical montane cloud forest located in Monteverde, Costa Rica. The project seeks to generate curriculum based on multiple, immersive forms of novel digital media that attract and maintain student attention. By doing so from the perspective of an adventurous research project in a beautiful and highly biodiverse region, we hope to engage students in science and enhance bioliteracy. However, there are considerable logistic considerations associated with such an approach, including safety, travel, permitting, and equipment maintenance. Additionally, the goals of both the scientific research and the educational media project must be balanced in order to meet objectives in a timely fashion. Finally, materials generated in the field must be translated to viable final products and distributed. Work associated with Canopy in the Clouds will thus provide insight into this process and can serve to inform future science education and outreach

Evaluating the effectiveness of a laboratory-based professional development program for science educators.

Science.gov (United States)

Amolins, Michael W; Ezrailson, Cathy M; Pearce, David A; Elliott, Amy J; Vitiello, Peter F

2015-12-01

The process of developing effective science educators has been a long-standing objective of the broader education community. Numerous studies have recommended not only depth in a teacher's subject area but also a breadth of professional development grounded in constructivist principles, allowing for successful student-centered and inquiry-based instruction. Few programs, however, have addressed the integration of the scientific research laboratory into the science classroom as a viable approach to professional development. Additionally, while occasional laboratory training programs have emerged in recent years, many lack a component for translating acquired skills into reformed classroom instruction. Given the rapid development and demand for knowledgeable employees and an informed population from the biotech and medical industries in recent years, it would appear to be particularly advantageous for the physiology and broader science education communities to consider this issue. The goal of this study was to examine the effectiveness of a laboratory-based professional development program focused on the integration of reformed teaching principles into the classrooms of secondary teachers. This was measured through the program's ability to instill in its participants elevated academic success while gaining fulfillment in the classroom. The findings demonstrated a significant improvement in the use of student-centered instruction and other reformed methods by program participants as well as improved self-efficacy, confidence, and job satisfaction. Also revealed was a reluctance to refashion established classroom protocols. The combination of these outcomes allowed for construction of an experiential framework for professional development in applied science education that supports an atmosphere of reformed teaching in the classroom. Copyright © 2015 The American Physiological Society.

Evaluating the effectiveness of a laboratory-based professional development program for science educators

Science.gov (United States)

Amolins, Michael Wayne

The development of effective science educators has been a long-standing goal of the American education system. Numerous studies have suggested a breadth of professional development programs that have sought to utilize constructivist principles in order to orchestrate movement toward student-led, inquiry-based instruction. Very few, however, have addressed a missing link between the modern scientific laboratory and the traditional science classroom. While several laboratory-based training programs have begun to emerge in recent years, the skills necessary to translate this information into the classroom are rarely addressed. The result is that participants are often left without an outlet or the confidence to integrate these into their lessons. The purpose of this study was to examine the effectiveness of a laboratory-based professional development program focused on classroom integration and reformed science teaching principles. This was measured by the ability to invigorate its seven participants in order to achieve higher levels of success and fulfillment in the classroom. These participants all taught at public high schools in South Dakota, including both rural and urban locations, and taught a variety of courses. Participants were selected for this study through their participation in the Sanford Research/USD Science Educator Research Fellowship Program. Through the use of previously collected data acquired by Sanford Research, this study attempted to detail the convergence of three assessments in order to demonstrate the growth and development of its participants. First, pre- and post-program surveys were completed in order to display the personal and professional growth of its participants. Second, pre- and post-program classroom observations employing the Reformed Teaching Observation Protocol allowed for the assessment of pedagogical modifications being integrated by each participant, as well as the success of such modifications in constructively

Qualitative exploration of centralities in municipal science education networks

DEFF Research Database (Denmark)

von der Fehr, Ane; Sølberg, Jan

2016-01-01

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

Scientism and Scientific Thinking. A Note on Science Education

Science.gov (United States)

Gasparatou, Renia

2017-11-01

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

LRN, ERN:, & BERN @ Wireless Integrating the Sciences (WITS) Theatre

Science.gov (United States)

Hilliard, L.; Campbell, B.; Foody, M.; Klitsner, D.

2010-01-01

In order to develop a call to action for a learning tool that would work to best teach Science Technology Engineering and Math (STEM), the NASA Goddard team will partner with the inventor of Bop It!, an interactive game of verbs and following instructions; and Global Imagination, the developers of Magic Planet. In this paper Decision-making Orbital Health! (DOH!) will be described as a game derived from the basic functions necessary for Bop lt!, a familiar game. that will ask the educational audience to respond to changing commands to Bop It!, Twist It!, and Squeeze It! The success of the new version of the game, will be that the Earth will be making these commands from Dynamic Planet, and the crowd assembled can play wirelessly. Wireless Integrating The Sciences (WITS) Theatre : A balanced approach will describe how the communities local to Goddard and perhaps San Francisco will develop curriculum that helps kids teach kids with an engaging game and a STEM message. The performing arts will be employed to make it entertaining and appropriate to the size of the gathering, and the students educational level.

Science of learning is learning of science: why we need a dialectical approach to science education research

Science.gov (United States)

Roth, Wolff-Michael

2012-06-01

Research on learning science in informal settings and the formal (sometimes experimental) study of learning in classrooms or psychological laboratories tend to be separate domains, even drawing on different theories and methods. These differences make it difficult to compare knowing and learning observed in one paradigm/context with those observed in the other. Even more interestingly, the scientists studying science learning rarely consider their own learning in relation to the phenomena they study. A dialectical, reflexive approach to learning, however, would theorize the movement of an educational science (its learning and development) as a special and general case—subject matter and method—of the phenomenon of learning (in/of) science. In the dialectical approach to the study of science learning, therefore, subject matter, method, and theory fall together. This allows for a perspective in which not only disparate fields of study—school science learning and learning in everyday life—are integrated but also where the progress in the science of science learning coincides with its topic. Following the articulation of a contradictory situation on comparing learning in different settings, I describe the dialectical approach. As a way of providing a concrete example, I then trace the historical movement of my own research group as it simultaneously and alternately studied science learning in formal and informal settings. I conclude by recommending cultural-historical, dialectical approaches to learning and interaction analysis as a context for fruitful interdisciplinary research on science learning within and across different settings.

Food-Based Science Curriculum Increases 4th Graders Multidisciplinary Science Knowledge

Science.gov (United States)

Hovland, Jana A.; Carraway-Stage, Virginia G.; Cela, Artenida; Collins, Caitlin; Díaz, Sebastián R.; Collins, Angelo; Duffrin, Melani W.

2013-01-01

Health professionals and policymakers are asking educators to place more emphasis on food and nutrition education. Integrating these topics into science curricula using hand-on, food-based activities may strengthen students' understanding of science concepts. The Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Initiative is a…

Project TIMS (Teaching Integrated Math/Science)

Science.gov (United States)

Edwards, Leo, Jr.

1993-01-01

The goal of this project is to increase the scientific knowledge and appreciation bases and skills of pre-service and in-service middle school teachers, so as to impact positively on teaching, learning, and student retention. This report lists the objectives and summarizes the progress thus far. Included is the working draft of the TIMS (Teaching Integrated Math/Science) curriculum outline. Seven of the eight instructional subject-oriented modules are also included. The modules include informative materials and corresponding questions and educational activities in a textbook format. The subjects included here are the universe and stars; the sun and its place in the universe; our solar system; astronomical instruments and scientific measurements; the moon and eclipses; the earth's atmosphere: its nature and composition; and the earth: directions, time, and seasons. The module not included regards winds and circulation.

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

Science.gov (United States)

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

2011-12-01

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

Analysis of expert validation on developing integrated science worksheet to improve problem solving skills of natural science prospective teachers

Science.gov (United States)

Widodo, W.; Sudibyo, E.; Sari, D. A. P.

2018-04-01

This study aims to develop student worksheets for higher education that apply integrated science learning in discussing issues about motion in humans. These worksheets will guide students to solve the problem about human movement. They must integrate their knowledge about biology, physics, and chemistry to solve the problem. The worksheet was validated by three experts in Natural Science Integrated Science, especially in Human Movement topic. The aspects of the validation were feasibility of the content, the construction, and the language. This research used the Likert scale to measure the validity of each aspect, which is 4.00 for very good validity criteria, 3.00 for good validity criteria, 2.00 for more or less validity criteria, and 1.00 for not good validity criteria. Data showed that the validity for each aspect were in the range of good validity and very good validity criteria (3.33 to 3.67 for the content aspect, 2.33 to 4.00 for the construction aspect, and 3.33 to 4.00 for language aspect). However, there was a part of construction aspect that needed to improve. Overall, this students’ worksheet can be applied in classroom after some revisions based on suggestions from the validators.

Exploring the Associations among Nutrition, Science, and Mathematics Knowledge for an Integrative, Food-Based Curriculum

Science.gov (United States)

Stage, Virginia C.; Kolasa, Kathryn M.; Díaz, Sebastián R.; Duffrin, Melani W.

2018-01-01

Background: Explore associations between nutrition, science, and mathematics knowledge to provide evidence that integrating food/nutrition education in the fourth-grade curriculum may support gains in academic knowledge. Methods: Secondary analysis of a quasi-experimental study. Sample included 438 students in 34 fourth-grade classrooms across…

Science and Technology Education in the STES Context in Primary Schools: What Should It Take?

Science.gov (United States)

Zoller, Uri

2011-10-01

Striving for sustainability requires a paradigm shift in conceptualization, thinking, research and education, particularly concerning the science-technology-environment-society (STES) interfaces. Consequently, `STES literacy' requires the development of students' question asking, critical, evaluative system thinking, decision making and problem solving capabilities, in this context, via innovative implementable higher-order cognitive skills (HOCS)-promoting teaching, assessment and learning strategies. The corresponding paradigms shift in science and technology education, such as from algorithmic teaching to HOCS-promoting learning is unavoidable, since it reflects the social pressure, worldwide, towards more accountable socially- and environmentally-responsible sustainable development. Since most of the STES- and, recently STEM (science-technology-engineering-mathematics)-related research in science education has been focused on secondary and tertiary education, it is vital to demonstrate the relevance of this multifaceted research to the science and technology teaching in primary schools. Our longitudinal STES education-related research and curriculum development point to the very little contribution, if any, of the traditional science teaching to "know", to the development of students' HOCS capabilities. On the other hand, there appears to be a `general agreement', that the contemporary dominant lower-order cognitive skills (LOCS) teaching and assessment strategies applied in science and technology education are, in fact, restraining the natural curiosity and creativity of primary school (and younger?) pupils/children. Since creative thinking as well as evaluative system thinking, decision making, problem solving and … transfer constitute an integral part of the HOCS conceptual framework, the appropriateness of "HOCS promoting" teaching, and the relevance of science and technology, to elementary education in the STES context, is apparent. Therefore, our